Organizational Philosophies and Technology Essay - 2

Organizational Philosophies and Technology - Essay Example of the core factors that form company culture include shared norms and values of the employees, organizational policies, behavior of managers and executive body, mission of the organization, common goals and objectives, and the way or technology through which an organization makes its employees reach those goals and objectives. In this paper, we will discuss the role which technology plays in shaping the organizational culture. Corcoran (n.d.) states, â€Å"Implementation of new technology forces change†. Technology plays a key role in setting and managing ethical standards and guidelines for the employees of a company. Managers can make use of technology to inject the sense of ethics in the minds of the employees. For example, installation of observation cameras in the workplace makes employees stick to the ethical values and standards set by the administration of the company. Under observation, employees do not perform any act, which is not considered ethical for the workplace environment. In this way, employees adopt such ethical values that not only make them progress in their professional careers without any bad points in the character sheet but also create a peaceful and ethical work environment in the company. Technology provides managers with the tools that they require for setting ethical standards. Managers give tasks to the employees and provide them with the necessary technological equipments to accomplish those tasks. In this way, managers guide their employees to make the best use of technology. Using technology, managers can also know the type of communication that takes place between their employees. Managers of many companies communicate ethical standards set by their companies to the employees by writing the ethical standards on the desktop wallpapers of the computer systems. In this way, employees of a company become fully aware of the ethical standards of the company, which help employees perform their tasks in accordance with those

Live in the Present with Memories of the Past Essay Example for Free

Live in the Present with Memories of the Past Essay Human Society is a long period of building and developing. From the time man lived in dank caves to nowadays when he lives in such a modern life with a lot of excellent facilities. The modern life, the excellent facilities was not a present from god. It was made by people of all generations who always learned from the past and developed everything they had learned from it. Thus, I totally disagree with the statement above that learning about the past has no value. The first reason for this is that learning about the past brings us all the knowledge and information in the past. Without yesterday, there is no today. A society can develop only when its people inherit and understand the achievements of the precursors because the precursors achievements were the foundation for everything to develop.. For example, before 1964 there was only black-and-white television but until now there are kinds of colour televisions that are slim and innovative such as LCD TV The black-and-white television made the basis and gave inventors idea to develop the modern TV nowadays. Consequently our knowledge, success today is the result of constant work of our ancestors before. Secondly, learning about the past is very essential because it makes us doubt and take consideration into earlier assumptions. For that reason, people will find out mistakes that were made in the past. This will show us which roads not to ever go down again and put human in a right way to develop. Learning about the past is not only learning about the history but also is learning from our and the others mistakes. By this way of learning, people will become more and more experienced and never make the same mistakes again. Additionally, if learning about the past has no value, people in the world could speak, could write by themselves without learning from anyone. This is impossible so the value of the past, in this case are the parents, are undeniable. In a nutshell, the past is always a good teacher and we are still bad students who crave for knowledge. Denying the past also means that we are destroying the present and our future because no one can jump without ground to stand on.

Euclid’s Elements and the Axiomatic Method Essay -- Mathematics Geomet

â€Å"There is no royal road to geometry.† – Euclid Euclid’s Elements are predominantly the most fundamental concepts of mathematics, but his perspective on geometry was the model for over two millennia. He is believed by many to be the leading mathematics teacher of all time. However, little is known about his life outside of mathematics, or even when he was born or when he died. According to a passage written by Proclus, Euclid probably lived after Ptolemy and the pupils of Plato, but came before Archimedes and Eratosthenes. This places his existence sometime around 300 B.C. Euclid is most famous for having set the guidelines for geometry and arithmetic written in Euclid’s Elements, a series of thirteen books in which Euclid states definitions, postulates, and theorems for mathematical concepts that are still used today. What is most remarkable about the Elements is the simple, rational, and very logical structure in which Euclid presents the accumulated geometrical knowledge from the past several centuries of Gr eek mathematicians. The manner in which the propositions have been derived is considered to be the prime model of the axiomatic method. (Hartshorne 296). Euclid’s axiomatic method works by â€Å"starting from a small number of definitions and assumptions at the beginning, [so that] all the succeeding results are proved by logical deduction from what has gone before.† In essence it is no more than â€Å"a method of proving that results are correct.† Many of Euclid’s proofs are constructions, all of which can be done using no more than a ruler and a compass and rely only on the theorems and rules of the system. Despite having developed this rigorous system of proofs, Euclid did not actually demonstrate everyt... ... of Nebraska Press, 1991. Blumenthal, Leonard M. A Modern View of Geometry. San Fransisco: W.H. Freeman and Company, 1961. Greenberg, Marvin Jay. Euclidean and Non-Euclidean Geometries. New York: W.H. Freeman and Company, 1993. Hartshorne, Robin. Geometry, Euclid and Beyond. New York: Springer, 2000. Hofstadter, Douglas R.. Gà ¶del, Escher, Bach: An Eternal Golden Braid. New York: Basic Books, 1975 Narkiewicz, Wladyslaw. The Development of Prime Number Theory: From Euclid to Hardy and Littlewood. Brlin: Springer-Verlag, 2000. Singer, David A. Geometry: Plane and Fancy. New York: Springer, 1998. Internet Sources: Joyce, D. E. â€Å"Euclid’s Elements.† 1997, [online]. http://aleph0.clarku.edu/~djoyce/java/elements/toc.html (September 18, 2002)

Among the Impostors :: essays research papers

I have just read the book titled Among the Impostors. The author of this book is Margaret Peterson Haddix. This book is a sequel to Among the Hidden. In Among the Hidden, a boy named Luke is hiding from the world because he is an illegal third child. He shouldn’t exist because the government limited the amount of children to each family to two because of the decreasing amounts of food. Luke gets sick of hiding and wants to make a difference, so he gets a fake I.D. with the help of a neighbor and goes to a boarding school. Among the Impostors continues on with Luke’s life in the boarding school, and shows that no matter how people act, they can be very different on the inside. At the boarding school, there is a boy named Jason who gives Luke a very hard time. He has him do push-ups and a bunch of other pointless tasks just in order to get into his bed. Luke is getting sick of it, and one day, he notices that a door is open in the school. It shows the outdoors, and Luke knows that’s his only chance of escaping the wretched school. Once he gets outside, he notices that it’s surrounded by a huge forest that stretches for miles. He ventures outside and makes himself a pitiful garden, but he feels good about it anyway. That was the only thing that kept him there. Then one day he went outside and found that his garden was ruined by people who had stomped all over it. Luke cooks up a plan to bust the people that ruined his garden. He sneaks out during the night and waits for the people to arrive outside. He finds that one of them is Jason. As he eavesdrops on their conversation, he finds out that they’re all third children too. Once I finished this book, I felt irritated that Luke chose to stay at the school even though he was told he could leave by a trusted neighbor and life-saver (p. 169). He wanted to stay at the school to help all of the third children there live their life without fear of being discovered. I don’t see how he could help the world like he dreamed by having every boy in the school contribute to the garden out back (p. 172). I think he would have done better if he had accepted the offer to go to a real and good school instead of staying at the boarding school with a bunch of low-social boys that would give Luke a bad influence.

Departmental Store

A department store is a retail establishment with a building open to the public which offers a wide range of consumer goods such as clothing, housewares, furniture and appliances. It typically offers a choice of multiple merchandise lines, at variable price points, in different product categories (known as â€Å"departments† hence the name).Department stores usually sell products including clothing, furniture, home appliances, toys, cosmetics, gardening, toiletries, sporting goods, do it yourself, paint and hardware and additionally select other lines of products such as food, books, jewelry, electronics, stationery, photographic equipment and baby and pet needs. Certain department stores are further classified as discount stores.Big-box stores and hypermarkets have become a modern equivalent to historical department stores. Department stores have a supermarket-type central customer checkout area near the front of the store, or alternatively, sales counters within each departm ent. Department stores are usually part of a retail chain of many stores situated around a country or several countries. Some may be independent retailers, existing entirely independent or as licensed dealers.History Origins The origins of the department store lay in the growth of the conspicuous consumer society at the turn of the 19th century. As economic growth, fuelled by the Industrial Revolution, steadily expanded through the nineteenth century, the affluent bourgeois middle-class grew in size and wealth. This urbanized social group, sharing a culture of consumption and changing fashion, was the catalyst for the emergence of the retail revolution of the period.As rising prosperity and social mobility increased the number of people with disposable income in the late Georgian period, window shopping was transformed into a leisure activity and entrepreneurs, like the potter Josiah Wedgwood, pioneered the use of marketing techniques to influence the prevailing tastes and preferenc es of society.   One of the first department stores may have been Bennett's in Derby, first established as an ironmongers in 1734.It still stands to this day, trading in the same building. However, the first reliably dated department store to be established, was Harding, Howell & Co, which opened in 1796 on Pall Mall, London.   An observer writing in Ackermann's Repository, a British periodical on contemporary taste and fashion, described the enterprise in 1809 as follows: The house is one hundred and fifty feet in length from front to back, and of proportionate width.It is fitted up with great taste, and is divided by glazed partitions into four departments, for the various branches of the extensive business, which is there carried on. Immediately at the entrance is the first department, which is exclusively appropriated to the sale of furs and fans. The second contains articles of haberdashery of every description, silks, muslins, lace, gloves, &etc. In the third shop, on the right, you meet with a rich assortment of jewelry, ornamental articles in ormolu, french clocks, &etc.; and on the left, with all the different kinds of perfumery necessary for the toilette.The fourth is set apart for millinery and dresses; so that there is no article of female attire or decoration, but what may be here procured in the first style of elegance and fashion. This concern has been conducted for the last twelve years by the present proprietors who have spared neither trouble nor expense to ensure the establishment of a superiority over every other in Europe, and to render it perfectly unique in it's kind.This venture is described as having all of the basic characteristics of the department store; it was a public retail establishment offering a wide range of consumer goods in different departments. This pioneering shop was closed down in 1820 when the business partnership was dissolved. Department stores were established on a large scale from the 1840s and 50s, in France, the United Kingdom and the United States. Departmental Store A department store is a retail establishment with a building open to the public which offers a wide range of consumer goods such as clothing, housewares, furniture and appliances. It typically offers a choice of multiple merchandise lines, at variable price points, in different product categories (known as â€Å"departments† hence the name).Department stores usually sell products including clothing, furniture, home appliances, toys, cosmetics, gardening, toiletries, sporting goods, do it yourself, paint and hardware and additionally select other lines of products such as food, books, jewelry, electronics, stationery, photographic equipment and baby and pet needs. Certain department stores are further classified as discount stores.Big-box stores and hypermarkets have become a modern equivalent to historical department stores. Department stores have a supermarket-type central customer checkout area near the front of the store, or alternatively, sales counters within each departm ent. Department stores are usually part of a retail chain of many stores situated around a country or several countries. Some may be independent retailers, existing entirely independent or as licensed dealers.History Origins The origins of the department store lay in the growth of the conspicuous consumer society at the turn of the 19th century. As economic growth, fuelled by the Industrial Revolution, steadily expanded through the nineteenth century, the affluent bourgeois middle-class grew in size and wealth. This urbanized social group, sharing a culture of consumption and changing fashion, was the catalyst for the emergence of the retail revolution of the period.As rising prosperity and social mobility increased the number of people with disposable income in the late Georgian period, window shopping was transformed into a leisure activity and entrepreneurs, like the potter Josiah Wedgwood, pioneered the use of marketing techniques to influence the prevailing tastes and preferenc es of society. [1] One of the first department stores may have been Bennett's in Derby, first established as an ironmongers in 1734.It still stands to this day, trading in the same building. However, the first reliably dated department store to be established, was Harding, Howell & Co, which opened in 1796 on Pall Mall, London. [3] An observer writing in Ackermann's Repository, a British periodical on contemporary taste and fashion, described the enterprise in 1809 as follows: The house is one hundred and fifty feet in length from front to back, and of proportionate width.It is fitted up with great taste, and is divided by glazed partitions into four departments, for the various branches of the extensive business, which is there carried on. Immediately at the entrance is the first department, which is exclusively appropriated to the sale of furs and fans. The second contains articles of haberdashery of every description, silks, muslins, lace, gloves, &etc.In the third shop, on the r ight, you meet with a rich assortment of jewelry, ornamental articles in ormolu, french clocks, &etc.; and on the left, with all the different kinds of perfumery necessary for the toilette. The fourth is set apart for millinery and dresses; so that there is no article of female attire or decoration, but what may be here procured in the first style of elegance and fashion. This concern has been conducted for the last twelve years by the present proprietors who have spared neither trouble nor expense to ensure the establishment of a superiority over every other in Europe, and to render it perfectly unique in it's kind.This venture is described as having all of the basic characteristics of the department store; it was a public retail establishment offering a wide range of consumer goods in different departments. This pioneering shop was closed down in 1820 when the business partnership was dissolved. Department stores were established on a large scale from the 1840s and 50s, in France, the United Kingdom and the United States.

Run-on Sentences and Fragments in ACT English Grammar Rule

Run-on Sentences and Fragments in ACT English Grammar Rule SAT / ACT Prep Online Guides and Tips You may think that of all the grammatical concepts you will encounter on the ACT English, recognizing a correct sentence will be one of the easiest ones. But did you know that this is actually one of themost commonly-tested subjects because it can bevery tricky? Do you know what you need to have in order to have a complete sentence? Can you reliably tell the difference between a subordinate clause and an independent clause? Do you know how to use semicolons and conjunctive adverbs? Read this guide to see how the ACT manages to trick so many students with this seemingly easy concept. In this guide I will show you: What grammatically constitutes a complete sentence How prepositional phrases, appositives and relativeclauses can make sentences more difficult to understand How to recognize and fix fragments How to recognize and fix run-on sentences Strategies to attack these kinds of questions Examples of this kind of ACT question Test Yourself Can you recognize which of the following are correct sentences, and which are fragments and run-ons? My dog, Angel, barksat squirrels in the front yard. Angel, who is part greyhound and part rottweiler. After owning Angel for eight years, we got another dog, her name was Elsa. Elsa, who is a puppy, does not enjoy taking baths. Although she hated taking a bath, but she loved playing in the rain. Elsa licking Angel all over her face. Angel would become angry. Because the puppy would never leave her alone, Angel, who would growl and snap at her. At first Angel avoided her, soon she started to enjoy the puppy's presence. Answers: 1. Sentence; 2. Fragment; 3. Run-on; 4. Sentence; 5. Fragment; 6. Fragment; 7. Sentence; 8. Fragment; 9. Run-on What Is a Sentence? You may have heard in your English class that a sentence needs to have a subject and a verb. More specifically, a correct, complete sentence has to have at least oneindependent clause. The ACT will not test you on any of the grammatical terms we cover, but understanding the ideas is important. A simple sentence made of oneindependent clause has three main characteristics: A subject (a person or thing that is doing an action) A verb that is correctly conjugated to match the noun It expresses a complete thought and makes sense on its own Let's look at one of the above sentences and see if it matches this description. My dog, Angel, barksat squirrels in the front yard. The subject - the person or thing doing the action - is "dog." The verb, or action word, is "barks." The verb is correctly conjugated in the 3rd person singular to match the subject of the sentence, my dog. If you wanted to, you could get rid of the rest of the sentence and it would still technically make sense! My dog barks. There are some rare circumstances in which you will see a complete, correct sentence where you cannot as easily pick out the subject:direct commands. Stop! Help! Give me an umbrella! Though you can easily spot the action words in these sentences, it's less clear what the subject is. In commands, thesubject is always understood to be "you." This is because you are always telling someone else what to do when you give a command! This is the only time that it's ok to have a sentence without a clear subject. The ACT will rarely test this, but it's good to know just in case. You now know everything you need to know about simple sentences! But did you know that sentences can also becompound orcomplex? Let's go over these concepts next to see how the ACT might try to trick you. Compound Sentences A compound sentence is a sentence that hasmore than one independent clause - meaning two subjects and two verbs. This kind of constructioncan start to get tricky, because you have to make sure that they're joined together correctly. If they aren't, they're calledrun-on sentences.We'll discuss these more below. There are several different ways that you can join independent clauses together correctly to make a compound sentence. Join the sentences with a comma and a coordinating conjunction Coordinating conjunctions are probably the conjunctions you're most familiar with, includingand, but,andor.You can remember all of them with the acronym FANBOYS: F for A and N nor B but O or Y yet S so As an example, let's look at the following independent clauses: Ben and Kate always enjoyed eating Chinese food. They began to prefer Japanese food after traveling to Japan. Here is how you could join these two independent clauses with a coordinating conjunction: Ben and Kate always enjoyed eating Chinese food, butthey began to prefer Japanese food after traveling to Japan. Remember that when using a coordinating conjunction to join two sentences, you mustalways use a comma. Join the sentences with a semicolon A semicolon is grammatically identical to a period. As such, you canjoin two sentenceswith a semicolon and nothing else. Ben and Kate always enjoyed eating Chinese food; they began to prefer Japanese food after traveling to Japan. Join the sentences with a semicolon (or period) and conjunctive adverb. There are several different conjunctive adverbs, but some of the most common ones are: however, nevertheless, therefore, moreover, and consequently. You can pair one of these words with a semicolon or a period toshow the relationship between the two sentences you are joining. Notice that the different adverbs show different relationships. However and nevertheless show a contrast. Thereforeandconsequently show a cause-and-effect relationship. Moreover adds emphasis and expand on information. Ben and Kate always enjoyed eating Chinese food; however, they began to prefer Japanese food after travelingto Japan. Remember when using this construction that you shouldalways have a commaafter the conjunctive adverb. Make one of the sentences a dependent clause We will talk more about dependent clauses in a moment, but this is how this tactic would look: Though Ben and Kate had always enjoyed eating Chinese food, they began to prefer Japanese food after traveling to Japan. Once again, note that the dependent clause is separated from the main clauseby a comma. You will also often find that you need to add a word or two when using this method in order to have the sentence make more sense, or rearrange the order of the words. Because of the many variables involved, this approachcan be one of the more difficult options for joining two sentences together. Let's look more into how dependent clauses are formed and how they are used. Sentences with Dependent Clauses So what is the difference between an independent clause and a dependent clause? Unlike independent clauses, which can stand on their own, adependent clause must be attached to an independent clause. Though dependent clauses have asubject andverb, theydon't make sense on their own. Instead, a dependent clause is usually used toexplain something about the independent clause that it is attached to.The dependent clause may tell background details about the independent clause, or where or why the independent clause is happening. Dependent clauses will begin with asubordinating conjunction that gives you a signal that it cannot stand on its own. For more on subordinating conjunctions, see this article. Although he loved his country, he moved abroad to find new opportunities. In this example, the independent clause is "he moved abroad to find new opportunities." This is able to stand on its own and makes perfect sense without any more information. In contrast, look at the dependent clause, "Although he loved his country." This gives background informationfor the independent clause that follows, butit does not make sense on its own.The reader is left wonderingwhat did he do? Remember that if you encounter a dependent clause on its own on the ACT, it will always be incorrect. I will discuss this in more detail below in the "Fragments" section. Sentences with Prepositional Phrases, Appositives, and RelativeClauses Prepositional Phrases Prepositional phrases can be added almost anywhere in a sentence to add more detail about how, where, or by whom something is done. You can find a list of the most common prepositions in the English language in this article.A prepositional phrase consists of (at least) a preposition and a noun that's called the object of the preposition. Let's look at some examples of how these are used: The young manin that coffee shop enjoys eating cake. (Prepositional phrase tells where man is) The young man enjoys eating cakein that coffee shop.(Prepositional phrase tells where he likes to eat cake. Remember that you should always be able to completely delete a prepositional phrase and still have a full sentence left over. If you don't, then your sentence is incorrect! The young man enjoys eating cake. CORRECT Like a dependent clause, a prepositional phrasecannot stand alone as a sentence. In that coffee shop. INCORRECT RelativeClauses Some sentences also haverelativeclauses. These clausesaren't necessary for the sentence to make sense; instead, they add extra information. Non-essential clauses will begin with arelative pronoun, such asthat, which, whoseor where.Since they'reclauses, theyshould always includeasubject and a verb. Let's look at an example: The young man, who was sitting in the cafe and eating cake, dreamed of getting a PhD. In this sentence, the subject of the relativeclause is "who." The verb is "was sitting." Relativeclauses can be completely removed from the sentence and you'll still have a complete sentence left over. The young man dreamed of getting a PhD. Note that this means that if you remove the non-essential clause and something doesn't seem right with the remaining sentence, you have a fragment on your hands! I'll discuss this more below. Appositives An appositive is a word or phrase that consists ofa noun or a pronoun and its modifiers that is placeddirectly next to another noun or pronoun that it's describing. The point of an appositive is to add more information about a noun in a sentence. Appositives should be surrounded by commas. Jeff, the young man, sat in the cafe and ate cake while he studied. In this sentence, "the young man" is an appositive fodescribing the noun "Jeff." As you may have guessed,you should be able to remove an appositive and have a complete sentence left over. Jeff sat in the cafe and ate cake while he studied. But what if you cross out an appositive, prepositional phrase, or non-essential clause, and the sentence you have doesn't seem quite right? Now that we've learned the correct ways to form sentences, let's look at some of the most common mistake sentences you will see on the ACT -fragments. What Is a Fragment? A fragment is an incomplete sentence. There are 6 main mistakes that can make a sentence a fragment: A â€Å"sentence† that lacks a verb A â€Å"sentence† that has an -ingor non-past tense -ed verb without a helping verb A â€Å"sentence† that lack a subject A â€Å"sentence† that begins with a subordinating conjunction and has no main clause A â€Å"sentence† that adds details to the main clause, but is separated from it A â€Å"sentence† that has a nonessential clause or prepositional phrase and incomplete main clause Let's look at each of these individually. Sentences That Don't Have a Verb How to recognize these fragments:ask what the subject of the sentence is doing. If you can't answer that question, it's most likely because there isn't a verb! Lewis, after driving two hundred miles.What did he do? Two pairs of trousers and three shirts.What about them? On Saturday this week.What is on Saturday? How to fix these fragments:you must add a verb to show an action or a state of being. Lewis, after driving two hundred miles,neededa drink. Hepacked two pairs of trousers and three shirts. On Saturday this weekis the wedding. Sentences with an -ing verb or non-past tense -ed verb and no helping verb How to recognize these fragments:whenever you see an â€Å"-ing† verb, or an â€Å"-ed† verb that doesn’t seem to be describing the past tense, there MUST bea helping verb with it or another verb somewhere else in the sentence. If it has neither, the sentence is a fragment. The man driving through the countryside. Lewis tired from his journey. The children watching television. There are three waysto fix these fragments:add a helping verb, or change the verb to another form if it's appropriate. The manwas driving through the countryside. OR The mandrovethrough the countryside. Lewiswas tired from his journey. The childrenwere watching television. OR The childrenwatched television. You can also fix this type of fragment byusing the -ed or -ingword as a an adjective (called a participle) and adding another verb. The mandriving through the countryside enjoyed the views. Lewis,tiredfrom his journey,slept. The childrenwatching televisionlaughed. Sentences That Lack a Subject How to recognize these fragments:ask yourself who is doing the action. You may notice that some of these examples have multiple issues, like the ones mentioned above - in that case, it's important to make sure that you have fixedall of the errors in the sentence. Parked the car.Who parked the car? Wanted to visit the historic town center.Who wanted to visit it? Thinking about buying a gift for the wedding.Who was thinking about it? To fix these fragments,add a subject and make sure the verb is present in a correct form. Lewis parked the car. He wanted to visit the historic town center. He wasthinking about buying a gift for the wedding. Dependent Clause Fragments How to recognize these fragments: the sentence has a subject and correctly conjugated verb, but begins with a subordinating conjunction and isn't attached to another main clause. The following words are common subordinating conjunctions. If the sentence begins with one of these, make sure it's attached to an independent clause. If not, it's a fragment! after although as because before ever since if in order just as since so that though unless until when whenever where whether whereas whichever while Let's look at some examples of this errors: After he parked the car. Since he wanted to go to the carnival. Becausehe was late. One way to fix these fragments is toconnect them to an independent clause. After he parked the car,he went into the hotel. Since he wanted to go to the carnival, he took a day off work. Because he was late,he missed the first part of the movie. You can also fix them bygetting rid of the subordinating conjunction.This turns them intoindependent clauses that can stand on their own. He parked the car. He wanted to go to the carnival. He was late. Added Detail Fragments How to recognize these fragments: look for words like "such as," "including," and "for example" that start a sentence, but explain something in a previous sentence.If this kind of constructionisn't attached to an independent clause with asubjectand averb, then it's a fragment. He likes exploring new places.Such asold towns and big cities. She likes a lot of different kinds of movies.For example,horror and comedy. I know many different dances, such as: the salsa, the polka, and the waltz. In orderto fix these fragments,add the detail fragment to the main sentence it is describing. He likes exploring new places, such as old towns and big cities. You can also turn the fragment into a complete sentence by adding a subject and a verb: She likes a lot of different kinds of movies. For example, she enjoys both horror and comedies. Finally,make sure that anything that comes before a colon can stand on its own as a sentence: I know many different dances:the salsa, the polka, and the waltz. Non-essential clause, appositive, or prepositional phrase fragments How to recognize these fragments:cross out the non-essential clause, prepositional phrase, or appositive.Do you have a complete sentence left over? If not, you have afragment. James,my cousin.→James, my cousin. MISSING VERB On my head.→ On my head. MISSING SUBJECT AND VERB. The girl, who was the best artist in the class.→ The girl, who was the best artist in the class. MISSING VERB Julia, my younger sister.→ Julia, my younger sister. MISSING VERB How to fix these fragments: Add a subject or verb as needed. Make sure that if you eliminate the prepositional phrase or non-essential clause, that there is a complete sentence left. James, my cousin, ate the whole pie.→ James, my cousin, ate the whole pie. CORRECT The bird sat on my head.→ The bird sat on my head. CORRECT The girl, who was the best artist in the class, won another award.→ The girl, who was the best artist in the class, won another award. CORRECT Julia, my younger sister,lives in Idaho.→ Julia, my younger sister, lives in Idaho. CORRECT What Is a Run-on? A run-on is when two or more sentences run together and are not separated by the correct punctuation. There are three main types of run-ons: Comma splices Fused sentences Sentences joined by a conjunctive adverb and commas Comma Splices A comma splice is when two complete independent clauses (full sentences) have been joined together by a comma and nothing else. A comma can never join together two complete sentences on its own. He had worked for the government for several years, he now wanted to try a job in a small start-up company. How to recognize these run-ons: when you see a sentence with a comma in the middle, check to see if there is a coordinating conjunction (see this article for more info) that joins the sentences together, or if one of the clauses is a subordinate clause that begins with a subordinating conjunction. If not, the sentence is a run-on. Fused sentences A fused sentence is when two or more sentences run right into each other, with no punctuation at all. He had worked for the government for several years he now wanted to try a job in a small start-up company. How to recognize these run-ons: look to see if you have two unconnected subjects and verbs, with no indication of more than one independent clause (see above the correct ways to join two independent clauses). Conjunctive adverb and a comma The final type of run-on is a bit trickier. Conjunctive adverbs are used with periods or semicolons to connect two independent clauses, so if they're paired with two commas instead, it creates a run-on: He had worked for the government for several years, however, now he wanted to try a job in a small start-up company. However, conjunctive adverbs that are connecting two complete sentences punctuated with a period or semicolon are sometimes moved into a sentence. This is perfectly acceptable: He had worked for the government for several years. Now, however, he wanted to try a job in a small start-up company. How to recognize these run-ons: when you see a conjunctive adverb (however, moreover, nevertheless, therefore, consequently, etc.) withcommas on either side of it,make sure it's being used to transition from a previous sentence and not to connect two independent clauses. To fix run-ons ...you will need to use the rules outlined in the first sectionto correctly join two sentences. #1: Create two separate sentences. He had worked for the government for several years. He now wanted to try a job in a small start-up company. #2: Use a comma and a FANBOYSconjunction He had worked for the government for several years, but he now wanted to try a job in a small start-up company. #3: Use a semicolon Remember that a semicolonis grammatically identical to a period -this concept is something the ACT tests a lot. He had worked for the government for several years; he now wanted to try a job in a small start-up company. #4: Use a semicolon and a conjunctive adverb He had worked for the government for several years; however, he now wanted to try a job in a small start-up company. #5: Make one of the clauses dependent Althoughhe had worked for the government for several years, he now wanted to try a job in a small start-up company. #6: If the two clauses have the same subject, re-write as a sentence with one subject and two verbs. Note that when you fix a sentence this way, you should notuse a comma with your FANBOYS conjunction. He had worked for the government for several years but now wanted to try a job in a small start-up company. Specific Strategies for Fragment and Run-onQuestions As you're reading through the different passages on ACT English, if you come across a question that you think may be about fragments or run-ons,use the following steps: Step 1 Carefully read the prompt if there is one. Sometimes the ACT will ask you to correct an error, and other times they will ask you to find the only answer that does NOT work. Step 2 After reading the sentence, does a mistake jump out at you? If not, look for the following telltale signs of a fragment or run-on: -ed or -ing verbs. Check for appropriate helping verbs. Clause that begins with a subordinating conjunction. Check if it is connected to a main clause. A separate sentence describing a previous sentence, with words like â€Å"for example.† Conjunctive adverbs like â€Å"however† surrounded by commas A semicolon followed by a FANBOYSconjunction A single comma in the middle of the sentence - often a sign of comma splice According to the ACT, not all mistakes are created equal.There are a few concepts they like to test more than others, andthey have some obvious markers. If the underlined section has acolon or semicolon, be on the lookout for afragment on either side. If the underlined section has acomma, it will very likely be acomma splice. Immediately cross out any answer choices that make the above errors. Step 3 If you are still uncertain about the correct answer: you can immediately eliminate anything that is grammatically identical. For example, a semicolon (;) is grammatically identical to a period and a new sentence. If one is incorrect, they will both be incorrect. Step 4 Select a final answer choice that follows the above rules and also follows the standard style rules used on ACT English: #1: No unnecessary prepositions or articles#2: Pronouns must have clear antecedents#3: Use fewer gerunds and participles if possible#4: No dangling or misplaced modifiers#5: No unnecessary commas#6: Choose the most concise option that is also grammatically correct. Old school...literally Let’s try one together†¦ Benjamin’s grandmother taught him to read, and he attended a one-room Quaker school when the farmwork slowed down during the winter. Which of the following alternatives to the underlined portion would NOT be acceptable? read; he read, and he also read he read. He From reading the prompt, I can see that the given sentence is correct as is, and so are three of the answer choices. This is a â€Å"backwards† question that asks us to find the only incorrect answer instead of the only correct one. I can see that there is a comma in the underlined portion, so I need to see how it’s being used. It’s pretty obvious that the comma is being used together with the FANBOYS conjunction â€Å"and." This is one of the correct ways of joining two independent clauses, as detailed above. From double checking I can see that I have two independent clauses with their own subjects and verbs: â€Å"Benjamin’s grandmother taught him to read† and â€Å"he attended a one-room Quaker school when the farmwork slowed down during the winter.† So which of the answer options also show correct ways to join two independent clauses? (A) has the independent clauses joined by a semicolon on its own. This is a correct way to join two independent clauses, so (A) is not the answer. (B) joins the two independent clauses together in the same way that the original sentence does, with a comma and a FANBOYS conjunction. The only thing that is different is that it adds an extra adverb, â€Å"also," which is unnecessary but not incorrect. (C) does not do anything to join the two clauses together - this is a classic example of a â€Å"fused† run-on sentence. Therefore, (C) is the correct answer as it is the only option that does not join the clauses together correctly. But what if you aren’t sure? Just to check†¦ (D) separates the two independent clauses with a period, which is another correct way of dividing two independent clauses, so (D) is not the answer. Now time to try some on your own! Practice ACT Questions 1. Joe realized the extent of the problem when his manager, Diane Watson, who had collated the material from the committee members present at the conference, began muttering, "It's all over now," this made him worry. NO CHANGE now" that now." This now," 2. The product manufacturer begins by creating a flexible steel grate. Across each opening, a wire mesh, evenly perforated, able to accommodate exactly one hook. NO CHANGE perforated, by being able perforated, which is able perforated, is able 3. It is a tribal dance that performed at weddings, births, and funerals. NO CHANGE dance in which it is performed dance, performing dance, performed 4. Around this time, the Glagolitic alphabet introduced by St. Cyril; became further integrated into the culture. NO CHANGE St. Cyril St. Cyril: St. Cyril, 5. To ensure the safetyof the drug, the pharmaceutical company had it tested in several trials, however, they found no evidence of averse side effects. NO CHANGE which who he 6. Peter the Great, who founded St. Petersburg to be Russia's "window to the West" and indirectly named the city after himself. NO CHANGE West," indirectly naming West," indirectly named West" and Answers: 1. C; 2. D; 3. D; 4. B; 5. B; 6. C What’s Next? Now that you’ve mastered one of the trickiest concepts on ACT English, time to check out some others! Read about how the ACT will test you on pronoun agreement, punctuation, and wordiness and redundancy. Need to review some of the basics before moving forward? Brush up on the fundamentals of grammar with our parts of speech guide. Want to make sure you have the right method of attack for this section? Read our guide about the best way to approach ACT English questions. Aiming high? Read this article for top tips for a 36 on ACT English from a perfect scorer. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this English lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Content Marketing Process The Most Complete Guide to Get Organized

Content Marketing Process The Most Complete Guide to Get Organized Content marketing is deceptively complex. On its surface, it may appear simple: create content, push it out into the world, and watch the leads pour in. However, in actual practice, there are a lot of moving parts that need to be synchronized for success. From strategy to execution to measurement, there is more involved than what immediately meets the eye. This disconnect between expectations and reality can quickly derail an organization’s attempts to get started with content. When CMOs and client stakeholders lack a clear understanding of the strategy and workflow development required to achieve success, the results can easily fail to produce a measurable return on investment and keep those stakeholders happy. Developing an understanding of how the complete content marketing process functions doesn’t have to be difficult though. Having an outline from start to finish illustrating how things work can help convince clients and stakeholders that success isn’t as simple as starting a blog, shooting some videos, or publishing an optimal number of social media posts. In this blog post, you’ll get: A clear explanation of how content marketing works through the entire process. Tons of links to related blog posts that dive deep into each area. Templates to help your team get started with documenting strategy and workflows. This is a high-level process summary that’ll take you from the beginning planning stages, all the way through to measurement and analysis. If this post offers the â€Å"what† and â€Å"why† around what needs to be done, then the links to more granular posts provide the â€Å"how† on executing each piece. Approach this as a bookmarkable hub, and remember, there’s no pressure to absorb all of this right away. Manage Your Content Marketing Production Process With 30 Templates, Infographics, and More Executing effectively throughout this process isnt easy. To help you on your journey, weve pulled together 30 free resources you can start using right now. This bundle includes templates, guides, worksheets, and more. Theres something for every part of your content marketing workflow, and wed encourage you to download it now before moving on. What Does a Content Creation Process Look Like? There are a lot of different models and maps charting out the content marketing process. For our purposes, we’ll break it down into the following five buckets: Content Planning and Strategy:  This includes everything involved in developing an overarching plan and strategy for your content. Content Creation: This includes everything involved in creation processes and workflows. Content Publishing:  This includes everything involved in establishing publishing schedules and cadences. Content Distribution and Promotion:  This includes everything involved in promoting a piece of content. Content Measurement:  This includes everything involved in analyzing performance and extracting insights to refine your content strategy in the future. At a high level, here’s what this all looks like in diagram form: Your Content Marketing Process Library When writing this post, we realized that tackling the entire content planning, creation, promotion, and measurement process in one post is a tall order. If you're looking for something specific, click through to one of the following posts: Content Planning and Strategy How to Plan and Execute an Effective Content Strategy That Will Quadruple Your Results (Template) How to Build a Content Marketing Strategy You'll Actually Use (Template) The Ultimate Marketing Campaign Planning Checklist That Will Get You Proactive Spark Your User Persona to Life With These 9 Important Tools How to Find Your Target Audience and Create the Best Content That Connects Content Creation 40 Content Writing Tips to Make You a Better Marketer Now The Best Social Media Copywriting Guide to Be a Social Word Ninja The Most Massive SEO Copywriting Guide That Will Make Your Traffic Soar The Ultimate Blog Writing Process to Create Killer Posts The Email Copywriting Process You Need to Get More Conversions How to Work With Designers With Authentic Advice From 's Designer How to Make an Infographic Like a Pro in 7 Easy Steps Content Publishing The Best 2019 Content Calendar to Get Organized All Year When is the Best Time to Publish Blog Posts? What 14 Studies Say About the Best Time to Send Email The Best Times to Post on Social Media According to Research The Social Media Schedule That Will Boost Your Traffic By 192% Content Promotion and Distribution 21+ Easy Ways to Build An Email List That Will Skyrocket By 140% in 1 Year How to Build the Best Social Media Promotion Plan For Your Content The Way to Write Email Subject Lines That Get More Clicks How to Boost Traffic With 34 SEO Tips You Need to Know Now (+ Free Kit) Content Measurement and Analytics 3 Hidden Google Analytics Reports to Help You Understand Your Audience How to Build a Marketing Report Quickly (Free Template) How to Use Social Media Analytics to Create the Best Content Phase 1: Content Strategy + Planning Everything starts with smart planning. Understanding Your Audience Who are you creating content for? What are their greatest wants, needs, and pain points? These are some of the first questions you’ll need to answer when developing your process. Figuring out who your audience is doesn’t have to be as hard as it sounds. Do some digging, though, and you might find that your real audience differs from the one you thought you had. To begin, answer four questions: What  problems does my company, product, or service solve? If you’re in business at all, this should (hopefully) be easy enough to answer. How do you make customers lives better or easier? Who are our current customers? Who’s buying your product right now? Make a mental note if that’s different from who you want to be buying your product. Who is my competition? You probably know who your top competitors are. However, do some quick keyword searches on Google, Facebook, and Twitter to see if you can turn up any more you weren’t aware of. What sets us apart from our competition? Why would people choose you instead? Once you’ve nailed these down, you’ll know: What topics your content needs to cover and which questions it should answer. Who is going to read, watch, or listen to that content. What your competition is doing (and start thinking about how you can improve on their efforts). What you need to do to set your content apart (so people consume your stuff instead of your competitors’). Next, develop a simple audience statement that summarizes who you’re trying to reach. Use this template and fill in the blanks: â€Å"[OUR COMPANY] creates content to help [INSERT DEMOGRAPHIC] do [INSERT ACTION] better.† Then, establish what we call your â€Å"content core.† This means identifying two things: What you do (and the topics that matter most to your company). What your audience cares about (which probably includes topics you should cover, even if they only loosely correlate with what your company does). Here are a few simple ways to get started doing this: Dig through your social media followers feeds. What are they sharing on Twitter? Run an audience survey. Use something like Polldaddy  or Survey Monkey  and ask customers or blog readers what they’re interested in (and what topics they want your content to cover. Look at your competition’s content. You shouldn’t necessarily copy what they’re doing. However, taking note of what they’re creating can give you some clues at what their audience finds relevant (provided they’re doing a good job). Recommended Reading: How to Find Your Target Audience and Create the Best Content That Connects Developing Personas If you’re not deeply familiar with your audience, then building personas can be vital for understanding who you’re targeting. This is especially true when working in industries where you don’t consider yourself a deep subject matter expert (SME). This process can get fairly involved, but it doesn’t necessarily need to be overly complicated. What makes personas such an importance piece of the content marketing process? This graphic summarizes that with a few powerful stats: A persona is a simple character description of your average customer or audience member. To build out a simple user persona, you should include the following information: Age Location Occupation Income Level Level of Education Hobbies Challenges and Goals Personality Summary Values and Fears Favorite Blogs, News Sources, and Companies That’s the high-level description of what you need in a persona. For a more detailed guide, check out the post below. Recommended Reading: Spark Your User Persona to Life With These 9 Important Tools Establish Your Goals Have a plan for how you’ll set goals for each project and campaign you execute. While goals may vary based on each project, having one set methodology for determining goals makes setting them easier. One common goal-setting framework we recommend is the SMART system. SMART goals are: Specific. Goals should be laser-focused on moving set metrics KPIs. Measurable. They should be quantifiable and able to be backed up with real numbers. Actionable. Can you take specific steps to achieve this goal? Realistic. Increasing revenue by 1 million percent is probably not realistic. Use your best judgment. Timely. Achieving goals should help move your organization forward in ways that are relevant right now. Then, to write a simple goal statement (whether for your overall business and marketing goals, or for a specific channel, campaign, or project), follow this template: You can adjust the specific verbiage as necessary. What’s necessary is that you plainly state the following: What you hope to achieve. When you hope to achieve it by. For more specific guides on setting marketing goals, dig into these guides: How to Set Marketing Goals You Can Actually Achieve  from Kissmetrics How to Set Marketing Goals Based on Business Goals  from ImpactBND How to Define SMART Marketing Objectives  from Smart Metrics Here's how to set SMART marketing goals (and manage the rest of your content marketing process,...Develop Your Content Strategy This is an enormous topic in itself. In fact, several books have been written on the subject (and you should read them). Arguably, a lot of what we cover in this post also covers content strategy and content marketing strategy (there’s a subtle difference). For our purposes here, we’ll break down content strategy into its absolute most basic elements. Then, we’ll point you in the right direction to learn more. To begin, let’s answer three questions: What will you create? This means the kinds of content and channels you’ll use. Why will you create it? This ties back into your goals and the specific needs your content should address. How will you measure success? This entails establishing the specific metrics you’ll track against. Performing Content Audits How can you make sure you create more content that works, cut out what doesn’t, and avoid duplicating effort? The answer is by performing regular content audits. Pam Neely put together this excellent guide (and content audit template)  that dives deep into this process. At a high level, here are some things to look for when evaluating past content: Generating Ideas How will you generate ideas for projects and campaigns? Quality creative concepts and campaign ideas don’t happen by accident (most of the time). Everything you create should also be connected to your overall goals. So, how do you come up with great ideas that actually move the needle? Start by figuring out who will be involved in your ideation process: Clients or internal stakeholders. Campaigns often start as solutions to problems your clients or your company is facing. Your CEO, CMO, and senior strategists. These folks are close to your organization’s overall goal-setting. Your do-ers down in the trenches (writers, designers, etc.). You hire creative people to be creative, right? Then, establish frameworks for ideation. There are a couple ways to approach this: Solo strategy sessions where individual team members generate project, content, and campaign ideas on their own. Group brainstorming sessions where multiple team members collaborate on ideation. The easiest brainstorming process we’ve had success with at looks like this: Get your team in a room and have them write down every idea they can think of in ten minutes. Have one person read every idea out loud. Then, have each team member rate those ideas on a three-point scale. Three’s are definite ideas you should execute, two’s are ideas that need some work, and one’s are, well, crap. If you do this right, the process will yield ideas all across the board (and that’s okay). Take every idea that’s a unanimous three and narrow down the ones you’ll settle on. This process works for all kinds of different projects and in all kinds of scenarios. Feel free to adapt it to fit your purposes. Recommended Reading: The Best 30-Minute Content Marketing Brainstorming Process Phase 2: Content Creation You’ve got your planning processes in place. Now, let’s move onto the execution steps. How will content marketing projects and ideas be brought to life? Establish Team Roles Team roles may be different than actual job titles. What we’re looking to know here is what people will actually be doing when it comes to planning, publishing, and promoting content. Recommended Reading: How to Structure Your Marketing Team to Create the Best Content Understanding Keyword Research Keyword research is vital for creating content your audience wants. At its simplest level, it should achieve three goals: Helping you understand what people want to read. This typically means stuff that answers questions and solves problems for them. Helping you understand the intent behind keywords. Carefully analyze search results for keyword terms to ensure people are really looking for what you think they are. Helping you understand what you can rank on. Most keyword tools show keyword difficulty and competition. In order to do quality keyword research, you’ll need the right tools. Here are some we can recommend: Google Keyword Planner Moz’s Keyword Explorer Ahrefs Keywords Explorer Keyword Studio Serpstat Recommended Reading: Your Ultimate Content Marketer’s Guide to Keyword Research Building Checklists, Templates, and Other Reusable Assets Having pre-built checklists and templates for every type of content you produce can help make creating content that’s consistent easier. They help reinforce productive workflows and ensure that every project gets executed the right way, every time. There are a couple of ways to approach this: Use our pre-built checklist here, or any of the templates bundled within this post you’re reading right now. Build your own checklists and templates. To create your own checklists, follow these steps: List everything that’s needed to complete a specific type of content. Be thorough. Assign each task to the appropriate team member. This could be either a specific person or just the role required. Estimate how long each step takes to complete. If you’re not sure, track your time over the course of creating a few pieces to set benchmarks. Document all of those steps and make your checklist easily accessible to your team. Consider using something like a shared Google Drive or Dropbox folder to store all your checklists. Writing + Design Getting writers and designers working well together is key for content marketing success. By establishing clear processes for each, you can eliminate a lot of confusion and head-butting around expectations. A basic workflow might look like this: Writer drafts content in a template or document. Then, writer and designer discuss images to include. Designer takes direction and adds other images where necessary. Generally, whatever type of content you’re creating, this is loosely how it works. Recommended Reading: https://.com/blog/content-writing-tips https://.com/blog/how-to-make-an-infographic/ https://.com/blog/blog-photography-tips/ https://.com/blog/social-media-images Phase 3: Content Publishing Once workflows and processes for content creation have been put in place, determine how often content will be published, and establish processes for managing your cadence. Establish How Often You'll Publish Each Type of Content You Create There are no objectively correct answers to how much content is enough or how much is too much. But, the following posts can help offer some starting points: How Often to Post on Social Media [Proven Research From 14 Studies] The Best Email Sending Frequency [Backed By 20 Studies] The Perfect Blog Post Length and Publishing Frequency is B?!!$#à ·x [Whiteboard Friday from Moz] Planning Your Content Marketing Calendar We strongly recommend planning every piece of content you publish on one unified marketing calendar. Whether you use a spreadsheet or an app (we’re partial to ourselves), your calendar should achieve the following objectives: It should give your entire team one place to see every project in progress. A place to map out all your deadlines. A means of keeping everything organized so nothing gets lost or forgotten. If you need a calendar template or a guide on how to use one, we have several. Check out the following posts below: Recommended Reading: How to Boost Success With a Content Marketing Editorial Calendar Phase 4: Content Promotion + Distribution Content promotion often gets overlooked. If you’re not thoroughly planning your promotion processes, though, it’s time to start. Social Media Assuming you’ll be creating social media posts to promote other content (in addition to standalone social content), you’ll need to plan a few things: Your channel selection. Which channels are you on, and which are most important for you? A promotional posting schedule for each type of content you’ll be promoting. Planned posting templates save time wondering how many posts to prepare. An understanding of social media analytics. Monitoring what works and what doesn’t will help you make the most of your time in the long run. Recommended Reading: How to Align Your Content Marketing and Social Media Strategy in 9 Steps The Social Media Posting Schedule That Will Boost Your Traffic By 192% The Best Way to Plan a Social Media Strategy in Five Steps With a Template Email Marketing Email marketing delivers 4,000% ROI. According to Campaign Monitor, it also 40 times more effective for customer acquisition  than social media. So, have a plan to make the most of it. Develop a strategy to build your email list. Gated content upgrades  in blog posts and building landing pages  with opt-in forms  are two ways to do this. Plot out an email sending schedule. This guide  will help you select the best days and times to send e-newsletters. Plan an email content creation process. This will entail: Writing your email copy. Designing email templates  (if you’re coding your own emails) or placing content into a template within your email marketing service provider. Analyzing the performance per email. Repeat.Recommended Reading: Killer Email Marketing Planning Best Practices With 19 Examples The 4 Simple Stages of an Engaging Email Funnel Strategy What 14 Studies Say About the Best Time to Send Email Search Engine Optimization Search engine optimization is necessary for ensuring your content garners continued traffic (even after your social media and email promotion have run their course). On a basic level, be sure to check off the following for every piece of content you publish (assuming you’re creating blog posts or website pages): Title tags. These are the blue links at the top of search results. They should include your target keyword and accurately describe your content. They should be 70 characters or less. Meta descriptions. This is the descriptive text beneath the blue links in search results. They don’t directly impact rankings but do influence click-through rates. They should be 150 characters or less (but not too short). To test your title tags and meta descriptions before your content is published, consider using one of these free tools: Portent’s SERP Preview Tool:  It’s a little bit outdated (Google no longer uses pixel width to cap title tag length), but it can still help you see what search snippets will look like: Spotibo SERP Preview Tool:  Another free option that works well. Yoast:  If you’re using WordPress and Yoast, you’ll see a preview of your title tag and meta description before you publish. There are also some other basic on-page SEO elements to consider. These include: Keyword targeting. Does your content target a specific keyword phrase? Latent semantic indexing. In plain English, does your content include terms relevant to your primary topic? Keyword placement within your content. Is your primary keyword in your URL, H1, and body content? Are secondary keywords naturally integrated into your copy? For more detailed guides on SEO execution, read through the following: How to Boost Traffic With 34 Important SEO Tips You Need to Know How to Improve Your Keyword Research With Latent Semantic Indexing How to Maximize Your On-Page SEO in 2017 With One Awesome Checklist SEO Content Strategy: How to Skyrocket Your Traffic By 594% PR / Outreach What’s one of the best ways to promote your content? Tell people directly who might be interested in it! Of course, you’ll want to be genuine and sincere in your outreach. Content marketing and public relations are asked to join forces now more than ever. As these fields increasingly overlap, it’s important to have plans and processes in place for how these cross-discipline teams work together. According to Search Engine Land, there are at least five different ways for PR and SEO to cooperate: Product education. Whether they’re talking to customers, partners, or the media, PR spends a lot of time explaining how things work to people. Great content can be a quality asset for supporting this. Obtaining backlinks. When you tell people about your content, it’s more likely to be found by people interested in linking to it. Managing media outreach. Keeping messaging consistent between content and PR. What one team says is true, the other should say, too. Sharing content. Your PR team probably knows better than anyone who might be interested in seeing the content you’re creating. Lean on their contacts and tools like Cision  to find quality outreach targets. So, what can content marketers and PR pros do to combine efforts for maximum impact? Here are a couple ideas: Build lists of trusted contacts to reach out to with new content. Do you have news reporters or other content marketers you’re frequently in contact with? If so, consider compiling their contact info into a shared list. That way, when you have something of interest (either for content or PR), you can easily reach out. Make an account on Help A Reporter Out (HARO). This database of sources for journalists makes it easy to list yourself as a trusted source. Use content to support your claims that you’re an expert on your industry or topic. Learn more here. For more information on making this relationship work, this beginner’s guide to PR from Kissmetrics  is a great place to start. So is this guide from Smart Insights. Recommended Reading: How to Write a Pitch Email That Will Get Your Guest Post Accepted Phase 5: Measurement, Analytics, and Reporting If you’re going to earn your paycheck, you need to prove your work is making an impact. This is where reporting comes in. Good content marketing reporting shows your organization how your efforts are driving KPIs and making money. Good reporting shows your organization how your efforts are driving KPIs and making money.Setting Up Analytics Tools There are a lot of different analytics tools out there. Which ones you use will depend on the type of you’re doing. Here are some common options to consider. Google Analytics:  This one is near-ubiquitous for content marketers. Piwik: This is another freemium alternative to Google Analytics. Heap: Freemium analytics platform that tracks without using tags. Kissmetrics: An advanced behavioral metrics platform (we use them heavily here at ). Adobe Analytics: Enterprise-grade analytics platform. These are some popular options. To find more, check out this list from G2 Crowd. You might also choose to connect several different tools into one dashboard. Here are a couple different options: Cyfe: Basic custom dashboard tool that integrates with tons of different services. Klipfolio: Advanced marketing dashboard tool that connects to a wide variety of other tools and platforms. It also includes API access for connecting unsupported tools (although setting them up this way may require technical knowledge). Lots of different SEO and content marketing platforms offer built-in analytics, too. Here are a handful of examples: Moz: All-in-one SEO software platform with built-in analytics functionality. Raven Tools: Similar to Moz but with a heavier emphasis on analytics and reporting. Ahrefs: Offers robust metrics for rank tracking, link building, and other areas of content and SEO. Whichever toolset you’re using, ensure that the right people have access to the right tools. Depending on the size of your organization, that could mean individual contributors are given access to analytics tools, or you might have dedicated analytics staff. Recommended Reading: How to Crush Google Analytics Spam in 2017 Establishing a Reporting Schedule Next, determine when marketing reports will go out (and who needs to receive them). Depending on the tools you use, you might be able to set this up automatically. In fact, this guide from Google  covers how to setup monthly reporting automatically in Google Analytics. To set your reporting schedule, answer the following questions: How often do we need data updates? If you have weekly, monthly, quarterly, or annual reporting meetings, set up your reporting schedule accordingly. Which data needs to be shared at which time? Data that’s closely tied to day-to-day performance (both for yourself, your team, and company-wide) may need to be shared on a weekly or monthly basis. Long-term goals may be more appropriate for monthly, quarterly or annual reporting. Who needs to know this data? If you manually email reports within your company, build a list of people who need to receive that report. Let’s break down common content marketing metrics into a sensible schedule: Weekly / Monthly: Specific metrics connected to the performance of your do-ers. Quarterly: Higher-level summary of progress toward long-term goals. Annual: Very high-level goals. In short, the more impact a goal or metric has on day-to-day performance for your team in the trenches, the more often those metrics likely need to be reported on. For more guidance on planning your reporting schedule, check out this guide from Chris Penn. Building Reporting Templates If you rely on automated reports from your analytics tools, this is cut and dried. However, what if your organization expects customized reports because your tools can’t quite pull everything you need into one Excel sheet or PDF? In that case, you may need to build your own template. Fortunately, we’ve created one here  to help get you started.

Discover Family History With Probate Records and Wills

Discover Family History With Probate Records and Wills Some of the most genealogically-rich documents on an individual are actually created following their death. While many of us actively search for an ancestors obituary or tombstone, however, we often overlook probate records - a big mistake! Generally well-documented, accurate, and packed with numerous details, probate records can often provide answers to many stubborn genealogical problems. Probate documents, in general terms, are records created by a court after an individuals death that relate to the distribution of his or her estate. If the individual left a will (known as testate), then the purpose of the probate process was to document its validity and see that it was carried out by the executor named in the will. In cases where an individual did not leave a will (known as intestate), then probate was used to appoint an administrator or administratrix to determine the distribution of assets according to formulas set by the laws of the jurisdiction. What You May Find in a Probate File Probate packets or files may include any of the following, depending upon the jurisdiction and time period: willsestate inventories, or lists of assetsappointments of executors or administratorsadministrations, or documentation of the distribution of assetspetitions for guardianship of minor childrenlists of heirslists of creditors or accounts of debts ...and other records considered to be important to the settlement of an estate. Understanding the Probate Process While laws governing the probate of a deceaseds estate have varied according to time period and jurisdiction, the probate process usually follows a basic process: An heir, creditor, or other interested party initiated the probate process by presenting a will for the deceased (if applicable) and petitioning the court for the right to settle an estate. This petition was usually filed with the court that served the area where the deceased owned property or last resided.If the individual left a will, it was presented to the court along with testimony of witnesses as to its authenticity. If accepted by the probate court, a copy of the will was then recorded in a will book maintained by the clerk of court. The original will was often retained by the court and added to other documents pertaining to the settlement of the estate to create a probate packet.If a will designated a particular individual, then the court formally appointed that person to serve as executor or executrix  of the estate and authorized him or her to proceed by issuing letters testamentary. If there was no will, then the court appointed an administrator or administratrix - usual ly a relative, heir, or close friend - to oversee the estates settlement by issuing letters administration. In many cases, the court required the administrator (and sometimes the executor) to post a bond to ensure that he would properly complete his duties. One or more people, often family members, were required to co-sign the bond as sureties.An inventory of the estate was conducted, usually by people with no claim to the property, culminating in a list of property - from land and buildings down to teaspoons and chamber pots!Potential beneficiaries named in the will were identified and contacted. Notices were published in area newspapers to reach anyone who might have claims on or obligations to the deceaseds estate.Once bills and other outstanding obligations on the estate were met, the estate was formally divided and distributed among the heirs. Receipts are signed by anyone receiving a portion of the estate.A final statement of account was presented to the probate court, which then ruled the estate as closed. The probate packet was then filed in the records of the court. What You Can Learn From Probate Records Probate records provide a rich resource of genealogical and even personal information about an ancestor which can often lead to still other records, such as  land records.Probate records almost always include: Full nameDate and place of  death Probate records may also include: Marital StatusName of spouseNames of children (and possibly birth order)Names of childrens spouses of married daughtersNames of grandchildrenRelationships between family membersClues to the  trade or occupation  of your ancestorCitizenshipResidences of your ancestor and living descendantsLocations (and descriptions) where your ancestor owned propertyFeelings of your ancestor toward family membersClues to the deaths of other family membersClues to adoptions or guardianshipsInventory of items owned by the deceasedClues to your ancestors economic standing (e.g. debts, property)Your ancestors signature How to Find Probate Records Probate records can usually be found in the  local courthouse  (county, district, etc.) that presided over the area where your ancestor died. Older probate records may have been moved from the local courthouse to a larger regional facility, such as a state or provincial archives. Contact the clerks office of the court where the person resided at the time of death for information on the location of probate records for the time period in which you are interested.

Scenario Consider the cross cultural management implications for an Essay

Scenario Consider the cross cultural management implications for an organisation from your home country setting up a satellite operation in another country (of your choice) - Essay Example It is observed that cross-cultural management issues spring from a range of business contexts. Giving example of an individual firm, Clarke (2007, p.197) observed that the management team from a foreign parent company must seek to understand that the local workforce especially those from the host country, may require different organization structure and Human resource practices. This is essentially since it will ensure that the working personnel are not infringed on their rights as workers but are given ample room for expression. To this end, Deresky (2008, p. 47) noted that in cross-border mergers and acquisitions (M&As), achieving the expected synergies regularly vary depending on the existent business structures and procedures that encompass both cultures in a more balanced way. Further, cross-cultural joint business ventures or alliances between two or more firms also demand a cultural compromise. This will ensure that the involved firms have a particular cultural orientation tha t emerges after sacrificial of the individual cultures (Fougà ¨re & Moulettes 2007, p. 12). This means therefore that the diversity of the workforce should be managed properly to ensure optimum productivity instead of leaving the differences show. Moreover, cultural sensitivity is also paramount especially if a firm needs to sell successfully to foreign consumers. In other words, it would be recommended for companies that sell to foreign customers to be culturally sensitive adaptations to various products, services, marketing and advertising (Magnusson et al., 2008, p. 191). Parboteeah et al. (2005, p. 91) observed that differences that exist in particular firm’s organization and decision making practices results directly from the geographical region in which it has evolved as well as the cultural background that it encompasses. This will demand an equal understanding of

Water Pollution Assignment Example | Topics and Well Written Essays - 1250 words

Water Pollution - Assignment Example This essay declares that the problem of water shortage is not due to global warming but is more due to the increase in population and the wastage of water by a large number of people throughout the world. More 20% of the world population does not have access to clean drinking water. The United Nations water program has set a target, in Millennium Development Goals, of supplying 85% of world population with safe drinking water by the end of 2020. But with the increasing population and increased wastage and pollution of water this target cannot be achieved before 2030. This paper stresses that a large quantity of water is used for household washing purposes. This water which can be reused after proper treatment is normally wasted and thus contributes to the problem of water shortage particularly in the arid regions of the world. Qatar being one such region can also utilize its wastewater for fulfilling the increasing demand of water in the country. Wastewater does not only fulfill the increasing water demand but it is also very effective in controlling water pollution and various water-borne diseases particularly in countries like Qatar where people are unaware of the hygienic procedures through which they can stop water pollution. Wastewater reuse has is being practiced in various countries for providing fresh water resources. Desalination is the removal of the salt and minerals from sea water by the application of various processes.

Impearialism, colonialism. and globalization on how they affect the Essay

Impearialism, colonialism. and globalization on how they affect the middle east - Essay Example On the other hand, the democratization system has become a problem due to the influence of globalization. This is due to the clash of interest between the western industrialized nations and the state aboriginal affair (Alkadry 739). In the recent occurrences, most of the developed and decolonized have been caught up in the matrix of struggle for liberation and self-determination. Likewise, the countries of Middle East are furthering democracy and at the same time struggling to get self-determination in a postcolonial globalization context (Alkadry 739). Most of the countries in Middle East achieved their independence half a century ago. However, no single country in the region has a full-fledged democratic government. This is also evident in the wave of revolutions currently taking place in the region. Only few countries in the region that have made stride towards installing democratic institutions. These countries include Lebanon, Turkey, and Kuwait (Alkadry 740). The issue of self- determination is guided by two principles. They include national independence and freedom. In the Middle East, this has not been possible due to the threat of imperialism. This makes it difficult for the nations to move from a moment of national sovereignty and anti-social resistance to a moment of freedom and democratic governance (Alkadry 740). ... Algeria is one of the countries where imperialism was evident during the colonial period. It congest began in 1830. This occurred after French deployed powerful army in the region. The heavy military presence led to death of many Algerians. This helped France to acquire land in Algeria. This was followed by massive migration on settlers into Algeria to farm in the Algeria coastal plains (Women in World History 1). Most of the Algerians were employed in these farms as laborers. Moreover, France exercised control of public finances such as public works, education, and armed forces and security (Women in World History 1). However, there was armed resistance to the French rule based on tribes. The French armies in harsh means effectively subdued the rebellion. On the other hand, the colonial power was given voting power to elect representatives to the French legislature. Consequently, the colonial power possessed immense power and this helped in gaining enormous wealth. Additionally, mos t of the properties owned by the locals were confiscated both communal and private. In the year that followed, France exercised political, economic, and social dominance over Algeria and its inhabitants (Women in World History 1). This shows that imperialism helped France to develop their own ambitions and influenced wider developments. Imperialism affected countries in different ways. Imperialism helped in reviving the transport sector. This occurred as the colonizing country built roads and railways. This was meant to enhance easy movement for acquisition of raw materials. Moreover, there is an introduction of new technology, education, and improved health care (Hodgepodge 1). On the other hand, imperialism leads to negative effects. First, there was a lack of

Analyzing Pro Forma Statements Assignment Example | Topics and Well Written Essays - 500 words

Analyzing Pro Forma Statements - Assignment Example The essay "Analyzing Pro-forma Statement" talks about the financial forecasting methods that can be applicable for ABC Ltd to significantly reduce wastage of financial resources. The new initiative would be to market another product of the company. This would lead to an increase in the company’s sales over the forecasted period. Due to increased number of sales, the net fixed assets by the acquisition of new machinery to increase production will also increase. For current assets, an increase in sales will be as a result of increased stock of raw materials, work in progress and finished goods. An increase in credit sales will also increase debtors while more cash will be required to buy more inventories in cash. The retained earnings will also increase with sales if the firm is operating at a profit. The current liabilities will increase because the increased sales will lead to the purchase of more inventories. Long term capital items such as common stock and additional paid-in capital will not change or increase because they are not directly impacted by an increase in sales as they are always used to finance long-term projects. For ABC Ltd, the assumption of marketing of a new product will result in an increase in sales by 20%. The other items affected will also increase by the same percentage. The property, plant and equipment will increase due to the increased capacity and hence will use up capital. The sources of capital will the increase in accounts receivables and other liabilities and the cash.

Robinson Crusoe As A Fully Secular Book And A Deeply Religious One Essay

Robinson Crusoe As A Fully Secular Book And A Deeply Religious One - Essay Example He was a tough man who had led a tough life: lifted as a dissident in the London of the Great Plague and the Great Fire; continuing Newgate penitentiary and the ridicule in ruined middle age; working as a top secret agent and an outrageous journalist until locked up again for debt and disloyalty. Defoe died old, and so might be accounted as a survivor, but he had beared a good distribution of authenticity, and his novels mirror that fortitude. Bloom studies for (1998, Pg 5-6), Defoe appears to be the slightest ironic of writers, and up till now Crusoe's tale is well versed by an irresistible irony. A fidgety vagrant, driven to travel and escapade by forces that he (and the person who reads) cannot understand, Crusoe is restricted to a loneliness that should to infuriate him by rotating him toward an intolerable inwardness. Nevertheless his wisdom succeeds, in spite of his obvious captivity. Defoe takes the contradictory path from the psychologist's path as he explains the consequences of sentiments on the body, not on the mind. Nowhere is this sturdy than in Crusoe's anguish as he visions a shipwreck: "After we had rowed, or rather driven about a league and a half, as we reckoned it, a raging wave, mountain-like, came rolling astern of us, and plainly bade us expect the coup de grace. It took us with such a fury, that it overset the boat at once; and separating us as well from the boat as from one another, gave us no time to say, "O God!" for we were all swallowed up in a moment." (Chapter 3, Wrecked On A Desert Island) Robinson Crusoe As A Fully Secular And Deeply Religious Book According to Ritchie (1997, Pg 98-99), Robinson Crusoe, it might be, is a story in focus. It is a masterwork, and it is a stunning success mainly because Defoe has all through kept constantly to his own intelligence of viewpoint. It is, we know, the tale of a man who is terrified, after many dangers and escapades, unaided upon a desert island. The meager proposal threat and loneliness and a desert island is sufficient to rouse in us the hope of some far land on the confines of the world; of the sun rising and the sun setting; of man, remote from his kind, threatening alone upon the nature of culture and the weird ways of men. "But in reality there are no sunsets and no sunrises; there is no solitude and no soul. There is, on the contrary, staring us full in the face nothing but a large earthenware pot. It was the first of September 1651; that the hero's name is Robinson Crusoe; and that his father has the gout." (Chapter 1, Start In Life) Robinson Crusoe thinks of God: "Sometimes I would expostulate with myself, why providence should thus completely ruin its creatures.... But something always return'd swift upon me to check these thoughts." (Chapter 1, Start In Life) 'God does not live". Crusoe believes of Nature, the fields "adorn'd with flowers and grass, and full of very fine woods," (Chapter 1, Star

Analyzing Pro Forma Statements Assignment Example | Topics and Well Written Essays - 500 words

Analyzing Pro Forma Statements - Assignment Example The essay "Analyzing Pro-forma Statement" talks about the financial forecasting methods that can be applicable for ABC Ltd to significantly reduce wastage of financial resources. The new initiative would be to market another product of the company. This would lead to an increase in the company’s sales over the forecasted period. Due to increased number of sales, the net fixed assets by the acquisition of new machinery to increase production will also increase. For current assets, an increase in sales will be as a result of increased stock of raw materials, work in progress and finished goods. An increase in credit sales will also increase debtors while more cash will be required to buy more inventories in cash. The retained earnings will also increase with sales if the firm is operating at a profit. The current liabilities will increase because the increased sales will lead to the purchase of more inventories. Long term capital items such as common stock and additional paid-in capital will not change or increase because they are not directly impacted by an increase in sales as they are always used to finance long-term projects. For ABC Ltd, the assumption of marketing of a new product will result in an increase in sales by 20%. The other items affected will also increase by the same percentage. The property, plant and equipment will increase due to the increased capacity and hence will use up capital. The sources of capital will the increase in accounts receivables and other liabilities and the cash.

Chinese America Essay Example | Topics and Well Written Essays - 1500 words

Chinese America - Essay Example ough it is constantly present during policy formation and implementation, during trials and sentencing, and during curriculum development and funding initiatives, the power of this form of racism is that it has worked its way into the very foundations of every institution, becoming entrenched in every process until it has been rendered invisible. Its presence is known, but avenues to fight against institutionalized racism are strictly curtailed by the argument of those in power that racism no longer exists. Racism today is more cunning and sly, appearing in posters depicting â€Å"Asian† car bombs dropping on America and politicians who weave racist rhetoric into public speeches. In the end, it is argued that systemic racism is far more difficult to dismantle than overt racism because it is present for minorities at every step in the upward trajectory to success. An example of systemic racism is the â€Å"model minorities† theory which posits that certain ethnic groups are more likely to become successful due to genetic qualities that are particular to their culture. Deborah Woo elaborates on this theory by stating that these differences are perceived as natural and innate, and seen as the real cause of social inequality between ethnic groups (194). For example, because of the perceived success of Asian Americans versus the perceived lack of success of African Americans in the United States, â€Å"model minorities† theory suggest that these differences between the two ethnic groups are a result of personal flaws and faults, rather than institutionalized disadvantages and biographical advantages. In this regard, the dominant group shifts blame from â€Å"us† to â€Å"them† in the process of victim-blaming, in which the marginalized group is held accountable for their own problems. This situation proves destructive to both groups in the binary between desirable and undesirable minorities because the theory is created in such a way to instigate hostility in

Computer Literacy Essay Example for Free

Computer Literacy Essay Thou shall not vandalize Web pages. Thou shall not shut down Web sites. Thou shall not covet thy neighbor’s MP3s. FBI agents are spreading a new gospel to parents and teachers, hoping they’ll better educate youths that vandalism in cyberspace can be economically costly and just as criminal as mailbox bashing and graffiti spraying. The Justice Department and the Information Technology Association of America, a trade group, has launched the Cybercitizen Partnership to encourage educators and parents to talk to children in ways that equate computer crimes with old-fashioned wrongdoing. The nascent effort includes a series of seminars around the country for teachers, classroom materials and guides and a Web site to help parents talk to children. â€Å"In a democracy in general, we can’t have the police everywhere,† said Michael Vatis, director of the FBI’s National Infrastructure Protection Center, which guards against computer attacks by terrorists, foreign agents and teen hackers. â€Å"One of the most important ways of reducing crime is trying to teach ethics and morality to our kids. That same principle needs to apply to the cyber world,† he said. Recognizing Virtual Crime Vatis and other FBI agents attended a kickoff seminar, titled the National Conference on Cyber Ethics, last weekend at Marymount University in Arlington, Va. Part of the challenge: Many teens still consider computer mischief harmless. A recent survey found that 48 percent of students in elementary and middle school don’t consider hacking illegal. Gail Chmura, a computer science teacher at Oakton High School in Vienna, Va., makes ethics a constant in her curriculum, teaching kids about topics such as computer law, software piracy and online cheating. She has argued with students who don’t see that stealing from a computer with bad security is as wrong as  stealing from an unlocked house. â€Å"It’s always interesting that they don’t see a connection between the two,† Chmura said. â€Å"They just don’t get it.† The FBI’s Vatis tells students, â€Å"Do you think it would be OK to go spray-paint your neighbor’s house or the grocery store down the street? On a Web site, it’s the same sort of thing. It’s somebody’s storefront or an extension of themselves.† Chmura tries similar messages. For instance, she asks a budding composer how he would feel if his music was stolen and given away online. â€Å"They do sometimes realize that when they’re copying someone’s product, it’s not just that 5 cent disk, but someone’s work that they’re copying,† she said. â€Å"I think they do come to appreciate the fact that it’s somebody’s salary they’re stealing.† Driving Home Consequences Vatis cites a long list of cyber crimes perpetrated by minors, including attacks on defense department computers in 1998 and the February jamming of major Web sites such as Amazon.com and eBay. He tries to drive home the consequences of hacking — including the resources it drains from his center, as law enforcement scrambles to find who is responsible at the outset of an attack. Authorities â€Å"don’t know if it’s a terrorist or a foreign military,† Vatis said. â€Å"It diverts very scarce resources of people who are trying to focus on crime, warfare and terrorism.† And children aren’t the only ones in need of training. College students and parents also are frequently undecided about what crosses an ethical boundary in cyberspace, where anyone can download pirated musical recordings. â€Å"We had some discussion about the legalities of whether you’re sharing something with your friend or burning CDs to sell at your school,† said Deborah Price of Lewisville, N.C., parent of a 14-year-old daughter. â€Å"I’m not real certain about Napster ethics myself.† Price — whose daughter uses Napster, the music-sharing service considered a threat to the recording industry — feels that computer ethics are an important issue. â€Å"I think it should be part of the discussion at the school,† Price said. â€Å"It’s only going to get bigger.† References: ABC News W A S H I N G T O N, Oct. 10 FBI Pushes for Cyber Ethics Education By D. Ian Hopper http://abcnews.go.com/Technology/story?id=119369

Saudi Education System

Saudi Education System The previous chapter sought to clarify the research motivation, presented the rationale for the study and outlined the specific research questions. Given that this work was undertaken in Saudi Arabia, it is pertinent to provide an over view of the Saudi education system particularly its general characteristics, structure, curriculum being used in it. This chapter provides general background regarding the basic objectives of the Saudi education system. The strategies it employs for its on going development and advancement. 2.2 The Saudi Education System: A brief preview Education in all parts of Saudi Arabia was traditional until the late nineteenth century, the education was mainly restricted to reading, writing and recitation of the Quran. Higher education in religious studies existed only in the main cities of Saudi Arabia. The beginning of the Modern Education took place towards the end of the nineteenth century in the then Ottoman provinces of Hijaz and Al-Ahsa. By 1920s a few private schools began offering non-religious subjects in some major cities and larger towns. In the beginning of 1951 a network of secondary schools was set up. The ministry of Education was established in 1954 and prince Fahd Bin Abd al-Aziz became the first minister. The first non wholly religious university was opened up in 1957. In spite of the strong opposition of the conservatives of the Saudi clan the public education for girls began in 1964. The Ministry of Higher Education was established in 1975, and the development plans of 1970s and 1980s characterized remarka ble development in the Education setup, improving Saudi Education system considerably. The literacy rate in Saudi Arabia in 1970 was 15% for men and 2% for women. By 1990 it was 73% for men and 48% for women , and, in 2002 it reached 90.9% and 70.2%, respectively . According to the Central Intelligence Agencys World Factbook 2002, the literacy rate in 2002 was estimated at 84.2% for males and 69.5% for females and according to the latest facts it stands at 86.6% overall, with male literacy rate at 90.4% and female literacy rate at 81.3%. The reason for the positive results in combating illiteracy can be attributed to government support and encouragement. Private education institutions and Quran schools proved successful in increasing the literacy rate. The very first syllabus to educate adults, especially in terms of reading, was laid down in 1956. Initially, the period of education was reduced to three years, and then after some experimentation, four years. After this four year timeframe, the student attended a follow-up programme after which a he or she was then eligible for a primary school certificate. Around the mid 1950s, Saudis quickly started to realise that education, and reading in particular, were absolutely vital for the future of their country. Today, they look on in pride at a well-educated and successful nation. Saudi business is booming, and the rate of attendance at schools has reached 98.7 percent. Meanwhile, rectification work is continuing on educating elderly people who may have missed out on previous reading programmes. 2.3 Characteristics of Saudi education System Education in Saudi Arabia has four special characteristics: an emphasis on Islam, a centralized educational system, separate education for men and women, and state financial support. Islam is the core of each Muslims curriculum, with time each week devoted to the study of the Muslim sacred text, the  Quran, Islamic tradition, jurisprudence, and theology from primary through higher education. Religion is not separate from but is a part of the disciplines of education, economics, sociology, psychology, medicine, and law. It is expected that the  Quran  will be memorized, interpreted, and applied to all aspects of daily life. The centralized educational system for men is under the jurisdiction of the Ministry of Education; and for women, under the General Presidency of Girls Education. All schools at all levels utilize the same methods of instruction, textbooks, evaluation techniques, curricula, and educational policy. As stated in Article 155 of the Educational Policy of Saudi Arabia, there is strict separation of the sexes at all levels of education with the exception of kindergarten, nursery, and some private elementary schools, and in some medical schools. The separation of the sexes is related to the respected social status of women accorded to them by Islam. With the exceptions of physical education and home economics, the curricula are the same. The Saudi government is committed to the development of education at all costs and maintains exclusive control. Education is free but not compulsory beyond the elementary level. The government provides free tuition, stipends, subsidies, and bonuses to stude nts entering certain fields of study and to those continuing their education outside the country. Free transportation is provided for female students. 2.4 Objectives of Saudi Education Policy The objectives of the Saudi educational policy are to ensure that education becomes more efficient, to meet the religious, economic and social needs of the country and to eradicate illiteracy among Saudi adults. The main educational purpose of Saudi education system is a continuation of its Islamic Educational heritage. To prepare highly qualified individuals, scientifically and intellectually, so that they can perform their best in order to benefit their country and the development of their Nation. To play a positive role in the field of scientific research in order to contribute to the global progress in arts, science and inventions. To translate the scientific knowledge to the language of Quran (Arabic) and the development of the wealth of the Arabic language, to meet the needs of Arabization, by making knowledge accessible to the largest number of people. There are several government agencies involved with planning, administrating and implementing the overall governmental educational policy in Saudi Arabia. The Ministry of Education sets overall standards for the countrys educational system (public and private) and also oversees special education for the handicapped. Early in 2003 the General Presidency for Girls Education was dissolved and its functions were taken over by the Ministry, to administer the girls schools and colleges, supervise kindergartens and nursery schools and sponsor literacy programs for females.   The Structure and Curriculum of Saudi Public Education The Public education in Saudi Arabia, for boys and girls, is divided into three levels: elementary, intermediate, and secondary. Also, there is optional kindergarten level. The school year at all three levels consists of two semesters, which are fifteen weeks long. Classes per week vary from 28 to 33 class. The length of each class is 45 minutes. Passing the exam at the end of the school year is essential for moving to next grade or level. Students who fail need to take another test in the subject that was failed. Before the new school year starts, if the student fails again, he needs to repeat the grade. Elementary Education: Elementary education consists of six grades. Students start at the age of six. (May accept 3 months or 4 in Gregorian calendar- less than 6). Elementary education focuses mainly on Islamic religion and the Arabic language; mathematics, history, geography, and science. 2.7 Elementary School Curriculum: 2.8 Intermediate Education: Passing the sixth grade examinations is required to enter the intermediate level. The age of the intermediate student is between 12 and 15 years old. Students in the intermediate level study, besides Islamic and Arabic language courses, more general education courses. Completion of the third year of the intermediate level and passing the examination, students can select one of three options: (1) regular secondary school, (2) vocational education, (3) Quranic schools. 2.9 Intermediate School Curriculum Secondary Education Before 1937, there was no secondary-level education in Saudi Arabia. The first high school was the Saudi Institution opened in 1926. The real beginning of secondary education coincides with the development of the Foreign Mission preparatory school in 1937. The initial purpose of this school was to prepare Saudi students for higher education in Egyptian universities. The curricula were similar to the Egyptian curricula and most of the teachers were from Egypt. Secondary education is three-year program. The economic development in the oil sector in 1950s and 1960s led to dramatic industrial and commercial growth in Saudi Arabia. The need for an immediate reform of the secondary education system and more secondary schools became clear. The Saudi Supreme Committee of Education embarked on a large-scale expansion of the Saudi education system, which was influenced by the American education system. There are now three types of secondary education available in Saudi Arabia: Quranic school, (2) general (academic) school, and (3) vocational (professional) school. The first Quranic high school opened in 1977. General high school follows a general curriculum in the first year. Then, each student specializes in either liberal arts or science for the next two years. The general high school curriculum has been changed several times, as educational policymakers and curriculum planners have determined that the curriculum did not meet individuals and national needs. The Ministry of Education established the first comprehensive secondary school in 1975, as an experimental modern high school in the city of Riyadh. In 1977 and 1978, they opened three more schools in other cities round the Kingdom of Saudi Arabia. The intent in establishing these schools was: To prepare students for real life by affording them with the knowledge and skills they need for employment, To meet the needs of both individuals and groups in society, To allow students to select the courses and activities that they need, To offer students access to an academic adviser to guide and help them during their studies. Because of the need to expand secondary education and include additional academic programs and areas of study, the comprehensive secondary education program was replaced by developed secondary education in 1983. This school allowed students to choose the courses that correspond to their interests, as well as developing a high school structure which allows students to experience different activities. Saudi educational policymakers phased the developed high school plan out in 1993 because of the negative social consequences for both students and the society. Higher Education Higher education became the focus of Saudi Education system when country embarked on its development ascent in 1970s. The oldest university in Saudi Arabia was opened in 1957 as Riyadh university which was renamed as King Saud university in 1982. In the academic year 2007-2008 the university had 42,312 students (Albaikan, 2010). There were only two universities in Riyadh, King Saud university (KSU) and Al-Imam Muhammad Ibn Saud Islamic university until 2004 when the first women university was established by combining women colleges. The ministry of Higher Education was established in Saudi Arabia in 1975 to supervise and regulate the higher education in the country. The ministrys major objective was to establish new higher education institutions throughout the country and expand the existing ones and to commence and renew the undergraduate and post-graduate programmes in most disciplines in these universities and colleges. Saudi universities and higher education institutions offer Di plomas, Bachelors, Masters and PHD degrees in various humanities and scientific specializations. A Bachelor degree requires four years study programme in the field of Humanities and Social Sciences and five to six years in the field of Engineering, Medicine and Pharmacy. The medium of instruction in science and technological fields is English, while the other subjects are taught in Arabic. Saudi universities have been increased in number from eight public universities to twenty one since 2004 (Ministry of Higher Education, 2008) Most of these universities were pre-established colleges, which were later upgraded to the status of universities. A large number of vocational institutes and private colleges have been established more recently, such as The Prince Sultan University and Arabic Open University. A considerable amount of annual budget is allocated for these higher Education institutions by the Saudi Government to ensure their smooth working and continuous advancement, For instance the budget in 2010 spent $36.7 billion on education and training out of $146 billion total budget. The Higher Education budget of 2010 covered funding for establishing new universities across Saudi Arabia and the expansion of the existing ones and increasing the students enrollment in Higher Education and scholarship programmes abroad. There are approximately more than 80.000 Saudi stude nts studying at Higher education universities around the world with Government scholarships. Moreover, The worlds largest Women University, The Princess Nora Bint AbdulRahman University, was inaugurated in the first quarter of the year 2011 by the then King Abdullah of Saudi Arabia, at the outskirts of the capital city Riyadh. The university has the capacity of accommodating 50.000 students and aims to improve womens access to courses such as Business and Science. The university has its own teaching Hospital , state of the art laboratories and libraries. The Movement to transform the Saudi society into a Knowledge Society was emphasized by the Minister of Higher Education in a speech, during the First Higher Education Symposium held in March 2010: The premises of Higher Education development adopted by the Ministry  are based on specified fundamentals, most important of them is  supporting Saudi society be transformed into a knowledge society. One  of the most important means to achieve this transformation is to develop  and employ a view of knowledge economy where knowledge is produced,  disseminated and ultimately consumed at various community products  and service works. Toward this there was collaboration with universities  to build real and realistic partnerships with production and services  sector, both governmental and private whether local or international.  Such move is justified in a view of a university or educational institution role as a manifestation of a balance stroked between producing knowledge and utilization of this produced knowledge, education output  that is fit for national development needs and those needs of labour  market. Such balancing highlights the real role and the positiv e  reflection of universities and Higher Education organizations at serving  their communities, not forgetting too their pioneering role at educating  and conducting research. (Ministry of Higher Education Portal, 2010): (para. 7) The Use of Internet In Saudi Education System Saudi Arabian citizens were enabled to access Internet in the year 1999 for the first time. According to the Communications and Information Technology Commission (2007) There were approximately 200.000 Internet users in Saudi Arabia in December 2000, the number which rose to 2.54 million users by the year 2005 and by 2007 it jumped up to 6.4 million users, making it nearly one third of the Saudi population which is approximately 24 million (Albaikan, 2010) The major reason for this rapid growth is that around 60% of Saudi population comprises of young people who are in their twenties or even younger (ArRiyadh Development authority, 2007) and they are adapting to the latest technologies faster than expected (Albaikan,2010). It is expected that Internet use will continue to grow In Saudi Arabia at the same pace, hence, raising the issue of incorporating methodologies to provide new learning strategies that include use of technology. In the major cities of Saudi Arabia, the residential, business and metropolitan areas including universities have been provided with the Asymmetric Digital Subscriber Line (ADSL) recently. Asynchronous virtual learning is used in the country due to the limitation in the bandwidth. The manager of Al-Dawalij company (Saudi Educational Software Producing Company) said supporting his view that his company has stopped producing online educational material for schools because of the network connection problems that prevented schools accessing that material (Albaikan, 2010). Therefore their soft wares and products are only available on CDs and DVDs (Abu-Hassana Woodcock, 2006). The ministry of Higher Education of Saudi Arabia has encouraged the use of Information and Communication Technology (ICT) in education sector, providing development projects to establish adequate IT infrastructure and content development for students seeking Higher education. Recently some universities and institutions have also been provided Commercial learning Management Systems such as blackboards, white boards, WebCT and Tadarus (Arabic Language Learning Management System) to facilitate online tea ching and learning. However, the number of instructors and lecturers who utilize these systems is limited, due to the lack of sufficient training workshops and practice. King Fahd University of Petroleum and Minerals (KFUPM) and King AbdulAziz University (KAU), established E=learning centers a few years ago, that provide assistance to their lecturers to develop interactive web-based supplementary material for traditional courses (Albaikan, 2010). The KAU, was the first Saudi university that employed a virtual learning environment, by offering online Bachelor degree. However in August 2007, the Islamic University of Al-Imam Muhammad Ibn Saud began offering a distance learning program that delivers instructions entirely through the Internet (Albaikan,2010), but only a few universities up till now have begun implementing E-learning for their distance learning programmes and offer online courses. To further aid and assist the development of education system, the Ministry of Higher Education of Saudi Arabia has established the National plan for Information technology which encourages the E-learning and distance learning for higher education. The National Centre for E-learning and Distance learning was established in 2006, to support E-learning and blended learning implementation in universities (Albaikan, 2010). The National centre provides tools, technical support and the necessary means for the development of digital education content for Higher education through out the country. Due to the lack of adequately trained lecturers and the ever-rising number of students, The National Centre of E-learning and Distance Learning has started various programmes that aim to enhance E-learning in Saudi universities. The principal goals and objectives of the National centre for E-learning, 2008 were: To work across all Higher Education Institutions to develop a national and international E-learning infrastructure. To develop infrastructures for the centre. To establish awareness of E-learning programmes. To provide full E-learning solutions to atleast three strategic partners by the end of 2010. To collaborate with Higher Education, government and corporate partners to provide solutions for complex E-learning problems. To develop new E-learning projects. To develop rules and regulations to supervise and govern E-learning programmes in Saudi Arabia. To establish alliance with with atleast two international E-learning bodies to share E-learning resources. King Saud University, King Abdulaziz University, Baha University, Taiba University, Qassim University and Madinah Islamic University all have memoranda of understanding with the Ministry to introduce the E-learning scheme as per the ministrys instructions. (Albaikan, 2010) The National centre of E-learning has established a training programme for academics in the universities who want to adopt e-learning. A digital repository called, Maknaz has also been started by the centre, it will contain various educational content such as learning objects, which can be uploaded and modified by lecturers and retrieved by students. Jusur, The Learning Management system was created in 2007 to provide the learning management features in Arabic for Saudi institutions. Jusur is an user-friendly system and it has already been upgraded to the second version within a year of its innovation. The system provides online help desk and support, allowing people to send in their queries, using an online ticket for technical assistance and receive a prompt reply in their email accounts. Jasurs website also offers printed manuals specifically for students and lecturers both. Summary This chapter has covered the background of the Saudi education system and the important factors that influence it. The general structure, characteristics and curriculum of Saudi education system have been highlighted in the chapter. This chapter also explained the use of internet in the context of Saudi education system, the developing role of ICT in it and the role of the Centre of E-learning and Distance Learning has also been discussed. Saudi Arabia is still striving to respond to the technological evolution in Education. It has only been fifty years when the first university was established with only twenty one students, today the country proudly hosts twenty one public universities and a number of private universities along with the worlds largest women university. Female education is given considerable priority and the focus is on to establish quality learning conducive environments for face to face and E-learning.