Bulleted Lists

Bulleted Lists Bulleted Lists Bulleted Lists By Maeve Maddox More than one reader has asked me to write about bulleted lists. The term takes its name from a typographical symbol called a bullet, a round dot used to mark or emphasize a paragraph or an item in a vertical list. Nowadays, typographical bullets are not limited to dots, but can be any geometric shape. They can even be little pictures or company logos. The English word bullet comes from French boulette, a diminutive of boule, â€Å"ball.† Until the 19th century, bullets were round. Bulleted lists are used to make items stand out from the text without implying order of importance. They may include punctuation marks like commas and semicolons, but for most blogging applications, it’s a good idea to keep punctuation to a minimum. Here are three models that will serve for most purposes. 1. Headline followed by items This format is suitable for a list of one or two-word items under a headline: What Not To Take On A Plane Sharp Objects Sporting Goods Firearms Tools When the items are expressed in just one or two words, it’s usual to capitalize them. 2. Introductory sentence introducing phrases This format is suitable for a list in the context of an article. The introductory statement is followed by a colon: In order to register, you must bring the following documents: an official copy of your birth certificate a recent photo ID a recent utility bill addressed to you or to a member of your family Items do not have capitals if they are fragments. 3. Introductory sentence introducing complete sentences Passengers will avoid losing luggage if they follow these guidelines: Put contact information inside as well as outside your bag. Put a distinguishing mark on your bag to make it easy to identify. Keep valuable items with you. Keep the stub of your checked baggage with you. Items that are complete sentences are capitalized and have end punctuation. If possible, keep each item to one line and observe parallel construction. If your item extends to a second line, start the second line under the first word that follows the bullet for that item. For other formatting that includes commas and semicolons, see The Chicago Manual of Style (16th edition), sections 6.124 and 6.125. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:Yours faithfully or Yours sincerely?The Writing Process"To Tide You Over"

Unit # 6 Example

Unit # 6 Example Unit # 6 – Assignment Example Deaf Children and Learning Few researches have been conducted on multicultural Deaf children and adults in education because of the perception people have about deafness. In relation to this, Johnson and McIntosh (2009, p.74, line 23-29) argue that different  discussion and treatment of deafness from 12 other categories of disability outlined by IDEA 2004 makes researchers perceive Deafness as a cultural as well as linguistic minority instead of a disability. In other words, researchers fail to draw a conclusion about considering Deafness as a disability or not. In tandem with this, Johnson and McIntosh (2009, p.75, para.2, line 8-10) claim that the opposition of researchers’ understanding of a Deaf person as part of the cultural community contributes to researchers researching little on multicultural Deaf people. CLD deaf children in an education setting learn sign language in school that varies from the one used at home (Parasnis, 1997, p.74, para. 5, line 1-6). Deaf child ren in an education setting also utilize adaptive equipment as well as special services like hearing aids, FM systems in addition to ASL interpreters in communicating effectively with people in the society (Parasnis, 1997, p.73, para. 3, line 19-24). A CLD deaf person in a setting other than K-12 often uses gestures to communicate. The gestures used by such people correlate natural language. Such people also introduce language-like structure into the gestures they use in communication (Goldin-Meadow & Mylander, 1998, p.279, para.3, line 1-5 and para.4, line 2-3). Additionally, deaf children from different cultures pass their message via gesture sentences instead of single gestures (Goldin-Meadow & Mylander, 1998, p.279, para.5, line 2-4).ReferencesGoldin-Meadow, S. & Mylander, C. (1998). Spontaneous Sign Systems Created by Deaf Children in Two Cultures. New York: Macmillan Publishers Ltd.Johnson, J. & McIntosh, A. (2009). Toward a Cultural Perspective and Understandings of the Dis ability and Deaf Experience in Special and Multicultural Education. Remedial and Special EducationParasnis, I. (1997). Cultural Identity and Diversity in Deaf Education. American Annals of the Deaf.

Channel-Sales Force Audit for Leica Camera AG Research Paper

Channel-Sales Force Audit for Leica Camera AG - Research Paper Example Zhang, M. (2012). About Leica, â€Å"Leica: The Little Privately-Owned Engine That Could† PetaPixel, Retrieved from: http://petapixel.com/2012/10/04/leica-the-little-privately-owned-engine-that-could/ 13 Channel and Sales force audit is a measuring tool used for an evaluation of the operations of an organization or company. Such an audit is a comprehensive and thorough analysis of people, operations, processes, company’s structure, culture, management and workforce, customers, products, services, technologies, customers, sales channels, target markets and other various types of activities that can contribute to the company’s reputation and profitability. Additional to the internal factors, it is important to consider external factors while performing a channel and sales force audit for a company because external factors can easily put the effect on internal compatibility of an organization (Sales Xpert, 2013). On the basis of the results of channel and sales force audit, recommendations are made for the effectiveness of the company. The recommendations should be made with a clear implementation plan so that the company can implement certain changes in an effective and accurate manner. Implementation plans should be clear, precise, flexible and realistic because a company’s future success and effectiveness are based on such a plan (Panda,T. & Sahadev,S. 2012) Channel and sales force audit is essential for an organization that wants to identify incremental revenue opportunities for the future. It also helps a company to judge its capabilities against its competitors, market trends, product launches, expansion and growth decision and other relevant decision regarding a successful future. Lieca Camera AG is a privately owned German optics company founded in 1849 and was headquartered in Wetzlar, Germany. Leica Camera AG is one of the three companies of the formerly known Ernst Leitz GmbH which is popularly known for

Preventing Noise Induced Hearing Loss in Children Essay

Preventing Noise Induced Hearing Loss in Children - Essay Example The loss is fairly gradual, so it may not be noticed immediately. The amount of hearing lost depends on the intensity of the sound, the duration of the sound, and how often the person experiences the sound. Hearing loss can be long term, or short term, depending on the above three instances. Once hearing loss has happened, however, there is no way to cure what has happened. In "Noise Induced Hearing Loss in Children: what Educators Need to Know", by Anne Kathryn Haller and Judy K. Montgomery, they describe the effect that noise induced hearing loss has had on American society. Nearly one third of Americans with hearing loss can link their decreased hearing ability to noise (Haller 29). Over time, it has moved to the number two cause of hearing loss, after age-related hearing loss. According to Haller, "nearly thirty million people are estimated to be exposed to injurious levels of noise each day" (30). What is worse is that many of these people are children. For children, loss of hearing carries a greater penalty then loss of hearing for adults has. Children are still learning how to use language, and a loss of hearing can negatively impact their ability to communicate, understand and learn language (Holler 2004). In the article, to prevent these problems in schools, Holler suggests having regular assessments of noise in schools, keeping noise in cafet erias and gymnasiums as low as possible, encouraging students to use personal hearing protectors, and regular screening of students for hearing loss, so that it can be caught and treated early (Holler 2004). In "The Effectiveness of an Interactive Hearing Conservation Program for Children," by Gail D. Chermak, Lori Curtis and J. Anthony Seikel, the researchers looked at recent increases in hearing loss in children and possible causes and solutions. They determined that of children with hearing loss, the majority of them are boys ages ten and older who have diminished their hearing in leisure activity (Chermok 1). Their study primarily looked at the effectiveness of hearing education for children in elementary school, and its long term effect on the children's responses to situations involving excessive noise. They presented to children two one hour sessions in which they were asked first what they knew about hearing and hearing loss in a questionnaire, and then were taught how to recognize situations of excessive noise, and how to protect their own hearing in those situations. Results suggested that this education significantly increased the children's knowledge of hearing and hearing l oss, and also increased the children's likelihood to use preventive and protective measures when around excessive noise. In the third article, "Hearing Conservation Education Programs for Children: A Review," by Robert L. Folmar, Susan E. Griest, and William Hal Martin, current efforts to protect children's hearing are reviewed, in order to provide a comprehensive source for educators. They found twelve programs whose primary goal was to educate about hearing loss, and an additional seventeen whose specifically looked at children and

As sophocles observes in antigone Essay Example for Free

As sophocles observes in antigone Essay 4. Awareness (Greenleaf, 2002): Able servant-leaders are usually sharply awake and reasonably disturbed from integrated holistic perspectives, yet with inner serenity (Greenleaf, 2002). Habit 1 (of 7 or of 8), Being Proactive or the concept of Inside-Out, that any significant type of change in the would-be-leader must first come from within himself (Covey, 1900). 5. Persuasion (Greenleaf, 2002): Servant-leaders rely primarily on persuasion and on convincing even by way of group-building consensus, rather than through coercion or force based on the traditional authoritarian model (Greenleaf, 2002). While Gardner insists that: â€Å"Leadership is the process of persuasion or example by which an individual (or leadership team) induces a group to pursue objectives held by the leader or shared by the leader and his or her followers† (Gardner, 1990). Yukl emphatically stressed, in that: â€Å"influence is the essence of leadership† (Yukl, 2001). 6. Conceptualization (Greenleaf, 2002): Servant-leaders perform a delicate balance between thinking out a problem and facing beyond day-to-day-focused-realities approach (Greenleaf, 2002). Habit 2 (of 7 or of 8), Beginning with the End in Mind, that the would-be-leader develops his own principled-center mission statement in life with long-term goals (Covey, 1900). 7. Foresight (Greenleaf, 2002): Intuitive servant-leaders understand the lessons from the past, the realities of the present, and the likely consequence of a decision for the future (Greenleaf, 2002). Characteristic 1, They Are Continually Learning, that the would-be-leader’s perception is more than enough honed by his self-initiated desire to know it all (Covey, 1992) and similar to Characteristic 6, They See Life As An Adventure (Covey, 1992). Alfred North Whitehead strongly suggested, in that: Every leader, to be effective, must simultaneously adhere to the symbols of change and revision and the symbols of tradition and stability (Warren Bennis, 1995). 8. Stewardship (Greenleaf, 2002): Servant-leaders merely act as stewards or â€Å"hold men and resources in trust† for the good of all or for society, emphasizing openness and persuasion (Greenleaf, 2002), likewise very similar to Stewardship Delegation (Covey, 1900). Habit 3 (of 7 or of 8), Put First Things First, that the would-be-leader’s effectiveness lies in making sure he balances his Production (P) with his building Production Capacity PC (Covey, 1900). Also, hence, according to Covey’s classification, Stewardship is under Habit 3 (Covey, 1900). 9. Commitment to the Growth of People (Greenleaf, 2002): Servant-leaders are seriously responsible and deeply committed to the growth and nurturing of each individual worker within the institution (Greenleaf, 2002). Characteristic 2, They Are Service-Oriented, that the would-be-leader/ servant-leader regards his work as a vocation or a way of life and not as a career (Covey, 1992). Characteristic 4, They Believe In Other People, that the would-be-leader is very hopeful for the beneficial potential capacity of everyone around him (Covey, 1992) though not quite far is Habit 8, It is about Finding Your Voice and Helping Others to Find Theirs (Covey, 2006). 10. Building Community (Greenleaf, 2002): Servant-leaders selflessly give themselves for building true communities among themselves who work within given institutions (Greenleaf, 2002). Characteristic 3, They Radiate Positive Energy, that the would-be-leader despite the â€Å"drudgery† of strengthening his institution, you could still find him cheerful, pleasant, happy; his attitude optimistic, positive, upbeat; and his spirit enthusiastic, hopeful, believing. Therefore, with the above, Covey concluded, in that: â€Å"A (good) habit can be defined as the intersection of knowledge, skill and desire† (Covey, 1900). Thus, with all of the above information, Sergeant Kidd’s dictum of soldiers learning to be good leaders from good leaders (Army, 1999) could now apply even to civilian employees or even ordinary civilians as more and more people are convinced through more and more pieces of literature pointing towards that thinning gray area between military and civilian leaderships. Political leadership is what John W. Gardner in his On Leadership, espoused in that: â€Å"Men and women of the greatest integrity, character, and courage should turn to public life as a natural duty and a natural outlet for their talents† (Gardner, 1990). While under business leadership falls all the works of Covey, Bennis, Goldsmith, and Yukl; however, noteworthy are those other works by Frances Hesselbein and Retired US Army General Eric Shinseki’s BE*KNOW*DO, Leadership the Army Way (Frances Hesselbein, 2004) and Jason Santamaria, Vincent Martino, and Eric Clemons’ The Marine Corps Way: Using Maneuver Warfare to Lead a Winning Organization (Jason A. Santamaria, 2003) because they believe that the business world could benefit from their shared experiences of the military. While the civilian sector regularly and easily pirates top executives from one private company to another or among themselves, the military sector cannot do that but because the military must so promote within its own ranks is why military leadership development is that paramount according to Hesselbein and Shinseki (Frances Hesselbein, 2004). Santamaria, Martino, and Climons first laid down the premise that although business and war are entirely worlds apart, the same principles apply to them because they both thrive in very competitive environments. The authors gave 23 true-to-life civilian examples followed by explanations before proceeding to compare and contrast 23 parallel true-to-life military examples (Jason A. Santamaria, 2003). Like the non-original â€Å"Servant-Leader† Greenleaf with his 6th century BCE Tao Te Ching, the non-original â€Å"Maneuver Warfare† Santamaria has his more than 2,500 years ago genius and timelessness of Sun Tzus work The Art of War, especially in targeting critical vulnerabilities, surprise, focus, tempo (speed), and combined arms. The authors ask if they are really â€Å"natural or universal laws of warfare†; however, because the concepts are intuitive to the greatest strategists, generals, and CEOs, the authors have endeavored to transform such intuition into a systematic problem-solving approach that the rest of us can clearly grasp and then apply (Jason A. Santamaria, 2003). These authors interchangeably explained the 46 examples in detail the workings of the Marine Corps Way by compressing Maneuver Warfare through these not only 7, but 10 Guiding Principles which when implemented singly and shortly is very powerful, but all the more deadly when applied in subsets or as an integrated whole (Jason A. Santamaria, 2003). When these situationers are examined closely, potential businesses should achieve breakthrough results (Jason A. Santamaria, 2003). 1. Targeting Critical Vulnerabilities (Jason A.Santamaria, 2003): To attack and to swiftly take advantage of the competitor’s weaknesses after thoroughly studying both the allied leader’s group and the competitor’s situation (Jason A. Santamaria, 2003). 2. Boldness (Jason A. Santamaria, 2003): When occasion arises to grab that opportunity to carry out calculated risks which can secure breakthrough results (Jason A. Santamaria, 2003). 3. Surprise (Jason A. Santamaria, 2003): Using surreptitiousness, vagueness, and sham to confuse the competitors. And for them to outrightly disregard their knowledge of the allied leader’s group condition thereby prejudicing their capability to position well their assets against the allied leader’s group (Jason A. Santamaria, 2003). 4. Focus (Jason A. Santamaria, 2003): Clustering together the allied leader’s group materiel at decisive places and times to take advantage of important favorable conditions to meet the allied leader’s group needs and objectives (Jason A. Santamaria, 2003). 5. Decentralized Decision Making (Jason A. Santamaria, 2003): Designating responsible people for them to make their own judicious decisions nearest the action centers after they have timely and thoroughly assessed firsthand local information about the situation within the mission target area (Jason A. Santamaria, 2003). 6. Tempo (Jason A. Santamaria, 2003): Recognizing prospective breaks, deciding, and executing plans more swiftly than opponents for the allied leader’s group to grab the upper hand and relegate the enemy to always be on the defensive and always to be confused by the allied leader’s group concerted and coordinated actions against the enemy (Jason A.Santamaria, 2003). 7. Combined Arms (Jason A. Santamaria, 2003): Timing the allied leader’s group attack in such a way that his group’s people, vehicles, equipment with pre-planned sequencing become orchestrated as only one entity; whereas, if the allied leader’s group use them singly, the effect will not be as dramatic (Jason A. Santamaria, 2003). 8. Integration of Principles (Jason A. Santamaria, 2003): When measured individually, these concepts give the best results when implemented in subsets or all are treated collectively as only one whole (Jason A.Santamaria, 2003). 9. Reconnaissance Pull (Jason A. Santamaria, 2003): Reconnaissance pull is an illustration of implementing the concepts in subsets: the unintended reaction is an actual time happening to a golden chance to weaken or defeat the enemy, whereby when the possibility is afforded to the allied leader to surprise the enemy, that leader then familiarizes the greater organization towards the situation, with him assuming that leadership function in setting up and applying the attack. Reconnaissance pull covers four of maneuver warfare’s ten concepts: decentralized decision-making, targeting critical vulnerabilities, tempo, and focus (Jason A. Santamaria, 2003). 10. Full Integration (Jason A. Santamaria, 2003): Joining simultaneously all ten concepts together as one combined entity allows the person to effect the greatest outcome with much reduced cost of materiel (Jason A. Santamaria, 2003).

Reasons To Vote :: essays research papers

This activity is rational because candidates must gain and maintain public support. The extensive campaign that most candidates go through requires large sums of money. This money is used to become visible to the mass by the media. The media is responsible for linking the elites with the mass. This is why the elites use the media so much. The media portrays the candidates in a light that will get the most ratings. Candidates spend more money to help put a positive spin or a higher approval rating on their campaign. Yet, this usually results in bad-mouthing another opponent. This, however, is not bad because the media is attracted by scandals, and they give most of their attention to scandals because that is what will attract the mass. The candidate acquires money from direct mailings and party affiliation. Direct mailings are frequently sent to members of large corporations who have large quantities of money at their disposal and who also would have a stake in the outcome of an elec tion. This interest group identifies in a way that if they give money to support a candidate, then once elected the candidate will return the favor and remember them by supporting a policy or other favor that would benefit that particular interest group. A party affiliation is made by a candidate to give the public a recognizable symbol because of some similarities between candidates. These similarities are a result of the candidate’s attempts to please the mass. He/she will try to appeal to as wide range of voters as possible. The candidates will acquire a general platform, but will make sure that platform is wide enough that as many people, or voters, as possible are able to hold it up.   Ã‚  Ã‚  Ã‚  Ã‚  The mass reacts rationally. About 50% of the mass bothers to vote at all and usually less if it is not a presidential election. This is because they are so disenchanted with the candidates as a result of negative advertisement campaigns, the depiction of candidates in media and their cookie-cutter policies. The mass cares more about economic security rather than political involvement. Most people would just as soon vote for a candidate that has been around while the economy is doing well, rather than risk it by voting for someone who does not have all that much experience. They hear politicians who are for â€Å"freedom of speech, free enterprise, etc†¦Ã¢â‚¬  and agree with these candidates.

American Dream Essay

Many people in the world have an idea about the American Dream. Some people’s American Dream is to help people who are in need to be successful in life while others may dream of making a lot of money. The key to the American Dream for most people is attaining that dream job. However, it can’t be just any job; it usually includes having a job where one feels successful and comes with minimal stress. It gives people determination to be their best. In order to figure out what job I might best be suited for, I took the Gregorc Learning Style Inventory test, and it showed that I am a concrete random learner. Therefore, I enjoy establishing relationships with others, seeing possibilities, gaining ideas, and being competitive. Hence, my dream job would be to become a physical education (PE) teacher. Most people think they know what being a PE teacher is all about, but some may find that the job is more involved than they realized. First of all, according to Career Cruising, a vocational website, â€Å"Physical education teachers educate their students about good sportsmanship, teamwork, personal fitness, and how to lead a healthy and active lifestyle† (â€Å"Physical Education Teacher†). Being a PE teacher requires knowing about students and their abilities. â€Å"A physical education teacher teaches students how to keep their bodies fit through good health practices and exercise† (â€Å"Becoming a Physical Education Teacher†).  They organize games and challenges that promote physical activity for children and young adults from kindergarten to high school. Secondly, there are many responsibilities that PE teachers have. PE teachers need to be able to adjust their curricula and to adapt to children with disabilities or different physical abilities (Bold). For example, if the weather outside was effecting the activity played, the PE teacher would need to be able to change the plans by planning something inside. Another responsibility that a PE teacher has is having strong listening and speaking skills. Besides being knowledgeable about an activity, they need to be able to communicate and demonstrate the activity properly to the class. Therefore, I will be able to observe students and maintain discipline within the class. PE teachers also interact with parents, other teachers and the school’s administration, but it takes knowledge and education to get there. Finally, people that want to become teachers can’t just graduate high school and try to become one; work experience and knowledge about activities are essential keys to being a  successful PE teacher. For instance, I have played volleyball for seven years, so I have learned a lot about how to coordinate conditioning activities, drills, games. That has provided a good foundation for me to become a PE teacher. Because of that, I would also love to coach a volleyball team while being a PE teacher. Even volunteering at the Boys/Girls Club or the YMCA would help me before I become a PE teacher because I would be able to interact with kids and learn how they interact with each other. I know that before becoming a PE teacher, I need to truly enjoy being around people and kids which is something that I know I already have. It’s not going to be â€Å"easy as pie† to become a PE teacher. First of all, Going to college to study certain majors is a big part in becoming a PE teacher. I will complete a degree in health and physical education at a four- year college or university. Classes that I might have to take in order to become a PE teacher are Kinesiology, Exercise Physiology, and a Health and Wellness class (â€Å"Skills Required for Become a PE Teacher†). Going to college and learning about physical health will let me have a better understanding of what I am going to teach about. Going to college will cost about seventy thousand dollars but, I am going to college on a volleyball scholarship which will lower the costs. Education is the key role in becoming a PE teacher. There are many personal qualifications into becoming a teacher. A skill that I will need to have in order to become a PE teacher would be to have a general understanding of the purpose and value of physical fitness and how individuals can perform their exercises at their best. PE teachers value physical fitness and want their students to perform at their best therefor being able to communicate with students will help me understand what their bodies are capable of. Personality is a big role in being any type of teacher. Having a positive attitude throughout the day will help me motivate my students to do better, which is a big key in becoming a PE teacher. â€Å"On a daily basis, physical education teachers face unmotivated students and students who are living unhealthy lifestyles† (â€Å"Working with Students†). It is my goal to motivate students and to have fun. To me, having a relationship with my students and having fun with them is a lot more important than how much I would get paid as a teacher. One stereotype that people have about teachers centers around how much teachers get paid. Some say it is too little while others say it is too much: â€Å"The national median salary of all middle and high school teachers is around $52,000 dollars a year† (â€Å"Physical Education Teacher†). It may not seem like a lot but, it’s all that I need. I would also love to coach a school volleyball team and coaching a team would could help me make an additional $2,000 a year (Dodrill). Overall, the American Dream involves having a job that one loves. Even thinking about being a PE teacher and even a coach makes me smile. The American Dream involves with making one happy. I would love to help students learn about their health and teach them new sports! Having obstacles everyday will only make me a better teacher! I will have to work ha rd in college to get this job, but working hard is something that I am up for. Having a relationship with my students and learning what I can do to become a better teacher is something that I can’t wait to wake up every morning to do. Having a dream job and getting to interact with students would be perfect. Getting to coach a volleyball team and have relationships with my students would make my dream job even better! Having fun at a job and doing what you love is all that matters to me! Being a physical education teacher and a volleyball coach for the school would be my American Dream job. Works Cited Bold, Jessica. â€Å"Skills Required for Become a PE Teacher.† EHow. Demand Media, 11 Oct. 2009. Web. 07 May 2014. Dodrill, Tara. â€Å"What Do High School Coaching Jobs Pay?† EHow. Demand Media, 24 July †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦2009. Wed. 22 May 2014 Manross, Mark. â€Å"PE Central: Becoming a Physical Education Teacher.† PE Central: Becoming a Physical Education Teacher. Executive Director, 1 Jan. 2014. Web. 07 May 2014. â€Å"Physical Education Teacher.† Career Cruising. Anaca Technologies. n.d. Web. 15 June 2010. Zeiger, Stacy. â€Å"The Pros & Cons of Being a Physical Education Teacher.† Work. Demand Media, 11 Nov. 2012. Web. 07 May 2014.