This is the Best Way To End An Email to Get the Highest Response Rate

This is the Best Way To End An Email to Get the Highest Response Rate You spend all this time drafting the perfect email and then you stall out as soon as you get to the sign-off. What are you supposed to say? You don’t want to sound too formal or too casual, and thus ruin the whole tone of the email. â€Å"Cheers† seems too flip, or too British. â€Å"Sincerely† sounds†¦ well, anything but. â€Å"Best† feels just bland and boring. And all the possible versions of â€Å"best† are overwhelming in and of themselves: â€Å"all best,† â€Å"all the best,† â€Å"all my best,† â€Å"all best wishes†Ã¢â‚¬ ¦ it’s enough to drive you mad. All the same, you can’t go without a sign-off, particularly if you’ve opened the email with a salutation. Avoid the minefield by not letting yourself get overly familiar. Stay away from â€Å"xo† and â€Å"love† (obviously) in a professional setting. â€Å"Warmly†/†fondly† fall into the â€Å"best† t rap, while being borderline creepy. â€Å"Yours† and â€Å"yours truly,† or anything else with an adjective after â€Å"yours,† sound both fake and formal.Then there are things like â€Å"take care† (this makes you sound dismissive) and things in the bland â€Å"regards† family (too much like â€Å"warmly†). You could try â€Å"looking forward to hearing from you,† but that’s a little presumptuous. Or â€Å"speak soon† (but only if you plan to).In truth, the best ways to end an email, which have been proven to increase your rate of response by up to 65%, are sign-offs that include the word â€Å"thanks.†So next time you’re stuck, try any variation on these farewells:â€Å"Thanks in advance†Ã¢â‚¬Å"Thanks†Ã¢â‚¬Å"Thank you†If you’re really stuck and can’t make â€Å"thanks† work, then variations on â€Å"best† or even the pretentiously European â€Å"cheers† will do in a pinch- and still might get you the response you need. But if you can, sign off with gratitude and get results.

Harvard Law - Profile of Harvard Law School

Harvard Law - Profile of Harvard Law School The countrys oldest law school in continuous operation, Harvard Law School (HLS) is part of Harvard University and one of five  Ivy League law schools. It is generally ranked in the top five of the countrys law schools by  U.S. News and World Report  (currently #2), and is one of the most selective, with a 2007 acceptance rate of 11%. Harvard Law Schools 3-year full-time Juris Doctor (J.D.) program operates from mid-August to mid-May; no part-time or evening programs are available. Housing information is available through  Harvard Law School Housing. Contact Information Admissions Office, Austin Hall1515 Massachusetts AvenueCambridge, MA 02138(617) 495-3179 Email: jdadmisslaw.harvard.eduWebsite:  law.harvard.edu Fast Facts (Class of 2019) Enrollment Information Applicants: 5,231Total enrollment: 561 Women: 47%Students of color: 44%International: 15% Student to Faculty Ratio: 11.8:1 GPA/LSAT Scores LSAT 25/75 Percentile: 170/175GPA 25/75 Percentile: 3.75/3.96Costs and Fees (2015-2016) Tuition: $57,200Total estimated budget: $85,000Application Procedures Application fee: $85Application dates: Apply between September 15 and February 1 for admission the following fall. Harvard Law School strongly encourages application through the  Law School Admission Council  (LSAC), but you can also get a paper copy from the  schools website. In addition to the application form and fee, applicants must submit: Statement FormPersonal StatementTwo Letters of RecommendationResume See Harvards checklist  here. Transfer Procedures Competition for transfer admission is high. Transfer applicants must have completed one year (or 1/3 of credits required in a part-time program) at an ABA-accredited law school. Transfer applicants must complete the  online application; the deadline for applying is June 15. For more information on transferring to Harvard Law School, see  Transfer Admission. Degrees and Curriculum For the full list of requirements for earning a Juris Doctor degree, see  Requirements for the J.D. Degree. The first-year curriculum includes Civil Procedure, Contracts, Criminal Law, International or Comparative Law, Legislation and Regulation, Property, Torts, First-Year Legal Research and Writing, which includes the First-Year Ames Moot Court Program, and a minimum of two and a maximum of four elective credits. Students choose all courses during the second and third years of study. Harvard offers several  joint degree programs  in which students can earn a J.D. along with another professional degree from one of Harvards graduate or professional schools, including a  coordinated J.D./Ph.D program; applications to the programs must be filed separately. Harvard Law School also offers degree programs for  Master of Laws (LL.M.)  and  Doctor of the Science of Law (J.S.D.). Study Abroad Harvard has several opportunities for students to study abroad, including a  combined J.D./L.L.M. program with Cambridge University,  semesters abroad  in locations such as Switzerland, Australia, China, Japan, Brazil Chile, and South Africa, and a special  winter term  in various places. Law Journals and Other Activities Harvard Law School has 15  student journals, including  Harvard Law Review,  Harvard International Law Review,  Journal of Law and Gender, and the  Latino Law Review. Along with many  student organizations, the law school has specialized  Programs and Centers  for specific legal interests including the Child Advocacy Program, East Asian Legal Studies Program, and the Charles Hamilton Houston Institute for Race and Justice. Bar Exam Passage Rate A majority of Harvard Law students take the New York State Bar Exam and, in 2007, achieved a 97.1% pass rate. The overall pass rate for the NY Bar Exam was 77%. Post-Graduation Employment From the 2014 graduating class, 91.5% were employed at graduation and 96.9% were employed 10 months after graduation. The median starting salary in the private sector was $160,000, and $59,000 in the public sector. 60.9% percent of the Class of 2014 secured work in law firms, 19% received judicial clerkships, 14.6% went to public interest or government positions, 4.7% entered the business field, and less than one percent entered academia. Harvard Law School in the News Law School Faculty and Staff Commend Student ActivismHarvard Law Weighs InCommittee exploring whether Harvard Law School shield should be changed

A timeline of the September 11 attacks Essay Example | Topics and Well Written Essays - 1250 words

A timeline of the September 11 attacks - Essay Example This essay provides a short information about the catastrophe and further events till September 30. Three hijacked planes hit the World Trade Centre in New York City and the Pentagon in Washington DC. A fourth plane crashes into a field in Pennsylvania.The FAA stops all flight operations in the capital and around the nation for the very first time in the history of America (House of Commons Librarary, 2001, pp 1-72) The president: George Bush addresses the nation and vows to find the people responsible for the attack in order for justice to be served. Trading at the world trade centre is stopped as the police are sent to conduct rescue services in the areas affected the attacks. International leaders shoe their outrage over the attacks as they move in swiftly to help in the rescue operations (Watchtel, 2009, pp 1-48). September 12, 2001: the New York mayor at the moment Giuliani notifies that the death toll at the world trade centre will be in thousands (Anderson, 2003, pp 1-30). The fire fighters from various departments and the military continue combating the fire in the two cities of New York and Washington. The president terms the attacks as acts of war and requests the congress to help rebuild America by devoting $20 billion (House of Commons Librarary, 2001, pp 1-72). September 13, 2001: president bush vows to lead the world to victory over terrorism terming the attacks as the first war of the 21st century (Englar, 2007, pp 1-25). The then secretary of state Colin Powel after consultations with the department of defence identifies Osama bin Laden as the prime suspect with the then deputy Defence secretary saying that the US will respond with a sustained military campaign. The FAA allows the airports to begin operations but under tight surveillance (Langley, 2006, pp 3-50). September 14, 2001: President Bush declares a national emergency and instructs the military to call fifty thousand soldiers to active duty (House of Commons Librarary, 2001, 1-72). The department of defence releases a list of the nineteen suspected hijackers. At the same time Afghanistan’s Taliban militia group warn America of revenging if the US attacked it for hosting the Al-Qaeda leader Osama bin Laden (Watchtel, 2009, pp 1-48). September 15, 2001: the president declares waging an unrelenting war to hunt down terrorist and the state department cautions that any government that supports terrorism will be isolated (House of Commons Librarary, 2001, pp 1-72). Pakistan on the other hand agrees to help Americans to attack the neighbouring Afghanistan. September 16, 2001: Osama bin Laden denies involvement in the attack as President Bush pledges to rid the world all evil doers brushing off Osama’s claims (House of Commons Librarary, 2001, pp 1-72). The vice president Dick Cheney warns anyone who harbours terrorists will be dealt with mercilessly by the US. United States send a delegation to Afghanistan to release Osama or risk massive attacks (Schier, 2 008, pp 6-100). September 17, 2001: Taliban leaders say that a grand council of Muslim clerics will decide on whether to hand in Osama or not. The Federal Reserve of America cuts its key interests in a bid to keep the economy from plunging into a recession. The FBI releases a list of names that they want detained both in the US and abroad. Trading begins at the New York stock exchange. September 18, 2001: the Taliban Muslim leaders call on all Muslims to wage a Holy war in the event that America attacks them. The defence secretary says the administration is preparing attacks on terrorists and those countries that support terrorist activities (Heider, 2008, pp 1-41). President Bush leads the US people in a moment of silent to remember the people who perished in the attacks (Langley, 2006, pp 3-50). September 19, 2001: the Pentagon gives an order that combat aircrafts should base in the Persian Gulf. President Bush continues with his push to get world leaders to support him in the fig ht against terrorism and meets with different

Consider the bases for motivation for terrorism. Discuss with Essay

Consider the bases for motivation for terrorism. Discuss with reference to a range of illustrative groups and action to counter violent political radicalisation - Essay Example responding are leading to a re-evaluation of what is needed to alter the affiliations with these specific groups and the agendas that they are working to fulfill. The more that is understood and analyzed about the groups, as well as the counter – actions that are taken, the more likely that the correct responses can be taken to change the rebellion against political and social arenas. The definition of terrorism is one that has grown in current years. The explosion of terrorism as a cultural affiliation began after the World Trade Centers in 2001, which caused destruction to the United States buildings and created a strong cultural and political response from America. The particular attacks led to the new terrorism, and have led to a rise in the amount of terrorist groups that are spotted around the world, especially since the 1980s. There are several definitions and identity concepts that are affiliated with this. Terrorists are known to consist of either a fanatical religious group or one that holds a political agenda. Fanaticism, rather than political interest, is usually at the base of motivation for terrorism. However, non – traditional terrorism, which consists of political agendas that are intertwined with religion, as well as the responses from groups, is prevalent. The rules for groups have led into more destruction and chaos that is created as we ll as the belief that self – destruction is honorable when being a part of war and terrorism (Morgan, 7, 2004). There are several types of terrorism that are a part of different focus groups around the world. Each has specific agendas and initiatives that are related to politics and society, as well as the need to achieve specific goals in relation to philosophies held by the groups. The new terrorism, which has developed as a part of the 20th century, has created a different understanding and analysis of terrorist groups and their agendas. The main focus of new terrorism is one that is not

Theory Comparison Essay Example for Free

Theory Comparison Essay It has been a long established fact that man is a unique being. Not only is he different in his ethnic background, man also has variations in his behavioral pattern. Thus, man should be viewed and treated as an exclusive being. For a long time, Psychology can be said to have noticed this rather distinct attribute of man and have sought to understand man from this perspective. This they have attempted to do by proposing various theories that seek to tell us ways by which we should view the individual in the society. Notable pioneering leaders in the field of psychology, whose works and theories have greatly affected the growth of the field of study, are Sigmund Freud and Alfred Alder. These scholars propounded psychodynamic and Adlerian approaches to counseling respectively. Historically, both scholars lived during the same period and as expected, they were colleagues in the profession. Making a comparison of booth theories propounded by them, in counseling children, psychodynamic approach in counseling children and adolescents seeks to know the explanation of the behavioral pattern of the child while making an attempt to understand how the growth of children and adolescents can be affected by their experiences and relationship withy their caregivers. Psychodynamic approach also uses the dreams to infer probable disorders and based on this provide a course of treatment. On the other hand, Adlerian approach basis its therapy on the improvement of self-esteem. In counseling children and adolescent, the therapist encourages the patient or client in overcoming his or her inferiority complexes and self-centeredness. In addition to this, Adlerian approach seeks to help children to gain insight into their goals as well as ways of attaining them. In the counseling process, the counselor attempts to identify the fantasies that children and adolescent might have and also identify goals that are far from reach to the growing child. The counselor then attempts to redirect these goals so that they will not lead to other psychological disorders informed by the reality of not being able to achieve these goals. Because these theories are both theories in psychology, there are some aspects of these theories that are relatable. To begin with, both theories are psychoanalytic theories that aim at the same goal – which is to provide an answer to thinking or mental disorders. Apart from this, both psychodynamic and adlerain theories recognizes that people man sometimes have some desires that are higher than him. In the case of psychodynamic approach, counseling seeks to identify some disorders based on fantasies that the patient has built around himself/herself. In the case of Adlerian approach, the tool used deals with the identification of goals set that are higher than the patient or client which when not met tends to build frustration. However, Freud’s psychodynamic approach is based on the assumption that disorders can be attributed to one’s personal developmental experiences which causes unconscious conflicts that are directly responsible for the patient’s condition. On the other hand, in Adlerian approach, disorders are attributed to frustrations informed by inferiority complex. Apart from this, in diagnosing disorders, the method used in the psychodynamic approach is that of interpretation. Here, the therapist or physician listens to dreams, fantasies etc of the patient and seek to interpret the words of the patient. The physician seeks to link these dreams and fantasies as being the responsible for the present position of the patient. However, the method of diagnosis in Adlerian approach is not as interpretative as the psychodynamic approach. Also, the psychodynamic approach can be said to apply a â€Å"past looking† method in diagnosis while in the case of Adlerian approach it is a â€Å"becoming† or â€Å"forward looking† way of diagnosing. In addition to this, the techniques used are different. In the case of psychodynamic approach, different forms of interpretations are used. For instance, it uses transference interpretation, genetic interpretation, and dream interpretation to understand the condition of the patient. On the other hand, the Adlerian approach uses psychotropic medications to ease the overpowering fantasies, encouragement to stay live. It also uses motivation as a tool and seeks to build the patient’s superiority complex. Reference: Mitchell, S.A., Black, M.J. (1995). Freud and beyond: a history of modern psychoanalytic thought. Basic Books, New York

A Study of Product Quality, Pricing, and Labeling & Packaging Essays

Businesses are responsible for the product they manufacture and distribute. This perspective will examine the ethical implications of product manufacturing concerning Product Quality, Pricing, and Labeling & Packaging. In this paper, we will discuss each of these topics and show how each aspect of manufacturing has it’s own set of factors. One of the first major aspects of product manufacturing is Product Quality. The responsibilities of a business are simple. Develop a low cost, high quality product that withstands the normal limitations of its use. Quality can be defined as doing the right thing, the right way, the first time, and every time. It is important this is understood from both the consumer and the business perspective. In short, the product will meet customer expectations, priced appropriately, and delivered as advertised. Within the business, producing a product the right way is the most effective, efficient, lowest cost, and most valuable way to produce quality results, the first, and every time. Product quality implies all standards are met, with minimal repercussions of poor quality, reducing the amount of rework and waste. Businesses developing products of poor quality are failing to do the right thing, or doing the right thing, the wrong way. In the case study I researched, H.B. Fullers, a St. Paul, Minnesota corporation, produces a shoemaker’s glue, called Resistol, which contains the neurotoxin called toluene . In South America, Fuller’s company makes a huge profit off this product, in large part due to the millions of street kids, called resitoleros , who sniff this glue daily. This poses a huge ethical dilemma. Does one continue to develop a product that is being used the incorrect and potentially unsa... ...roduct development to product placement, ethics plays an important role in the decision making process of a company. Ethics plays a large role in such a small aspect of a company’s product. Safety and Security, beginning with the packaging itself, is a moral obligation of any company. References Bauerlein, M. (n.d.). HB Fuller's Social Responsibility. Pangaea Publishing and Design for Nature & Peoples of the Earth. Retrieved from http://pangaea.org/street_children/latin/citypg1.htm DeColle, S. (2008). Why Wine is not Glue? The Unresolved Problem of Negative Screening in Socially Responsible Investing. Journal of Business Ethics. Journal of Business Ethics, 5(1), 121. Shaw, W. H. (2005). Business ethics (5th ed.). Belmont, CA: Thomson/Wadsworth. Velasquez, M. G. (2002). Business ethics: concepts and cases (5th ed.). Upper Saddle River, NJ: Prentiss Hall

Cirque Du Soleil

From a group of 20 street performers at its beginnings in 1984, Cirque du Soleil is a major Quebec-based organization providing high-quality artistic entertainment. The company has 5,000 employees, including more than 1,300 artists from more than 50 different countries. Cirque du Soleil has brought wonder and delight to more than 100 million spectators in more than 300 cities in over forty countries on six continents. For more information about Cirque du Soleil, visit www. cirquedusoleil. com. The mission The mission of Cirque du Soleil is to invoke the imagination, provoke the senses and evoke the emotions of people around the world. The Creation of Cirque du Soleil It all started in Baie-Saint-Paul, a small town near Quebec City in Canada. There, in the early eighties, a band of colourful characters roamed the streets, striding on stilts, juggling, dancing, breathing fire, and playing music. They were Les Echassiers de Baie-Saint-Paul (the Baie-SaintPaul Stiltwalkers), a street theatre group founded by Gilles Ste-Croix. Already, the townsfolk were impressed and intrigued by the young performers – including Guy Laliberte who founded Cirque du Soleil. The troupe went on to found Le Club des talons hauts (the High Heels Club), and then, in 1982, organized La Fete foraine de Baie-Saint-Paul, a cultural event in which street performers from all over met to exchange ideas and enliven the streets of the town for a few days. La Fete foraine was repeated in 1983 and 1984. Le Club des talons hauts attracted notice, and Guy Laliberte, Gilles Ste-Croix and their cronies began to cherish a crazy dream: to create a Quebec circus and take the troupe travelling around the world. In 1984, Quebec City was celebrating the 450th anniversary of Canada’s discovery by Jacques Cartier, and they needed a show that would carry the festivities out across the province. Guy Laliberte presented a proposal for a show called Cirque du Soleil (Circus of the Sun), and succeeded in convincing the organizers. And Cirque du Soleil hasn’t stopped since! In 1984, 73 people worked for Cirque du Soleil. Today, the company hires 5,000 employees worldwide, including more than 1,300 artists. At the Montreal International Headquarters alone, there are close to 2,000 employees. More than 100 types of occupations can be found at Cirque. The company’s employees and artists represent more than 50 nationalities and speak 25 different languages. More than 100 million spectators have seen a Cirque du Soleil show since 1984. Close to 15 million people will see a Cirque du Soleil show in 2013. Cirque du Soleil hasn’t received any grants from the public or private sectors since 1992. Cirque du Soleil’s Areas of Activity In 2013, Cirque du Soleil will present simultaneously some 20 different shows around the world. Its challenge is to continue to grow while offering its creators the freedom to dream the wildest dreams and make them come true. The heart of Cirque du Soleil’s activity remains creating live shows and presenting them under big tops or in theatres. Since 1984 close to 200 creators from the four corners of the globe have contributed their talents to this end. In the past few years Cirque du Soleil has been developing business initiatives based on its shows. a. Cirque du Soleil has acquired extensive experience in organizing unforgettable private gatherings as well as major public events (World Exposition Shanghai 2010, Expo Zaragoza 2008, the show-event for the 400th anniversary of Quebec City). For the past few years the Cirque du Soleil Events team has brought its creativity to a most discriminating clientele with the same energy and spirit that characterizes each of the company’s shows. Cirque du Soleil is offering a full range of products for retail sale under the Big Top, at resident show boutiques and on the Internet. The company is seeking reliable partners to design, develop, market and distribute unique products which will bring â€Å"artful living† into the daily lives of Cirque du Soleil aficionados. Cirque du Soleil also develops licensing agreements with partners wishing to market products and services that leverage Cirque du Soleil’s creativity in areas as diverse as hospitality (restaurants, bars, spas, etc. and fashion (Desigual). c. In December 2012, Cirque du Soleil and Bell Media created a new joint venture to develop media content for television, film, digital, and gaming platforms. Cirque du Soleil Media’s mandate is to develop original entertainment projects, leveraging Cirque du Soleil’s creative inventiveness and resources, consumer insight, and infrastructure, with Bell Media’s production experience, media pla tforms, and diverse distribution capabilities.

Crocker on Ethnocentrism Essay

David A. Crocker asks the question of who should be tasked with the development of moral ethics on a global level, especially in regions where ethical thought is relatively shallow. If there was one way he would answer this question, he would state that a combination of â€Å"insider† and â€Å"outsider† ethicists would find the best and culturally sensitive form of morality for particular cultures. For this to have any meaning however, a description is required for both â€Å"insider† and â€Å"outsider†. An â€Å"insider†, as termed by Crocker, is â€Å"one who is counted, recognized, or accepted by himself/herself and the other group members, as belonging to the group† (Crocker, 29). In regards to ethical thought of the group, Crocker outlines several advantages and disadvantages of being a predominant â€Å"insider†. When a development ethicist is an â€Å"insider† of a group they understand their past, present, and goals wh en it comes to moral thought, and can therefore help the group to develop (with ease on the topic of communication) in the most beneficial ways foreseeable in tandem with their beliefs. Along the lines of communication of an â€Å"insider†, they have a foundation from which to criticize and rebuke negative actions of a group because of their familiarity with said group’s customs and beliefs. However, â€Å"insiders† do not come without inhibitions as well. â€Å"Insiders† may become so immersed in their society and its customs that they are unable to expand their own, and their society’s horizon on the topic of moral thought. Crocker argues that because of the familiarity of the culture, an â€Å"insider† may be blind to factors that define a culture in an existential manner, â€Å"Like a fish unaware of the water in which it continually swims† (Crocker, 33). In essence, an â€Å"insider† has an easy time familiarizing with their culture, but may have trouble assessing the culture from an unbiased manner. â€Å"Outsiders† are the direct opposite to an â€Å"insider† meaning they do not have a recognition or acceptance of the culture, or themselves within that culture. An â€Å"outsider can be beneficial to a social group in the way the outsider can  assess the culture in an unbiased manner, and with this perspective, â€Å"outsider-ethicist strengths are the mirror image of an insider-ethicist weaknesses† and therefore the â€Å"outsider† is able to give insight on the things the culture may be unaware of (Crocker, 35). â€Å"Outsiders† are also able to bring out new ideas to a group based on their own culture, ideas the culture in assessment may not have even considered. The last advantage of an â€Å"outsider† is that they are not bound by the â€Å"insider’s† commitments to the group or status quo, and can therefore say things, or criticize things that a member of the group would not. Being an â€Å"outsider† has a list of negative attributes as well. â€Å"Outsiders† do not have the same familiarity with the customs of the group and how certain actions affect them, and Crocker argues that these key understandings are â€Å"relevant for progressive social change† (Crocker, 34). â€Å"Outsiders† who come from a more developed region and culture tend to put more trust in their own ideas and disregard the ingenuity of the group under assessment. In the long term, the groups that have an â€Å"outsider† ethicist may become dependent upon them for ideas, and thereby never becoming able to express their own ideas, and their own norms become weakened. David Crocker explains ethnocentrism as having 2 main concerns. The first he describes as being a â€Å"habitual disposition to judge foreign peoples or groups by the standards and practices of one’s own culture or ethnic group†, and the second is described as the â€Å"tendency toward viewing alien cultures with disfavor and a resulting sense of inherent superiority† (Crocker, 27). Crocker’s accounts of â€Å"insiders† and â€Å"outsiders† do answer some of the concerns raised by ethnocentrism. Not one, nor the other is predominantly to blame for ethnocentrism, rather both â€Å"insiders† and â€Å"outsiders† demonstrate these negative aspects. â€Å"Insiders† can reject any advice from an outsider with the existence of an a priori that gives the â€Å"insider† the notion that â€Å"nothing can be learned from an outsider†. Outsiders exhibit ethnocentrism in the way they give more credit to the ideas of their own culture because it is often socio-economically more developed. Ethnocentrism in cross-culture assessment and dialogue, Crocker states, can be diminished by things like â€Å"achievement of more equality between various centres and their corresponding peripheries, the recognition of dangers peculiar to insiders and outsiders, respectively, and the promotion of appropriate kinds of insider/outsider combinations in  development ethicists† (Crocker, 35). Essentially an equilibrium in â€Å"insider† and â€Å"outsider† ethicists. This is how he answers his question of whom is responsible for ethical thought, the correct combination of â€Å"insider† and â€Å"outsiderà ¢â‚¬  ethicists. Bibliography Koggel, Christine M.. â€Å"David A. Crocker.†Moral issues in global perspective. Volume II: Human Diversity and Equality ed. Peterborough, Ont.: Broadview Press, 2006. 27-35. Print.

International System of Measurement (SI)

International System of Measurement (SI) The metric system was developed at the time of the French Revolution, with standards set for the meter and kilogram on June 22, 1799. The metric system was an elegant decimal system, where units of like type were defined by the power of ten. The degree of separation was relatively straightforward, as the various units were named with prefaces indicating the order of magnitude of the separation. Thus, 1 kilogram was 1,000 grams, because kilo- stands for 1,000. In contrast to the English System, wherein 1 mile is 5,280 feet and 1 gallon is 16 cups (or 1,229 drams or 102.48 jiggers), the metric system had obvious appeal to scientists. In 1832, the physicist Karl Friedrich Gauss promoted the metric system heavily and used it in his definitive work in electromagnetics. Formalizing Measurement The British Association for the Advancement of Science (BAAS) began in the 1860s codifying the need for a coherent system of measurement within the scientific community. In 1874, the BAAS introduced the cgs (centimeter-gram-second) system of measurements. The cgs system used the centimeter, gram, and second as base units, with other values derived from those three base units. The cgs measurement for the magnetic field was the gauss, due to Gauss earlier work on the subject. In 1875, a uniform meter convention was introduced. There was a general trend during this time to make sure that units were practical for their use in the relevant scientific disciplines. The cgs system had some flaws of scale, especially in the field of electromagnetics, so new units such as the ampere (for electrical current), ohm (for electrical resistance), and volt (for electromotive force) were introduced in the 1880s. In 1889, the system transitioned, under the General Convention of Weights and Measures (or CGPM, the abbreviation of the French name), to have new base units of meter, kilogram, and second. It was suggested starting in 1901 that introducing new base units, such as for electrical charge, could complete the system. In 1954, the ampere, the Kelvin (for temperature), and the candela (for luminous intensity) were added as base units. The CGPM renamed it to the International System of Measurement (or SI,  from the French Systeme International) in 1960. Since then, the mole was added as the base amount for substance in 1974, thus bringing the total base units to seven and completing the modern SI unit system. SI Base Units The SI unit system consists of seven base units, with a number of other units derived from those foundations. Below are the base SI units, along with their precise definitions, showing why it took so long to define some of them. meter (m) - The base unit of length; determined by the length of the path traveled by light in a vacuum during a time interval of 1/299,792,458 of a second.kilogram (kg) - The base unit of mass; equal to the mass of the international prototype of the kilogram (commissioned by the CGPM in 1889).second (s) - The base unit of time; duration of 9,192,631,770 periods of the radiation corresponding to the transition between the two hyperfine levels of the ground state in the cesium 133 atoms.ampere (A) - The base unit of electrical current; a constant current which, if maintained in two straight parallel conductors of infinite length, of negligible circuit cross-section, and placed 1 meter apart in vacuum, would produce between these conductors a force equal to 2 x 10-7 newtons per meter of length.Kelvin(degrees K) - The base unit of thermodynamic temperature; the fraction 1/273.16 of the thermodynamic temperature of the triple point of water (the triple point is the point in a phase diagr am where three phases coexist in equilibrium). mole (mol) - The base unit of substance; the amount of substance of a system which contains as many elementary entities as there are atoms in 0.012 kilograms of carbon 12. When the mole is used, the elementary entities must be specified and may be atoms, molecules, ions, electrons, other particles, or specified groups of such particles.candela (cd) - The base unit of luminous intensity; the luminous intensity, in a given direction, of a source that emits monochromatic radiation of frequency 540 x 1012 hertz and that has a radiant intensity in that direction of 1/683 watt per steradian. SI Derived Units From these base units, many other units are derived. For example, the SI unit for velocity is m / s (meter per second), using the base unit of length and the base unit of time to determine the length traveled over a given period of time. Listing all of the derived units here would be unrealistic, but in general, when a term is defined, the relevant SI units will be introduced along with them. If looking for a unit that isnt defined, check out the National Institute of Standards Technologys SI Units page. Edited by Anne Marie Helmenstine, Ph.D.

How Students Can Leverage Part-Time and Volunteer Work - Guest Post by Gary Ryan

How Students Can Leverage Part-Time and Volunteer Work - Guest Post by Gary Ryan The following is a guest post by Gary Ryan, founder of Organisations That Matter. Edited by Brenda Bernstein, The Essay Expert. Summer vacations (or â€Å"holiday seasons† as they say Down Under), are terrific for many reasons. They present an opportunity to catch up with friends and family as well as to relax. For many students, summer means a chance to earn money and/or volunteer (especially if you aren’t taking extra classes). Unfortunately, many students don’t take full advantage of their holiday work. Too often I hear things like, â€Å"I’m just a check-out operator,† or â€Å"I just work at a cafà ©,† or â€Å"I just provide meals to homeless people.† There is no such thing as â€Å"just† a part time job- not if you are prepared to consider the employability skills that you are developing while doing your work! Below is a short list of ten employability skills that part time / volunteer work develops: 1. Communication skills 2. Problem solving skills 3. Initiative 4. Teamwork 5. Technology skills 6. Planning and organizing skills 7. Service excellence skills 8. Leadership skills 9. Learning skills 10. Self-management skills Let’s look at some examples of how you might develop these skills: 1. Communication If you communicate with your boss, other team members and/or the general public, then you have the opportunity to develop communication skills. Here’s a tip: Good communicators are good listeners †¦ which also means that you are good at asking questions. So, develop your questioning skills and your communication skills will skyrocket! 2. Problem solving Problems occur all the time. In every job. A computer won’t work. Another staff member didn’t turn up for their shift. The delivery hasn’t arrived and customers are waiting for their orders. The list goes on. Each of these examples is a wonderful opportunity for you to consciously practice your problem solving skills. Not only that, but you can create a bank of stories about how you solve problems. Can you imagine any of your future employers not wanting a problem solver? Neither can I! 3. Initiative Showing initiative is doing something helpful without having been asked. Every time you see that something could go wrong (like someone slipping on a banana peel) and you take action to stop that from happening (like picking up the banana peel) you are showing initiative. Opportunities to demonstrate initiative are everywhere. Keep your eye out for them and grasp them with both hands when they pop up. They also create great stories that can be used in interviews. 4. Teamwork There is hardly a job that exists that does not involve teamwork. Even if you work alone, you are probably still part of a team. Imagine an interview when you are asked about your experience of working in teams. If you’ve covered a shift for a teammate, taught someone something, or helped out in some other way, you will have a great answer to this question! 5. Technology Technology skills don’t just include using electronic devices such as computers and scanners. Using technology can mean writing on whiteboards, driving forklifts (providing you have a license) and whatever else you have to use to do your job. If you volunteer planting trees, the shovels, picks and other tools that you use are all forms of technology. By having a range of stories about your technological capacity, you can demonstrate your adaptability and ability to learn quickly. Most students don’t even think about these things as being relevant to their future. But, they are! 6. Planning and organizing In whatever work you are doing, show up on time and meet your deadlines. Employers expect it. Practice it and practice it now. 7. Leadership For those of you who have responsibility for a team or other staff, how do you treat the people you lead? What are your mental models about leadership? How are your personal values reflected in how you lead? Conscious thought about these questions can create wonderful leadership experiences for you as well as the opportunity to make relatively â€Å"safe† mistakes. Think about your personal theory about formal leadership. Try it out. See if it works. Learn how to lead by doing it when the opportunity arises. 8. Learning Part time and volunteer work always involves learning one or more of the following: technical skills policies and procedures cash management processes customer service procedures people’s names how to work in a team how to communicate the company mission / vision This list could go on. The point is, notice what you have to learn to do your job. You’ll have a mountain of examples to share in an interview! 9. Service excellence No job is worth its salt if you aren’t able to practice developing your service excellence skills. Quite simply, service excellence is like oxygen. In any job, we can’t live without it. The simplest and best practice to adopt is, â€Å"Everyone is my customer: my boss, my colleagues and my customers.† If you wouldn’t choose to be a customer of yourself, then you need to improve your skills in this area or you will likely â€Å"suffocate† your career. 10. Self-management In order to consciously practice the above skills you have to practice self-management. You will have all had a challenging on-the-job experience. How did you handle it? How did you overcome any negative experiences? Challenges at work require a significant amount of positive self-talk, time management, problem solving and communication skills. Develop them now! Part-time and volunteer work are goldmines as far as developing your employability skills. Take full advantage of your opportunities. The gold in this sense will come in the future when you get the job that you really want. So, enjoy your time off this â€Å"holiday season†- and make it an even more valuable summer by developing yourself in the workplace! Gary Ryan is the Founder of Organisations That Matter, author of What Really Matters For Young Professionals! and creator of the Yes For Success online platform for creating and executing a life of balance and personal success!

Discuss the ethical issues related to information technology Essay - 1

Discuss the ethical issues related to information technology - Essay Example As such, IT has received high acceptance with each organization focusing on incorporation and further development of IT to attain even greater outcome. However, amid the relatively numerous benefits accompanying IT, there has emerged a number of challenges associated with use of IT hence raising concerns. Major concerns of IT are however connected to ethical issues such as security, privacy, and copyright infringement among others. Massive use and incorporation of IT in organizations has sparked concerns relating to the levels of security. Security concerns mainly target protection of organizations’ resources such as data from access by unauthorized people. The recent years have seen increased IT related crimes to the extent total data loss or manipulation thereby tarnishing the corporate image (Chon and Scannell, 2015). Security flaws have further been increased by efforts to control and get hold of encrypted information. For example, just recently America’s National Security Agency (NSA) introduced flaws to enable access to encrypted traffic (The Economist, 2013) thereby increasing security challenges in IT further. Additionally, due to increased competition levels security is a major concern due to access of organizational secrets such as production blue prints by unauthorized persons. Nonetheless, security challenges mainly affect firms whose systems have internet connections. This is because the internet exposes IT systems to a large pool of persons some with ulterior motives. Other security challenges highly reported computer crimes include embezzlement, financial fraud, and online harassment. Considering the numerous number of security concerns raised, it is evident that security is a major ethical issue in the use of IT. Additionally, increased use of IT has raised some privacy issue with major the major line of argument touching on use of the internet and cookies. Basically, cookies are relatively small data pieces running from