Posted by admin on January 31st, 2009 — Posted in Marketing Management, Publishing Info, The Video Makers Way
Videos are a useful way to market your company. There is no doubt that there are dozens & dozens of other types of marketing strategies around from editorial writing to blogging, from public relations to podcasting. But nothing says “cool, connection, and creativity” like a professional video.
Each day more and more companies of all sizes are generating video commercials about their products. They’re not only posting them on their sites, but they are putting them on their official blogs. To gain global twenty-four-seven publicity, video commercials are being posted to many video-sharing websites like You Tube & Google Videos. And why not ? it is economical, easy to undertake, & can have a substantial impact, in a number of cases, on the traffic it drives to your companies site.
There are loads of other reasons why online videos are an amazing way to market your company.
Videos benefit from an extensive circulation: Videos by their very nature are easy to “package” which means they are appropriate to be added to a range of different distribution channels. You can put them on your businesses site or blog, you can even store them onto your laptop and show them continually at a company show event. You can upload them to dozens & dozens of World Wide Web video-sharing social media websites. You can copy them onto CDs and give them away or sell them. You can even dispatch them by email.
Videos are a great way to advertise. As our understanding with technology develops, so do the ways in which firms like to interact with others. Most people are visually oriented meaning that is how they best understand and work with their world. This makes promotional videos the best business strategy to speak with today’s customers.
These are just a few of the countless reasons why online videos might be a wonderful way to market your firm’s products & services. Discover more about this area to see how you could leverage your time, recourses, & energy to communicate to your target industry in a modern & motivating way. Vidify offer unique video production and distribution solutions. Visit the website.
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Posted by admin on January 26th, 2009 — Posted in Education Special
It’s a familiar dilemma with any sort of professional training or education: How does one translate what they’ve learned into actual employment and experience in the field? When people talk about the “Catch-22″ of employment and experience, it is precisely this that they are referring to. It can be a frustrating affair knowing that you are as qualified for employment as anybody else in the industry and yet being unable to procure steady employment.
While this problem exists even in the construction industry, we at the National Heavy Equipment Operators School take every possible step to assure you that you will not have to succumb to it. For starters, the training program at National is second to none; ours is a comprehensive two-part course that covers a wide variety of heavy equipment models and gives you the preparation and knowledge to operate them effectively. Additionally, National is the only accredited heavy equipment training facility in the United States. This means that a certificate of completion from National carries with it a certain weight; employers are familiar with and respectful of the heavy equipment training that National provides.
National is also intricately involved in the construction and heavy equipment industry, and thus we are able to assist our graduates in finding immediate employment far more effectively than other agencies or programs. Upon starting the resident portion of our heavy equipment-training program, students fill out pre-hire applications and have them distributed to their employers of choice while they are still training. Construction opportunities are abundant throughout the nation, from urban construction to rural highway renovation. National has ties to numerous companies and agencies across the United States, and we can help you find the best employment fit once you complete your training.
Once National helps you to get your foot in the door in the construction industry, you can rest assured that employment opportunities will be steady for the foreseeable future. Conservative estimates have the visible construction boom holding steady until at least 2012, and given the seemingly endless number of construction projects visible throughout any metropolitan or rural area, it is likely to persist for much longer. When you consider that heavy equipment operators accounted for roughly ten percent of the approximately 6.7 million construction-related jobs in 2002, the importance of adequate training and job placement becomes even more evident. The program at National Heavy Equipment Operators School is just what you need to assure you of your future financial stability.
For more information go to www.earthmoverschool.com or phone 1.800.488.7364. Earthmoverschool.com has training over 30,000 Heavy Equipment Operators.
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Posted by admin on January 26th, 2009 — Posted in Education Special
The Graduate School Search Process
Once you are close to achieving your undergraduate degree, it’s time to begin a graduate school search to lead you to the next level of your education. Of course, with degree completion activities taking most of your time,you may find it difficult to launch a comprehensive graduate school search that will net you the best options for pursuing your career. Knowing how to establish your parameters and search efficiently can make the process easier and will lead to better results in a shorter period of time.
Graduate School Search Made Easy
Know your objectives - The first step to finding the right program through a graduate school search is to write down exactly what you want from a graduate program. Location, internship eligibilities, highly regarded instructors - decide which factors are most important and create a list of priorities.
Consult an online graduate school search guide - Before you can narrow down your selection, you’ll want to get as much information as possible on many diverse graduate programs. Using an online search program can help you to get a lot of information in a short amount of time. Request information packages from at least 10 different programs to provide a variety of options. Further research may provide some opportunities that you wouldn’t have been aware of prior to your graduate school search.
Narrow your options - Once you have obtained the information from the various schools you contacted via the graduate school search guide, you can perform a comparison based on your initial objectives. Select the top three or four programs that best match your graduate school preferences.
Contact existing students - Now that you have a smaller pool of options, consider contacting current students participating in the program you wish to join. Most schools will be happy to put you in contact with a student who can answer your questions about the program’s courses, instructors and overall value.
Visit the campus - Along with making telephone or internet contact with the schools you are considering, your graduate school search should include a trip to the campus itself. Unless you are considering the prospect of online or distance learning, getting a feel for the physical environment can play an important role in your final decision.
Re-evaluate your choices - Once your have a more personal view of each graduate program, take a minute to compare your field of choices once more. Now that you have additional information, it may be possible to eliminate some of the programs from your graduate school search. If you have a clear front-runner, it may be that you have already found the school of your choice.
Sleep on it awhile - Whether or not you believe you have found the right graduate school program, take a little time before making your final decision. Choosing a school will affect your life significantly and you don’t want to be impulsive about it. If, after a week or so, you still feel confident in your choice, your graduate school search has ended! If you still need more time, or more information, go back to the programs you most prefer or start over with step one.
Paolo Parodi is an expert author who writes for www.graduateschoolsearch.org
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Posted by admin on January 24th, 2009 — Posted in Education Special
Importance of Goal Setting
Just try imagining what a day in your life will be like five or 10 years down the lane. Now, if you do not have the faintest clue about your goal, no wonder you are going to have hard time motivating yourself to work towards that career as a final goal! One way to easily visualize all your goals - and their relation to each other is to construct a goal pyramid. Let me explain it to you: - 1. Centered at the top of a piece of paper, put down in writing what you hope to ultimately gain from your education. This is your long-range goal and the apex of your pyramid. Example: I want to become a successful architect. 2. Below your long-range goal, list the mid-range goals - milestones or steps that will lead you to your eventual target. For instance, if your long-range goal is to become an architect, your mid-range goals might include getting admission to a decent school of architecture, completing your course and getting an interesting internship with a reputed architectural firm. 3. Below the mid-range goals list all short-range goals you can think of - the smaller steps, which you can complete, in a relatively shorter period of time. For example: paying more attention to your mechanical drawing, completing your class XII with a decent percentage, working through previous year’s test papers for gaining practice and speed to fare well in your entrance exam. As you go along, your goal pyramid may alter somewhat. You may even decide on a different career. Or your mid-range goals may change as you decide on a different path leading to your long-range goal. Of course your short-range goals will change more frequently. The process of creating your own pyramid will show you at a glance how all the little daily and monthly steps you take lead to your mid-range and long-range goals. It will motivate you to work with added zest and enthusiasm. Why Put Your Goals Down On Paper? For one, the need to define a goal clearly stems from the principle that everything is created twice, first in the mind of the one who wishes to achieve it, and only thereafter in the actual creation. For instance, a sculptor visualizes all details of his image before he begins to chisel. Similarly, you hold the power to shape your own destiny in your own hands.
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Posted by admin on January 24th, 2009 — Posted in Education Special
Once GED students discover how to activate the learning process, it’s equally important to reinforce learning since real learning happens when you use knowledge, especially if its fresh. And since learning is really a lifelong process, lessons on how people learn — and continue to learn — are good ones to understand.
Learning is a Self-Controlled Process
People learn faster and better when they control the speed of learning. In most classrooms, it’s the teacher who controls the material. So it’s important for GED students to determine their own learning speed, and to devise methods or a study plan that accommodates that speed.
Self-guided study is a good way to control the speed and pace of learning. But when self-directing a study program, it’s important to make study a habit, whether short periods for studying are set aside for each day, or longer periods two to three times a week.
In classroom situations it’s more difficult to control the speed of learning since instructors follow lesson plans. So talking to the instructor may help. Some students may learn better by moving more quickly through material, while others need extra time.
Regardless, once a student understands that they need to control their own learning — and the speed in which it takes place — learning is easier. They can then identify the most comfortable speed, and consequently, learn faster and learn more.
Learning Requires Rapid Feedback
Feedback is a critical part of the learning process, one that’s often overlooked. The more immediate and meaningful the feedback is, the quicker people learn.
Consider how many classroom situations work: Information is presented over days or weeks — or sometimes over months. Then students are tested. Until they see test results, students may not know whether their learning is effective.
The best learning situation gives the learner immediate feedback on their progress. A good GED study program should include continuous opportunities and methods for students to connect their learning efforts with their outcomes. This way, students can quickly identify whether they’ve learned material, need to learn it better and reinforce the learning process by using information quickly and frequently.
Real Learning Means Real Knowledge — Use Knowledge!
Once you learn material and gain new knowledge, use it. Use it every chance you get. Using new knowledge ensures ownership, and enhances critical-thinking skills, the most important skills measured by the GED, or General Education development test.
Here is a good example of how one successful PassGED student gained real knowledge through the application of it:
Maria, studying for the GED Language Arts reading test, encountered an unfamiliar word in a literary passage, the word ’superfluous.’ Initially, the word just seemed confusing. She wanted to check the word in a dictionary, but remembered that she wouldn’t be able to access a dictionary at GED test time. And she had learned in her online GED class how to look for context clues to find word meanings, especially if the word seemed key to the passage. She found three words that seemed to point back to ’superfluous.’ One word was ‘extra,’ another ‘over-abundant’ and the other ‘excessive.’ Maria also saw that superfluous had a root of ’super.’ So she was sure that she as right. Her dictionary confirmed it.
Through the next few weeks, Maria began using new words she was learning during conversations. After a short time, these words came to her more naturally — she developed complete ownership of her new knowledge. Not only was her vocabulary expanding, she discovered that it became easier to move through Language Arts study passages. Her feedback scores were climbing. Also, the essay portion of the exam seemed much less challenging.
Maria was delighted. She wasn’t just pleased at her new ability; her studies now seemed more of a hobby instead of a chore. And she wasn’t the only one impressed.
In Summary
Maria’s story is an excellent example of all three principles that speak to the reinforcement of the learning process, which makes learning real knowledge.
When Maria first encountered a difficulty, she controlled the speed of her learning. She used a test-taking technique she had learned to provide immediate feedback. And it wasn’t a test that initially provided the feedback; it was similar words that gave the feedback and a dictionary that confirmed it.
Then, Maria used her new knowledge. By using it in everyday situations and conversations, she quickly became the rightful owner of the knowledge. This new knowledge further helped her in her GED study program — reflected in her test scores, improved critical-thinking skills and in a more willing attitude.
More Resources: For additional GED study tips, test information and resources for adult GED students and instructors, visit http://www.passGED.com/. The website features a short movie, with answers to the most common questions about the GED.
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Posted by admin on January 23rd, 2009 — Posted in Education Special
Our Self is the true center of our being and the place from which our individual truth emanates. It’s where we can come to know our passions, our place in the world, our purpose and our destiny. Without our Self we truly have nothing, except the reference structures around us which are now crumbling. Yes, crumbling! The evidence is there; we see it every day in the media. To clarify, crumbling here does not mean total disintegration, although some would argue that is indeed the case. To me it means a rather serious Reshuffling.
The signs or symbols that define this rising Era are the Self at the center of the personality and the Soul as its Spiritual counterpart. Ego now belongs to the dying era that we are leaving behind. Self and Soul are inextricably intertwined. They are one and the same at a fundamental level - like Particle and Wave in Physics, which both describe the electron. Self and Soul are the same because they come from our Divine Nature which, by the way, does not reside anywhere but inside of Us. You, We, I, are the source of our Being and the home for this Divinity. You, We, I, are God, incarnate in a body.
Now, if I say to you - Trust Your Self! Believe in Your Self! Be Your Self! - can you in any way go wrong? Can you say - He’s lying, I shouldn’t trust myself? Can you say - I can’t trust him because he’s telling me to trust me? We could go on with more examples, but you can already see that this argument becomes absurd. Trusting your Self and connecting with your Soul are essential to being who you are. And from that perspective, they cannot be questioned. Because, if you can’t trust your Self and you can’t believe in your Soul, then nothing you believe in has value!
Here is the inherent beauty of Myth. Whether it’s a story or a parable, their simple truth is undeniable, unmistakable, because they point to You; they are a mirror to You. You are free to use them or not, to agree or not. They are not dictates, they are reference points. Parables are also Myths by the way, teaching tools in much the same way. They were the counterpart to Myths during Christ’s era. Today, movies, books, television and music tell the stories that men and women on hilltops used to recite so long ago. Yes, Parables or Myths are still being told to us today.
Alright, so back to “Trust Yourself” now, what does that mean? It means: Feel what your feel; Speak your truth; Acknowledge your mistakes; Do your very best; Pray for guidance; and LISTEN! Yes, Listen to that guidance that bubbles up from within you, from your Heart, or Feeling Center. There it is in action - your Feelings; your Inner Guidance; the I Am That I Am, all at work inside of you - to Give You the Truth about You!
How can you go wrong? You can’t.
How can you say no? You cannot.
How can you go forward? Right Now!
With hope, determination and clear-headedness, you can activate that Power that is Yours. So you can be true to You, which is He, and bring forward those Gifts which are Yours to share with the World.
Now every once in a while, something happens in Life that can shake us up. For some, it could be a course of study. For others, it could be a movie, a life crisis, a particular song, a major loss, a trauma or similar challenge. A good crisis or major loss can be a great waker-upper. As an example, my own changes leading to the present began about 12 years ago, after my wife took ill with Multiple Sclerosis. I was scared and started listening more inwardly.
Until then I was a fairly traditional psychotherapist, plying my craft as I was trained to do. Mixing in some intuition with other guidance was part of my style and I got by. Then one day, after this crisis hit, I started writing. Actually, I felt compelled to write - stories, poetry, music, with a spiritual bent, a mythical flavor, a growth orientation. And these writings were all about the same thing - Knowing Your Self; Being True to Your Self; Waking up to Soul; Children’s Spirituality; Song Lyrics and Reflections.
From these writings came my first book of Parables, then another, and another, until I had six manuscripts on this subject; and yes, song lyrics for about 125 songs to this point. Mythology, Spirituality and Personal Growth were now moving through me.
So what is trying to be born through you, friend? What are your gifts and passions telling you? Creativity is a challenge, but we’re all built to handle it. Our inherent design, as spiritual-physical beings, drives us to create. Watch children. They create without inhibition. It is their nature. Well it’s ours too. And we’ll resume this discussion in Part 4 and bring this course to a conclusion.
Maurice Turmel PHD is an Author, Speaker and Performing Songwriter. His site features Self-Help books, Inspiring Music, Stories, Reflections and Poetry that can help YOU discover how truly great YOU are. The WebSite is dedicated to that end. It also features his collection of articles, reflections and stories as teaching tools, and his latest Ebook, “The Voice,” a Spiritual Sci-Fi novel. It will introduce YOU to all the basic concepts that characterize The Healthy Life, both Spiritually and Psychologically.
http://www.mauriceturmel.com
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Posted by admin on January 23rd, 2009 — Posted in Education Special
One of the major controversies in the acquisition and development of America as an independent nation was the dilemma concerning the people who were already here. As a Christian people, it would have been sinful for our founders to just ‘take’ the land from other peoples. Therefore, the settlers and the succeeding generations began romanticizing the Indians, depicting them as either noble children of nature in need of civilization and Christianity or as ferocious, demonic savages in need of extermination. Neither view exhibited the reality of the Native Americans. From the earliest American writings, this image of the Indian, either as inherently noble or inherently evil, has persisted in our culture to the present.
In Columbus’ letter regarding his first voyage to the Americas, he describes a virtual Garden of Eden. While he does not describe the natives he encounters in great detail, it is safe to assume that he did not find them to be menacing or ferocious savages based on the content of his letter. Columbus states that he “sent two men inland to learn if there were a king or great cities” and that the men traveled for three days and “found an infinity of small hamlets and people without number” (Norton 26). Surely Columbus would not have sent two men among the Indians if he had any indication that the Indians would not be peaceful and welcoming.
However in his letter to Ferdinand and Isabella, Columbus’ view of the natives has changed. In pleading his plight to his sovereigns, Columbus says he is in “daily expectation of death” and “encompassed about by a million savages, full of cruelty” (Norton 28). These contrary and romanticized depictions of the Native Americans would be picked up and even expanded on by later American writers.
William Bradford carried on peaceful and friendly relations with the Indians that lived where they set up Plymouth Plantation. The Pilgrims made a treaty with the chief Massasoit which continued “24 years” (Norton 86). Additionally, Bradford transfers romantic qualities to Squanto, an Indian who had been captured and taken to England. Bradford says of Squanto that there are “scarce any left alive besides himself” which instigates the “vanishing Indian” myth that Cooper later uses for his narrative (Norton 87). Bradford also idealizes Squanto by referring to him as a “special instrument sent of God for [the Pilgrims] good” (Norton 87).
The writings of John Smith further emphasize the ambiguous feelings of the Europeans towards the Indians. When he and his men were in danger of starving to death, Smith describes how God “changed the hearts of the savages” so as to provide food for the Europeans (Norton 45). The indication here is clear: that the Indians are ’savage’ by nature but all that is needed to make them good people is Christianity.
When Smith is later taken hostage by Powhatan and his tribe, he narrates how he was “kindly feasted and well used” (Norton 49). But despite this, Smith remains fearful of the Indians, no matter how much he tries to make himself sound bold and unafraid. The fact that he is afraid of the Indians and their personal nature is seen through Smith’s description of the Indians in language and imagery that is horrifying. He depicts them as “devils,” “fiends,” having a “hellish voice” and entertaining him with “strange and fearful conjurations” (Norton 50). Smith is definitely romanticizing the Indians by making them seem as if they are demons from Hell.
These three romantic idealizations of the Indian (noble warrior, bloodthirsty savage, and vanishing Indian) converge in James Fenimore Cooper’s The Last of the Mohicans. As the title suggests, the tribe of the Mohicans has been so very diminished that only two remain, Chingachgook and his son Uncas. This exhibits the “vanishing Indian” mythology.
The tribes of Indians that are the central focus in Cooper’s narrative are the Mohicans (Delawares) and the Iroquois (Mohawks). These tribes are depicted in the characters of Chingachgook and Uncas (Mohicans), and Magua, who even though was born a Huron, has became a member of the Iroquois federation. According to Cooper, both of these tribes are vanishing due to the “inroads of civilization” (Cooper 6). Chingachgook tells Hawkeye when his son Uncas dies “there will no longer be any of the blood of the Sagamores” because Uncas is the last of the pure blood Mohicans (Cooper33).
As for the Six Nations of the Iroquois, Cooper tells the reader in a footnote that:
There are remnants of all these people still living on lands secured to them by the state; but they are daily disappearing, either by deaths or by removals to scenes more congenial to their habits. In a short time there will be no remains of these extraordinary people, in those regions in which they dwelt for centuries. (Cooper 20)
Thus does Cooper romanticize the idea of the “vanishing Indian myth.”
In his introduction to the first edition of his novel, Cooper describes the “native warriors of America” in the following manner:
In war, he is daring, boastful, cunning, ruthless, self-denying, and self-devoted; in peace, just, generous, hospitable, revengeful, superstitious, modest, and commonly chaste. (Cooper 5)
This type of description of Indians denies their individuality in human emotions and characteristics. As such, it romanticizes them by assigning them inviolable personality traits. Of the narrative’s three main Indian characters, Chingachgook and Uncas are idealized as the “noble warriors” and Magua is romanticized as the “bloodthirsty savage.” None of these characters are presented in a realistic, humanistic fashion. They are spoken of in language that portrays them as highly exalted or irretrievably degraded.
In his first appearance in the novel, Chingachgook is seen seated on a log, engaged in a debate with Hawkeye. Chingachgook uses “calm and expressive gestures” and the posture of his body to “heighten” the effect of his “earnest language” (Cooper 29). He has reached middle age, but has no “symptoms of decay” that would suggest a lessening of “his manhood” (Cooper 29). Furthermore, even though Chingachgook is habitually suspicious, he is “not only without guile” but is possessed of “sturdy honesty” (Cooper 30). These physical and mental traits provide us with the classic image of the strong and stoic Indian warrior, one who is brave and fearless when necessary but kind and calm also. Chingachgook’s son Uncas is idealized even more than his father is.
Uncas is “fearless”, “dignified,” “noble,” “proud,” “determined,” “brave,” and “constant” (Cooper 53). Even Alice, who is fearful of all Indians, says of Uncas that she “could sleep in peace with such a fearless and generous looking youth for her sentinel” (Cooper 53). And Duncan allows that Uncas is a “rare and brilliant instance of those natural qualities” existing in Indians (Cooper 53). This portrayal of Uncas suggests that he is not like others of his tribe or race; that he is somehow exalted above the rest. Cooper plays up this exaltation of Uncas by revealing that he is descended from a noble chief (implying that Uncas’ blood is ‘royal’) later in the novel when Uncas is about to be burned at the stake (Cooper 309).
When Uncas is sentenced to death, his friends react in various ways: Duncan struggles to get free, Hawkeye anxiously looks around for a way to escape, and Cora throws herself at Tamenund’s feet to plead for mercy for Uncas (Cooper 309). Only Uncas remains calm and serene. He watches the preparations for the fire with a “steady eye” and does not resist when the other Indians come to seize him (Cooper 309). One gets the impression that if Uncas had not been spared by the discovery of his tortoise tattoo, he would have went to his death calmly without saying one word to save himself. This is a highly idealized portrait of a person, not so would we expect someone to act in this particular circumstance no matter how brave the person was.
At the opposite side of human nature, Cooper romanticizes the character of Magua as intrinsically evil and depraved. Other than being brave and fearless, Magua has no qualities that would be considered good as possessing. Magua is described as having the “characteristic stoicism” of his race, but his countenance exhibits a “sullen fierceness” (Cooper 17). Further Magua’s expression is “cunning,” “savage,” “repulsive,” and having an eye “which [glistens] like a fiery star” (Cooper 18). Alice is afraid of Magua, based on his physical appearance, and refers to him as a “spectre” inhabiting the woods (Cooper 20). Cora tends to give Magua the benefit of the doubt, even though she first looks upon him with “pity, admiration, and horror” (Cooper 19). Even Duncan, who says he knows Magua well and trusts him, tells Alice not to show any distrust or fear to Magua, or she may “invite the danger [she] appears to apprehend” (Cooper 21). This admonition to Alice displays Duncan’s tendency to equate Magua with some species of wild animal, which will attack when sensing fear.
The idealization of Indians in Last of the Mohicans exhibits the period’s ambivalence towards the first inhabitants of the Americas. The colonists tended to either romanticize them as children of God or nature, or as savage, brutal heathens. This attitude towards the Indians began with Columbus and, in some degree, still exists today.
Sources
Norton Anthology of American Literature
The Last of the Mohicans
Mary Arnold holds a B.A. in literature and history. She is an author on http://www.Writing.Com/ which is a site for Creative Writers.
Her writing portfolio may be viewed at http://www.Writing.com/authors/ja77521
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Posted by admin on January 21st, 2009 — Posted in Photography Stuff
A picture is worth a thousand words, so goes a Chinese proverb. A picture of a smiling child always brings a smile to our face and a picture of hungry and sick people always arouse feelings
of compassion. Every picture if carefully looked at is a story, a piece of art and not just a two dimensional image.
Names like Ansel Adams and Alfred Stieglitz are photographers whose names are etched in the hallways of photographic history with gold. Looking at their works not only provides inspiration
but a new eye and a new dimension to life. Their work is not only photographs, but time frozen forever.
What exactly goes behind making an image is not only skill but an art form. It’s an expression and a story told through the eyes of the photographer. “Photography helps us to see” is cent percent right because it truly does so. It makes the eye wonder and the mind imagine.
Photography can be very rewarding and can lead to times where you feel the power of an image tremendously. A photograph taken at some particular time or at some instance may lead you to
wonder about life, poverty, birds, mountains, hunger, love and unlimited emotions and feelings.
To be a successful photographer you need more energy and perseverance rather than knowledge. To know the basics and technical know how photography does not take as much as
learning techniques and developing ones own style.
Like many professional photographers, one could be on the road to photographic salvation by working hard and giving it your best wile making continuous. Learning with time is something
that has irreplaceable value.
A photographer’s life can be easy and tough at the same time. The best results are spawned from experience and through experiments. The perils of a night long shoot or the wait for a perfect sunset can be both tiring but nevertheless rewarding when you get first prints out of the lab.
Careers in photography can involve being a freelance photographer, a full time photographer, or an image editor, to name a few. Work ranges from industries such as travel, fashion, journalism, stock art and many others.
Just like any other form of work, photography needs dedication, hard work and patience. The more of these ingredients and the more successful you can be. It becomes more rewarding once
you get into an industry and start creating your own style and niche.
“A great photograph is a full expression of what one feels about what is being photographed in the deepest sense, and is, thereby, a true expression of what one feels about life in its entirety”
so said Ansel Adams. Had it not been for photography, the world probably would have been a different place, for knowingly or unknowingly we do find solace and entirety in the pictures we
see in everyday of our lives.
The next time you see a picture anywhere stare at it for a while, and try to find the story. Maybe you will find something new about yourself.
I am a freelance Photographer and journalist based in the Middle East. Goto my websites for more info:-
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Posted by admin on January 21st, 2009 — Posted in Online Technology Resources, Software For Life, Telecommunication Hub
Born on February 23, 1965 in Houston, Texas, Michael Saul Dell was 15 years old when he had his first encounter with a computer. Dell tore apart an Apple II to see if he could rebuild the thing. His father’s profession though, influenced him to take medicine initially at the University of Texas.
With just a thousand dollars in hand and using his dorm room as his base of operations, Dell started PC’s Limited. Dell’s market strategy was to sell computer parts and components directly to the buyer rather than through third parties. Aside from dealing computer parts, Dell also assembled computers that were customized according to clients’ specifications.
What made PC’s Limited a hit among computer users was the affordability of Dell’s prices. Since he did not have to maintain an office space and pay commissions to salesmen, Dell offered prices lower than his competition. The success of PC’s Limited prompted Dell to quit school and continue expanding his company that would eventually grow into a corporate titan.
In 1988, PC’s Limited was renamed to Dell Computer Corporation. By this time, the company had a face value of $80 million. Four years later, the company would be ranked as one of Fortune’s 500 largest companies, making Dell the youngest CEO in the world at the age of 27.
Michael Dell’s official biography.
Other technology leaders such as Chuck Ager are profiled on Leaders in technology.
The Securities and Exchange Commission has a report on Searchlight Minerals leader Chuck Ager.
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Posted by admin on January 20th, 2009 — Posted in Education Special
More than likely, when you learned how to add, you started on the right and moved to the left. If you were adding whole numbers, you added the ones, “carried” if necessary, and repeated for the tens, hundreds and so on. This works well on paper, and it is the most efficient paper and pencil method; however, adding in the other direction has several desirable advantages: the left to right method promotes a better understanding of place value, it can be done mentally with much greater ease, and it does not require that numbers be lined up in a column. Students can learn left to right addition, so they have another method to choose from when presented with addition problems.
Left to right addition involves adding the largest place values first. As you move from left to right, you keep a cumulative total, so it is simply a number of smaller addition problems. To give you an idea of how it works and what it sounds like, consider the example, 677 + 938.
Begin by adding the left most place values. In the example this is 600 plus 900 equals 1500. Add the values in the next place, one at a time, to the previous sum, and keep track of the new sum each time. In the example, 1500 + 70 is 1570, 1570 + 30 is 1600. For students who are more proficient at this algorithm, they don’t necessarily think “plus 70″ or “add 30.” Their thought process, if said out loud might sound like, “600, 1500, 1570, 1600, . . .” Continue adding the values in each subsequent place until finished. The final steps in the example are 1600 + 7 is 1607, 1607 plus 8 is 1615. The sum is 1615.
As you can imagine, students need to be proficient at single digit addition and have an understanding of place value before attempting left to right addition. When they are first learning it, they might try repeating sums as they go along (e.g. 1500, 1570, 1570, 1570, 1600, . . .) to help them retain the newest sums. They might also cross out digits as they are adding. There is no rule about having to add in this way mentally. Students could write down the sums as they proceed.
Left to right addition promotes a better understanding of place value than right to left addition. In right to left addition, single digits are carried or regrouped with little emphasis placed on what the value of those carried digits are. In the example, 1246 + 586, students add 6 + 6 to get 12; they write down the 2 and carry the 1 when they should be carrying the ten. In the next step, they add 8 + 4 + 1 to get 13; they write down the 3 and carry the 1 when they should be adding 80 + 40 + 10, writing the 3 in the tens place (i.e. 30) and carrying the hundred. Essentially, right to left addition excludes vocabulary related to place value. Left to right addition, on the other hand, promotes an understanding of place value as each digit is given its correct value. In the example, the one in the thousands place is one thousand, the two in the hundreds place is two hundred, and so on.
Left to right addition is well-suited to mental addition since the sum is cumulative with no steps in between; in other words, there is nothing for the student to keep in mind except for the cumulative sum. In right to left addition, several numbers must be remembered as the student proceeds. To illustrate this, consider the simple example, 64 + 88. In left to right addition, the sum is simple to find: 60, 140, 144, 152. Only one number had to be remembered at any point. In right to left addition, 4 + 8 is 12, so there are already two numbers to remember: the two in the ones place and the regrouped ten. The next step is to add 60 + 80 + 10 to get 150. At this point, the two must be recalled and added to the 150 to get 152. Although this sounds simple, it becomes more complicated with more digits.
Right to left addition does not require numbers to be lined up in a column, but it is often taught that way because the method tends to ignore place value and relies on a student’s ability to line up the place values to compensate. Many errors that students make in right to left addition occur because they don’t have a strong knowledge of place value, and they forget or don’t realize that like place values need to be lined up. They might, for instance, add a digit in the tens place to a digit in the hundreds place. Another scenario is a sloppy recording of numbers where a digit is mistakenly added to the wrong column. In left to right addition, the emphasis is on finding a certain place value in each number rather than relying on the place values being aligned. Students, of course, need to be able to recognize place value before they can be successful at this method. For instance, they should be able to recognize that the ones in the numbers: 514, 1499, and 321 are in the tens, thousands, and ones places respectively. If they can’t, further teaching on place value is required before addition can be taught effectively.
Although left to right addition has several advantages, it isn’t suggested that you scrap everything else. Learning a wide variety of addition methods allows you latitude in problem solving situations. By teaching students this method, you give them another option when they are tackling addition questions.
Peter Waycik is an elementary teacher and the creator of thousands of free math worksheets that can be found at his website: www.math-drills.com.
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