Citing your paper in Modern Language Association (MLA) or American Psychological Association (APA) formats depend mostly on the subject you are writing on. Mainly, APA style citations are used to cite writings that have a social science focus: Psychology, Business, the Social Sciences, Economics, Medicine, and Criminal Justice and Law. On the other hand, MLA style citations are used to cite writings that have humanities focus: Literature, Mass Communications, Media Studies, etc.
Basic APA/MLA Differences
1. A paper written in MLA format has the author's name and page number displayed in the top right corner of each page. In APA format, the first few words, usually the first three, of the title with the page number runs on the top, right corner of each page.
2. In a MLA formatted paper, the author's name, both first and last name, is spelled out on the bibliography page. In APA, only the last name of the author is spelled out while the first name is an initial.
3. The in-text citation is slightly different. In MLA, the last name of the author and the page number from which the reference was taken is displayed. In APA, the last name and the year of publication are displayed (separated by a comma).
4. The title in MLA and APA style formats has differences in its capitalization. In APA, only the first word of the title is capitalized and in italics. In MLA, all the major words of the title are capitalized.
5. In an MLA formatted paper, there is no abstract required. APA formatted papers does require an abstract.
6. The source page that list the bibliography information is called "Works Cited" in MLA and "References" in APA format. The source page should be the last page of the paper. "Works Cited" and "References" must be centered in both formats.
The differences between MLA and APA citation formats are minor. But writing in either format will ensure that papers are properly cited and the author's chances of plagiarizing are reduced. There are several websites available, via the popular search engines, which give detailed requirements for both APA and MLA style formats.
Over the years, many changes have been made to both formats. When searching for format samples, you must be aware of outdated versions. I have found that by looking for the "Last Updated" dates on web pages, you can reduce your chances of following a version that has been outdated for several years.
ABOUT THE AUTHOR
Jimmy Walker is the founder of CitePlanet.com, an online database of quality citations from books, periodicals, and electronic sources. Post samples of your work on CitePlanet!
Sunday, August 31, 2008
Writing an Effective Resume by David Odell
Whether you're just graduating from college and applying for your first job, or whether you're making a major career move that could mean a new way of life for you and your family, an effective resume is one of the most important tools to take your career to the next level. Here are some tips for making your resume shine, as well as some effective interviewing tools you'll need to use to help you land the job.
One of the first steps to being a great resume writer is letting your words flow naturally. Make sure that you're writing in a way that is both professional and conversational--it is likely that you will carry on this same attitude when you are in the interview. You also want your potential employer to get the impression that you are capable of holding a conversation and making people feel comfortable in your presence, but you are also able to be professional and motivate those who may be working for you to get the job done.
An effective resume will also show all of your skills from previous jobs in a positive light--you don't want to be too boastful, but you also want potential employers to know that you are more than capable of doing the job you're applying for. You should include the dates that you have worked at all previous jobs, the city and state that you worked in, and a detailed description of all the things you did at each job. If you were in charge of certain projects at work, be sure to include this in your job details, and make sure that you include training that you may have received both in educational and professional settings.
No matter where you've worked, you want to make sure that your general professional skills are highlighted as as resume writer. If you've had computer training on certain advanced program, such as photoediting equipment or certain versions of Adobe or HTML coding, be sure to include this in the skill section of your resume. An effective resume will include information on your ability to lead others, your communication skills and workplace demeanor, your willingness to work with others, and any technical skills you may possess.
For effective resume samples, you should go to sites like Hot Jobs or Monster, so that you can see examples of just what employers are looking for. You can also check out Resume Writing Secrets to find examples of certain sections of your resume that you may have questions about. You may also want to include a cover letter with your resume, and this site has great leather examples as well. Good luck!
About the Author
David Odell is the owner of: The Write Advice and Resume Writing Secrets where you can find information on all asptects of creating the perfect resume.
One of the first steps to being a great resume writer is letting your words flow naturally. Make sure that you're writing in a way that is both professional and conversational--it is likely that you will carry on this same attitude when you are in the interview. You also want your potential employer to get the impression that you are capable of holding a conversation and making people feel comfortable in your presence, but you are also able to be professional and motivate those who may be working for you to get the job done.
An effective resume will also show all of your skills from previous jobs in a positive light--you don't want to be too boastful, but you also want potential employers to know that you are more than capable of doing the job you're applying for. You should include the dates that you have worked at all previous jobs, the city and state that you worked in, and a detailed description of all the things you did at each job. If you were in charge of certain projects at work, be sure to include this in your job details, and make sure that you include training that you may have received both in educational and professional settings.
No matter where you've worked, you want to make sure that your general professional skills are highlighted as as resume writer. If you've had computer training on certain advanced program, such as photoediting equipment or certain versions of Adobe or HTML coding, be sure to include this in the skill section of your resume. An effective resume will include information on your ability to lead others, your communication skills and workplace demeanor, your willingness to work with others, and any technical skills you may possess.
For effective resume samples, you should go to sites like Hot Jobs or Monster, so that you can see examples of just what employers are looking for. You can also check out Resume Writing Secrets to find examples of certain sections of your resume that you may have questions about. You may also want to include a cover letter with your resume, and this site has great leather examples as well. Good luck!
About the Author
David Odell is the owner of: The Write Advice and Resume Writing Secrets where you can find information on all asptects of creating the perfect resume.
Saturday, August 30, 2008
Computer users are digitizing books with 99 percent accuracy
Millions of computer users collectively transcribe the equivalent of 160 books each day with better than 99 percent accuracy, despite the fact that few spend more than a few seconds on the task and that most do not realize they are doing valuable work, Carnegie Mellon University researchers reported today in Science Express.
They can work so prodigiously because Carnegie Mellon computer scientists led by Luis von Ahn have taken a widely used Web site security measure, called a CAPTCHA, and given it a second purpose - digitizing books produced prior to the computer age. When Web visitors solve one of the distorted-letter puzzles so they can register for email or post a comment on a blog, they simultaneously help turn the printed word into machine-readable text.
More than a year after implementing their version, called reCAPTCHA, http://recaptcha.net/
on thousands of Web sites worldwide, the researchers conclude that their word deciphering process achieves the industry standard for human transcription services — better than 99 percent accuracy. Their report, published online today, will appear in an upcoming issue of the journal Science.
Furthermore, the amount of work that can be accomplished is herculean. More than 100 million CAPTCHAs are solved every day and, though each puzzle takes only a few seconds to solve, the aggregate amount of time translates into hundreds of thousands of hours of human effort that can potentially be tapped. During the reCAPTCHA system's first year of operation, more than 1.2 billion reCAPTCHAs have been solved and more than 440 million words have been deciphered. That's the equivalent of manually transcribing more than 17,600 books.
"More Web sites are adopting reCAPTCHAs each day, so the rate of transcription keeps growing," said von Ahn, an assistant professor in the School of Computer Science's Computer Science Department. "More than 4 million words are being transcribed every day. It would take more than 1,500 people working 40 hours a week at a rate of 60 words a minute to match our weekly output."
Von Ahn said reCAPTCHAs are being used to digitize books for the Internet Archive and to digitize newspapers for The New York Times. Digitization allows older works to be indexed, searched, reformatted and stored in the same way as today's online texts.
Old texts are typically digitized by photographically scanning pages and then transforming the text using optical character recognition (OCR) software. But when ink has faded and paper has yellowed, OCR sometimes can't recognize some words — as many as one out of every five, according to the Carnegie Mellon team's tests. Without reCAPTCHA, these words must be deciphered manually at great expense.
Conventional CAPTCHAs, which were developed at Carnegie Mellon, involve letters and numbers whose shapes have been distorted or backgrounds altered so that computers can't recognize them, but humans can. To create reCAPTCHAs, the researchers use images of words from old texts that OCR systems have had trouble reading.
Helping to make old books and newspapers more accessible to a computerized world is something that the researchers find rewarding, but is only part of a larger goal. "We are demonstrating that we can take human effort — human processing power — that would otherwise be wasted and redirect it to accomplish tasks that computers cannot yet solve," von Ahn said.
For instance, he and his students have developed online games, available at www.gwap.com, that analyze photos and audio recordings — tasks beyond the capability of computers. Similarly, University of Washington biologists recently built Fold It, http://fold.it/, a game in which people compete to determine the ideal structure of a given protein.
In addition to von Ahn, authors of the new report include computer science undergraduate Benjamin Maurer, graduate students Colin McMillen and David Abraham, and Manuel Blum, professor of computer science.
They can work so prodigiously because Carnegie Mellon computer scientists led by Luis von Ahn have taken a widely used Web site security measure, called a CAPTCHA, and given it a second purpose - digitizing books produced prior to the computer age. When Web visitors solve one of the distorted-letter puzzles so they can register for email or post a comment on a blog, they simultaneously help turn the printed word into machine-readable text.
More than a year after implementing their version, called reCAPTCHA, http://recaptcha.net/
on thousands of Web sites worldwide, the researchers conclude that their word deciphering process achieves the industry standard for human transcription services — better than 99 percent accuracy. Their report, published online today, will appear in an upcoming issue of the journal Science.
Furthermore, the amount of work that can be accomplished is herculean. More than 100 million CAPTCHAs are solved every day and, though each puzzle takes only a few seconds to solve, the aggregate amount of time translates into hundreds of thousands of hours of human effort that can potentially be tapped. During the reCAPTCHA system's first year of operation, more than 1.2 billion reCAPTCHAs have been solved and more than 440 million words have been deciphered. That's the equivalent of manually transcribing more than 17,600 books.
"More Web sites are adopting reCAPTCHAs each day, so the rate of transcription keeps growing," said von Ahn, an assistant professor in the School of Computer Science's Computer Science Department. "More than 4 million words are being transcribed every day. It would take more than 1,500 people working 40 hours a week at a rate of 60 words a minute to match our weekly output."
Von Ahn said reCAPTCHAs are being used to digitize books for the Internet Archive and to digitize newspapers for The New York Times. Digitization allows older works to be indexed, searched, reformatted and stored in the same way as today's online texts.
Old texts are typically digitized by photographically scanning pages and then transforming the text using optical character recognition (OCR) software. But when ink has faded and paper has yellowed, OCR sometimes can't recognize some words — as many as one out of every five, according to the Carnegie Mellon team's tests. Without reCAPTCHA, these words must be deciphered manually at great expense.
Conventional CAPTCHAs, which were developed at Carnegie Mellon, involve letters and numbers whose shapes have been distorted or backgrounds altered so that computers can't recognize them, but humans can. To create reCAPTCHAs, the researchers use images of words from old texts that OCR systems have had trouble reading.
Helping to make old books and newspapers more accessible to a computerized world is something that the researchers find rewarding, but is only part of a larger goal. "We are demonstrating that we can take human effort — human processing power — that would otherwise be wasted and redirect it to accomplish tasks that computers cannot yet solve," von Ahn said.
For instance, he and his students have developed online games, available at www.gwap.com, that analyze photos and audio recordings — tasks beyond the capability of computers. Similarly, University of Washington biologists recently built Fold It, http://fold.it/, a game in which people compete to determine the ideal structure of a given protein.
In addition to von Ahn, authors of the new report include computer science undergraduate Benjamin Maurer, graduate students Colin McMillen and David Abraham, and Manuel Blum, professor of computer science.
Friday, August 29, 2008
Thesis Writing Help - The Traditional Structure of a Thesis! by Jenny Stewart
If you haven't started working on your thesis or dissertation or aren't currently actively working on it on a daily basis -- let's face it, you will most likely not finish it. That's why you have to establish several mini-goals for the end of the year and start working towards them.
Your masters thesis can give you a great sense of accomplishment. There's pride in contributing something new to the greater body of academic knowledge. Completing your thesis also means that you can finally gain your Master's degree and move up in the world. Unfortunately, much of the sense of accomplishment you'll get when you finish your thesis will come from overcoming great odds. For you see, completing a thesis easily falls under the category of "things easier said than done."
Regardless of what stage you are at in completing your thesis or dissertation, remember the key to finishing is to keep moving the project forward, and it is critical to spend at least 12 minutes EVERY DAY working on your document. Your goal is to make consistent, incremental, daily progress. And, even if you just can't contemplate writing some days, there are still a number of required tasks that you can accomplish. Find something from this list you can do right now!!!
1. Create your Title Page
2. Create your Bibliography
3. Format the document
4. Create your Acknowledgement Page
5. Format your Tables
6. Create your List of Tables
7. Create your List of Figures
8. Create your Table of Contents
9. Create your Signature Page
10. Create your Appendices
The biggest misconception about finishing a thesis or dissertation is the belief that writing is the key component to completion. The real key to finishing is effective time management. This is particularly true given the fact that, for most students, writing the document must be completed in tandem with numerous other important tasks, such as preparing for the job market; moving to or starting a new job; preparing for graduation; or working a full-time job. If time-management is not your forte, there are many resources available to help you manage, structure, and organize your time to maximize your efforts.
To help better manage your time, enlist your network of friends and family that may give you thesis help in completing tasks that don't require your intellectual capital. Most loved ones are more than willing to be supportive if they only know what they can do to help.
About the Author
Jenny Stewart is a PhD in Human Relation. She is an educational consultant and utilizing her skills in helping the students to accomplish there education successfully. She is changing the student's difficulties into ease since many years by helping them with her skills and knowledge to get there projects done efficiently.
Your masters thesis can give you a great sense of accomplishment. There's pride in contributing something new to the greater body of academic knowledge. Completing your thesis also means that you can finally gain your Master's degree and move up in the world. Unfortunately, much of the sense of accomplishment you'll get when you finish your thesis will come from overcoming great odds. For you see, completing a thesis easily falls under the category of "things easier said than done."
Regardless of what stage you are at in completing your thesis or dissertation, remember the key to finishing is to keep moving the project forward, and it is critical to spend at least 12 minutes EVERY DAY working on your document. Your goal is to make consistent, incremental, daily progress. And, even if you just can't contemplate writing some days, there are still a number of required tasks that you can accomplish. Find something from this list you can do right now!!!
1. Create your Title Page
2. Create your Bibliography
3. Format the document
4. Create your Acknowledgement Page
5. Format your Tables
6. Create your List of Tables
7. Create your List of Figures
8. Create your Table of Contents
9. Create your Signature Page
10. Create your Appendices
The biggest misconception about finishing a thesis or dissertation is the belief that writing is the key component to completion. The real key to finishing is effective time management. This is particularly true given the fact that, for most students, writing the document must be completed in tandem with numerous other important tasks, such as preparing for the job market; moving to or starting a new job; preparing for graduation; or working a full-time job. If time-management is not your forte, there are many resources available to help you manage, structure, and organize your time to maximize your efforts.
To help better manage your time, enlist your network of friends and family that may give you thesis help in completing tasks that don't require your intellectual capital. Most loved ones are more than willing to be supportive if they only know what they can do to help.
About the Author
Jenny Stewart is a PhD in Human Relation. She is an educational consultant and utilizing her skills in helping the students to accomplish there education successfully. She is changing the student's difficulties into ease since many years by helping them with her skills and knowledge to get there projects done efficiently.
Thursday, August 28, 2008
Effortless English Identifies Top 5 Mistakes English Learners Make
Effortless English, publishers of mp3 English lessons, has released a tip sheet for International students who learn English. The tip sheet identifies the top five English learning mistakes that slow the progress of most English learners. A.J. Hoge, director of the company, states, "to learn English faster, students must avoid these five common mistakes." What are the most common mistakes that students make when they learn English? Which mistakes do most English learners need to correct in order to learn English much faster?
The Effortless English Club has identified top 5 English learning mistakes made by international students:
1. Focusing On Grammar
This is the biggest, most common, and worst mistake. Research shows that grammar study, in fact, actually hurts English speaking ability. Why? Because English grammar is simply too complex to memorize and use logically.... and real conversation is much too fast. Students don't have enough time to think, remember hundreds or thousands of grammar rules, choose the correct one, then use it.
The logical left-brain cannot do it. Students must learn grammar intuitively and unconsciously, like a child. Do this by hearing a lot of correct English grammar- and the brain gradually and automatically learns to use English grammar correctly.
2. Forcing Speech
Both English students and teachers try to force speech before the learner is ready. The result is that most students speak English very slowly- with no confidence and no fluency. Forcing speech is a huge mistake. Don't force speech. Focus on listening and be patient. Speak only when ready to speak- when it happens easily and naturally. Until then, never force it.
3. Learning Only Formal Textbook English
Unfortunately, most English students learn only the formal English found in textbooks and schools. The problem is- native speakers don't use that kind of English in most situations. When speaking to friends, family, or co-workers, native speakers use casual English that is full of idioms, phrasal verbs, and slang. To communicate with native speakers, do not rely only on textbooks, learn casual English.
4. Trying To Be Perfect
Students and teachers often focus on mistakes. They worry about mistakes. They correct mistakes. They feel nervous about mistakes. They try to speak perfectly. No one, however, is perfect. Native speakers make mistakes all the time. Instead of focusing on the negative- focus on communication. The goal is not to speak "perfectly", the goal is to communicate ideas, information, and feelings in a clear and understandable way. Focus on communication, focus on the positive. Accuracy will automatically improve over time.
5. Relying On English Schools
Most English learners rely totally on schools. They think the teacher and the school are responsible for their success. This is never true. The English learner is always responsible. A good teacher can help, but ultimately the student must be responsible for their own learning. They must find lessons and materials that are effective. They must listen and read every day. They must manage their emotions and remain motivated and energetic. They must be positive and optimistic. No teacher can force a student to learn. Ultimately, learning is the student's responsibility.
While these five mistakes are very common, the good news, according to Hoge, is that they can be corrected. He states, "when students stop making these mistakes, they change the way they learn English. They learn faster and their speaking improves almost effortlessly."
Website: http://www.effortlessenglishclub.com/free.html
Sunday, August 24, 2008
Why Everyone STILL Needs a Print Dictionary
Although we live in the digital age of laptops, texting, and smart phones, no desk or dorm room would be complete this September without a copy of Webster's New World College Dictionary, 4th Edition. Let it be known: the dictionary in print form is still alive and flourishing, is still the standard, and is still very much needed."Dictionaries in traditional print form are still the standard among serious publishers," says Mike Agnes, editor in chief of Webster's New World College Dictionary. "They have advantages over digital versions, even if the content of the two formats is identical."
Let's take a look at some of the reasons why one doesn't always need to "log in":
Ease of Use: Print dictionaries don't need to be booted up, they never crash, and never lose their data. Everyone needs a dictionary, but not everyone is comfortable at a computer keyboard.
Reliability: A reader online may not be aware of who was behind the scenes writing definitions for the digital dictionary he or she is consulting. Did the work have a professional, standing staff? Are the definitions easily understood? Are they technically correct? Do you know where the various spell-checkers that you use came from? With a reliable print dictionary, you know exactly what you're getting in the way of dependability.
Affordability: With a typical list price of $27, a good college dictionary is surely the publishing bargain of all time. So much scholarship, packaged so pleasingly, is hard to come by elsewhere.
Don't get us wrong--the Webster's editors appreciate the power of the Web! Readers can always log in to http://www.webstersnewworld.com/ to order their own copy, hear live interviews with editor in chief Mike Agnes, or to download the latest update to their own Webster's New World College Dictionary's online component.
Saturday, August 23, 2008
Research Paper: Tips on Choosing the Best Subject Matter by James Thompson
Writing a Research Paper either for school or work can get you into deep trouble especially if one is not equipped with basic fundamentals in writing. Furthermore, getting a topic to be discussed is among the most crucial part of having a research paper for presentation. Investigative report such as a research paper formulates hypothesis, answers and gives even solutions to many questions about an issue. The primary step in conducting a research is to choose a topic. Hence, choosing a topic is indeed a complicated task. For the reason that even you love your topic, in next to no time, you will see yourself encountering some problems in the middle of the research. You better apply what youre going to read. Who knows? You might be the next title holder for the best research conducted just because you choose a deadly title!
These tips are based on the experience of various research paper connoisseurs which may help you in choosing a topic:
- Choose a topic for your research paper which is not too broad.
Concentrate on issues which are precise and unambiguous. When thinking of a topic, you don't usually have a clear idea of what you will face along the way.
- Select an interesting topic for the research paper.
In making a research paper, always make sure that the topic you want to discuss interest you. Also, the topic must be attention grabbing and fascinating. It must be attractive and have appeal to the readers. Lastly, the topic should entice readers to open your research paper so it must not be mind -numbing.
For instance, here are some examples: -Phenomenal Concerns -Social Problems -Events which happened in the past that needs further clarifications.
- Be concerned with the availability of sources
When choosing a topic, be sure that the writer should comply with the needed information about it. Check all the possible resources like the Internet, books and other related references. Also consider your readers Of course, it is important to know the people, who will benefit and use it taking into consideration their occupation, field of interest, and many others. The readers should be benefited on what they will read about your research.
About the Author
James Thompson is a graduate of an international school who has scholastic records when it comes to writing. He believes that the true essence of a good writer is to create a work of art that no other task can accomplish. For this symbol, he won several awards in writing competitions in research paper development.
These tips are based on the experience of various research paper connoisseurs which may help you in choosing a topic:
- Choose a topic for your research paper which is not too broad.
Concentrate on issues which are precise and unambiguous. When thinking of a topic, you don't usually have a clear idea of what you will face along the way.
- Select an interesting topic for the research paper.
In making a research paper, always make sure that the topic you want to discuss interest you. Also, the topic must be attention grabbing and fascinating. It must be attractive and have appeal to the readers. Lastly, the topic should entice readers to open your research paper so it must not be mind -numbing.
For instance, here are some examples: -Phenomenal Concerns -Social Problems -Events which happened in the past that needs further clarifications.
- Be concerned with the availability of sources
When choosing a topic, be sure that the writer should comply with the needed information about it. Check all the possible resources like the Internet, books and other related references. Also consider your readers Of course, it is important to know the people, who will benefit and use it taking into consideration their occupation, field of interest, and many others. The readers should be benefited on what they will read about your research.
About the Author
James Thompson is a graduate of an international school who has scholastic records when it comes to writing. He believes that the true essence of a good writer is to create a work of art that no other task can accomplish. For this symbol, he won several awards in writing competitions in research paper development.
Thursday, August 21, 2008
Free Write Smart! Write Sharp! Resume Writing Guide
Robert Parker is a twenty year veteran of professional consulting who also coaches job hunters on career planning strategies. Mr. Parker is launching a pay-what-you-wish online course based on his 2005 Write Smart! Write Sharp! resume writing guide."This self-study course," says Mr. Parker, "will give anyone, at any career level, the vital techniques they need to turn their resume into an interview magnet." He continues, "These seven lessons will give each participant the ability to plan and complete a high performance resume within a short amount of time."
In lesson three, Mr. Parker will go public with an innovation he's been using (and sharing only privately) for five years in order to help win interviews. He promises that this one adjustment will enhance anyone's resume--especially when working with recruiters.
On the topic of economic anxiety and uncertainty he adds, "By far the best career strategy to handle rough economic times is to be flexible and prepared. Be eager to apply your skills and experience in brand new ways. And always have your resume ready."
The course sign up page is accessible though Mr. Parker's blog at ResumeSuccessZone.com. During the pre-launch period for the course, he will critique participant's resumes and tell them exactly what they will need to focus on most in order to transform their resume into a powerful interview magnet.
Robert Parker has spent over twenty years as a New York City-based consultant in the financial services industry. His clients have included Morgan Stanley, ADP, Credit Suisse and McKinsey. Having previously authored a set of reports to help people with resume writing and job interviewing skills, he is currently working on a brand new self-study course about career planning for the 30-somethings generation.
Job hunters wanting to take Robert Parker's online resume makeover course must sign up through the link at his ResumeSuccessZone.com Web site. In order to qualify for the free pre-launch resume review, course applicants must complete a short survey covering their work experience and career plans.
Website: http://www.resumesuccesszone.com/
Sunday, August 17, 2008
Free Articles Get Read But Don't Generate More Citations
When academic articles are "open access" or free online, they get read more often, but they don't -- going against conventional wisdom -- get cited more often in academic literature, finds a new Cornell study.
The reason, suggest Cornell graduate student Philip Davis and colleagues, including three Cornell professors, is that most researchers probably already have all the access they need to relevant articles.
"It appears that higher quality articles -- in other words, more citable articles -- are simply made freely available," said Davis. "Previous studies using different methods simply got cause and effect reversed." The study is published online in the British Medical Journal and will be published in the print edition Aug. 9.
The findings are particularly relevant to academic researchers, because the frequency with which a researcher's work is cited can be a factor in tenure and promotion decisions.
The researchers conducted the first controlled study of open-access publishing, randomly making some journal articles freely available while keeping others available by subscription only, to determine whether increased access to journal articles results in more article downloads and citations.
They found that in the year after the articles were published, open-access articles were downloaded more but were no more likely to be cited than subscription-based articles.
"The established dogma is that freely available scientific articles are cited more because they are read more," said Davis, a former science librarian who designed the study. "We found that open-access publishing may reach more readers than subscription-access publishing, but there is no evidence that freely accessible articles are cited any more than subscription-access articles."
The researchers randomly assigned 247 articles in 11 scientific journals, to free access. They measured how many times these articles were downloaded, the number of unique visitors to each article and how many times each article was cited.
"There were definitely more article downloads for freely accessible articles," said Davis. "Yet nearly half of these downloads were by Internet indexing robots like Google, crawling the Web for free content."
"There are many reasons to provide free access to the literature," said Davis. "A citation advantage, however, is not one of them."
Other co-authors are Bruce V. Lewenstein, professor of communication; Daniel H. Simon, assistant professor of economics; James G. Booth, professor of statistics; and Matthew J.L. Connolly, programmer and analyst, all at Cornell. The research was funded by the Andrew W. Mellon Foundation.
Source: http://www.news.cornell.edu/stories/July08/openaccess.cites.sl.html
The reason, suggest Cornell graduate student Philip Davis and colleagues, including three Cornell professors, is that most researchers probably already have all the access they need to relevant articles.
"It appears that higher quality articles -- in other words, more citable articles -- are simply made freely available," said Davis. "Previous studies using different methods simply got cause and effect reversed." The study is published online in the British Medical Journal and will be published in the print edition Aug. 9.
The findings are particularly relevant to academic researchers, because the frequency with which a researcher's work is cited can be a factor in tenure and promotion decisions.
The researchers conducted the first controlled study of open-access publishing, randomly making some journal articles freely available while keeping others available by subscription only, to determine whether increased access to journal articles results in more article downloads and citations.
They found that in the year after the articles were published, open-access articles were downloaded more but were no more likely to be cited than subscription-based articles.
"The established dogma is that freely available scientific articles are cited more because they are read more," said Davis, a former science librarian who designed the study. "We found that open-access publishing may reach more readers than subscription-access publishing, but there is no evidence that freely accessible articles are cited any more than subscription-access articles."
The researchers randomly assigned 247 articles in 11 scientific journals, to free access. They measured how many times these articles were downloaded, the number of unique visitors to each article and how many times each article was cited.
"There were definitely more article downloads for freely accessible articles," said Davis. "Yet nearly half of these downloads were by Internet indexing robots like Google, crawling the Web for free content."
"There are many reasons to provide free access to the literature," said Davis. "A citation advantage, however, is not one of them."
Other co-authors are Bruce V. Lewenstein, professor of communication; Daniel H. Simon, assistant professor of economics; James G. Booth, professor of statistics; and Matthew J.L. Connolly, programmer and analyst, all at Cornell. The research was funded by the Andrew W. Mellon Foundation.
Source: http://www.news.cornell.edu/stories/July08/openaccess.cites.sl.html
Saturday, August 16, 2008
Spanish Translation Made Easy with New Spanish-English Dictionary
SpanishDict.com releases today an expansive new database to power its popular online Spanish-English dictionary. The new database offers more than 300,000 up-to-date translations, local variations, idioms, and example usages. The resulting dictionary represents the Internet's largest Spanish-English dictionary. The dictionary is currently used by more than one million people each month. Key features of the new dictionary include:Contextual Examples: Extensive examples of common usages are provided to ensure accurate translations.
Audio Pronunciations: Audio recordings for both English and Spanish words demonstrate proper pronunciation.
Single Search Box: One simple search box to find both English and Spanish translations.
Auto-Suggest: Search suggestions are provided in both English and Spanish as a user types in a word.
In addition to the new dictionaries, SpanishDict is now releasing a comprehensive Spanish Reference section, which features over sixty pages of detailed grammar explanations, examples, and exercises. The Spanish Language Reference includes four sections to help people learn Spanish:
Grammar: Detailed, approachable explanations and exercises are provided for all major Spanish grammar topics.
Verbs: The Spanish verb reference features verb explanations, conjugations and exercises.
Vocabulary: The Spanish vocabulary section is comprised of over 3,000 words organized into categories including animals, business, travel, government and technology.
Media: the Media reference guide showcases Spanish newspapers, television, film and music clips creating a rich method of interacting with Spanish culture.
Website: http://www.spanishdict.com/
Friday, August 15, 2008
Book Report Writing - A Step By Step Guide! by Jenny Stewart
Book report writing is not an easy task. You have to give your full concentration and time in order to get some good piece of work. You have to do a lot of reading and usually reading a book, that you already have read, is not an exciting thing at all. Here is a complete step by step guide in writing your book report with ease.
Introductory Paragraph
The first sentence should state for which instructor and class the book-report is being written.
The second sentence should state the title of the book and the author's name.
The third sentence should tell how many pages the book has and the name of the publisher.
The fourth sentence can state basic bibliographic information about the book. Bibliographic information means not only the author and title but also what company published the book, what year it was published in and any other relevant information such as the edition and if the book has been translated, simplified or abridged.
The next sentence should state the reason(s) you decided to read this book. Why did you choose this particular book for writing a book report?
Typical reasons might be:
* You like the author.
* You like this type of book (i.e. mystery, western, adventure or romance, etc.).
* Someone recommended the book to you.
* It was on a required reading list.
* You liked the cover. These reasons do not have to be complex. Most people choose the books they read because they like the author or somebody recommended it to them.
If you chose the book because you like the author, then state why you like that author.
An optional sentence can be used if the cover (back cover) of the book gives you any additional information then adds a sentence with that information.
* Was the book a best seller?
* Are there X million copies in print?
* Did it win any major awards?
* Main Character(s) Paragraph
The first sentence of this paragraph should state who the main character or characters of the book are, and why they are important. Refer to this person or these persons as the Main Character or Main Characters.
You will need at least a complex sentence for this, and probably more than one sentence. * Other Characters Paragraph You should compose at least one sentence for each of the other prominent or important characters in the book. State the name of each of the other important characters, and the key role that each one plays in the book
Most books have five or six prominent characters besides the main character, so simply listing each one and stating their role in the book will give you a good sized paragraph. * Plot Summary Paragraph
This is perhaps the hardest paragraph to write in book report writing five sentences or so. If you have to write a bit more don't worry. Here are the main points to cover:
* State the type of book (Mystery, Western, etc.).
* What place or country was the book set in?
* What time period was the book set in? (19th century, the present, ancient Rome, the 23rd century).
* Other physical locations which are important, like: ships, airplanes, houses, or buildings.
* Other notable attributes of the book. (Was it violent, scary, fast paced, etc.).
* What is the main character trying to do?
* What is the outcome of the book?
* etc.
Make sure you cover all of the major parts of the plot. You might have to go back through the book, chapter by chapter, and make a few notes.
* Personal Impressions and Conclusion Paragraph
Simply talk about what you liked or did not like when you write a book report. Use this paragraph as your conclusion. It should summarize your overall impressions of the book and bring the report to a close.
* Start with a sentence that states that you are now writing a conclusion. (For example: "My final thoughts on 'A Fine Balance' are that it is a fascinating book but I am not entirely sure if I completely understood the thematic message of the book."
* Restate your reasons why you liked and/or disliked the book using different words.
* Write two sentences that talk about the books good points and weak points.
* Write a sentence or two about what you learned from the book.
* Close with a sentence that states whether you would recommend the book to others. Don't be afraid to give your own honest impressions of the book. After all, if you've read the book thoroughly, you are entitled to your own interpretation of it.
Typically, your book report should not exceed two double-spaced pages, and it should be somewhere between 600 and 800 words in length.
About the Author
Jenny Stewart is a PhD in Human Relation. She is an educational consultant and utilizing her skills in helping the students to accomplish there education successfully. She is changing the student's difficulties into ease since many years by helping them with her skills and knowledge to get there projects done efficiently.
Introductory Paragraph
The first sentence should state for which instructor and class the book-report is being written.
The second sentence should state the title of the book and the author's name.
The third sentence should tell how many pages the book has and the name of the publisher.
The fourth sentence can state basic bibliographic information about the book. Bibliographic information means not only the author and title but also what company published the book, what year it was published in and any other relevant information such as the edition and if the book has been translated, simplified or abridged.
The next sentence should state the reason(s) you decided to read this book. Why did you choose this particular book for writing a book report?
Typical reasons might be:
* You like the author.
* You like this type of book (i.e. mystery, western, adventure or romance, etc.).
* Someone recommended the book to you.
* It was on a required reading list.
* You liked the cover. These reasons do not have to be complex. Most people choose the books they read because they like the author or somebody recommended it to them.
If you chose the book because you like the author, then state why you like that author.
An optional sentence can be used if the cover (back cover) of the book gives you any additional information then adds a sentence with that information.
* Was the book a best seller?
* Are there X million copies in print?
* Did it win any major awards?
* Main Character(s) Paragraph
The first sentence of this paragraph should state who the main character or characters of the book are, and why they are important. Refer to this person or these persons as the Main Character or Main Characters.
You will need at least a complex sentence for this, and probably more than one sentence. * Other Characters Paragraph You should compose at least one sentence for each of the other prominent or important characters in the book. State the name of each of the other important characters, and the key role that each one plays in the book
Most books have five or six prominent characters besides the main character, so simply listing each one and stating their role in the book will give you a good sized paragraph. * Plot Summary Paragraph
This is perhaps the hardest paragraph to write in book report writing five sentences or so. If you have to write a bit more don't worry. Here are the main points to cover:
* State the type of book (Mystery, Western, etc.).
* What place or country was the book set in?
* What time period was the book set in? (19th century, the present, ancient Rome, the 23rd century).
* Other physical locations which are important, like: ships, airplanes, houses, or buildings.
* Other notable attributes of the book. (Was it violent, scary, fast paced, etc.).
* What is the main character trying to do?
* What is the outcome of the book?
* etc.
Make sure you cover all of the major parts of the plot. You might have to go back through the book, chapter by chapter, and make a few notes.
* Personal Impressions and Conclusion Paragraph
Simply talk about what you liked or did not like when you write a book report. Use this paragraph as your conclusion. It should summarize your overall impressions of the book and bring the report to a close.
* Start with a sentence that states that you are now writing a conclusion. (For example: "My final thoughts on 'A Fine Balance' are that it is a fascinating book but I am not entirely sure if I completely understood the thematic message of the book."
* Restate your reasons why you liked and/or disliked the book using different words.
* Write two sentences that talk about the books good points and weak points.
* Write a sentence or two about what you learned from the book.
* Close with a sentence that states whether you would recommend the book to others. Don't be afraid to give your own honest impressions of the book. After all, if you've read the book thoroughly, you are entitled to your own interpretation of it.
Typically, your book report should not exceed two double-spaced pages, and it should be somewhere between 600 and 800 words in length.
About the Author
Jenny Stewart is a PhD in Human Relation. She is an educational consultant and utilizing her skills in helping the students to accomplish there education successfully. She is changing the student's difficulties into ease since many years by helping them with her skills and knowledge to get there projects done efficiently.
Wednesday, August 13, 2008
Most Companies NOT Accepting Video Resumes
In an increasingly competitive job market, applicants are looking for new ways to stand out from the crowd, but a recent survey suggests submitting a video resume may not be the answer. Just one in four (24 percent) senior executives interviewed said their companies accept video resumes from candidates.
The survey was developed by Robert Half International, the world's first and largest staffing services firm specializing in accounting and finance. It was conducted by an independent research firm and is based on interviews with 150 senior executives from the nation's 1,000 largest companies.
Executives were asked, "Does your company accept video resumes from job seekers?" Their responses:
Yes ........................24%
No .........................58%
Don't know .................18%
100%
Although video resumes have become more common, many employers are reluctant to accept them for fear of bias claims from applicants. "Before submitting a video resume, job candidates should check with the hiring manager to ensure the company does not have a policy against their use in evaluating candidates," said Max Messmer, chairman and CEO of Robert Half International and author of Job Hunting For Dummies(R), 2nd Edition (John Wiley & Sons, Inc.).
While individuals do need to distinguish themselves during the job search, Messmer points out that just getting the basics right can give someone an edge. "Writing error-free resumes targeted to each job opening, crafting customized cover letters that succinctly explain why you are the right person for the position and maximizing every opportunity to network with others in your field can often be the most effective strategies for getting hired."
The survey was developed by Robert Half International, the world's first and largest staffing services firm specializing in accounting and finance. It was conducted by an independent research firm and is based on interviews with 150 senior executives from the nation's 1,000 largest companies.
Executives were asked, "Does your company accept video resumes from job seekers?" Their responses:
Yes ........................24%
No .........................58%
Don't know .................18%
100%
Although video resumes have become more common, many employers are reluctant to accept them for fear of bias claims from applicants. "Before submitting a video resume, job candidates should check with the hiring manager to ensure the company does not have a policy against their use in evaluating candidates," said Max Messmer, chairman and CEO of Robert Half International and author of Job Hunting For Dummies(R), 2nd Edition (John Wiley & Sons, Inc.).
While individuals do need to distinguish themselves during the job search, Messmer points out that just getting the basics right can give someone an edge. "Writing error-free resumes targeted to each job opening, crafting customized cover letters that succinctly explain why you are the right person for the position and maximizing every opportunity to network with others in your field can often be the most effective strategies for getting hired."
Sunday, August 10, 2008
Confusing Clauses--that and Which Clarified by Gary McCarty
Some people, grammar authorities or not (mostly not), pooh-pooh the notion that distinguishing between that and which makes a whit of difference in people's comprehension of what one is saying or writing.
This is probably true, as it is also true with who and whom. Most people will never know or care about the difference or stumble over one's meaning if the two are interchanged.
That being said, there really is a difference between that and which, which is this: One is essential and one is not; one is restrictive and one is not.
The essential and restrictive one is that. When you want your clause to be integral to the meaning of your sentence, you use that (or who for people, which is neat because who can be both restrictive and non-restrictive). For instance:
"Cats that are declawed are defenseless." If you remove the that clause, the sentence no longer has any meaning, at least not the intended meaning. Therefore this is an essential or restrictive usage. (Note also that you never use commas with that.)
Now this:
"The neighborhood cat, which has been declawed, visits us frequently." Here, if you remove the which clause, the sentence still retains its essential meaning. The which clause acts almost like a parenthetical expression, and thus is called non-essential or non-restrictive. Note here too that you must set the clause off with commas because of its parenthetical nature.
Okay, so go ahead and confuse using the two. Thomas Jefferson and Benjamin Franklin did, and they certainly found a huge audience of readers.
Maybe back then no one cared. Come to think of it, virtually no one cares now either, but there still is a distinction between that and which. I guess I care since it's just as easy to be grammatically correctly as it is to be lazy or slovenly.
About the Author:
After a long career in journalism, publishing and public relations, Gary McCarty is semi-retired while teaching and maintaniing his Weblog, Grammar Sucks
This is probably true, as it is also true with who and whom. Most people will never know or care about the difference or stumble over one's meaning if the two are interchanged.
That being said, there really is a difference between that and which, which is this: One is essential and one is not; one is restrictive and one is not.
The essential and restrictive one is that. When you want your clause to be integral to the meaning of your sentence, you use that (or who for people, which is neat because who can be both restrictive and non-restrictive). For instance:
"Cats that are declawed are defenseless." If you remove the that clause, the sentence no longer has any meaning, at least not the intended meaning. Therefore this is an essential or restrictive usage. (Note also that you never use commas with that.)
Now this:
"The neighborhood cat, which has been declawed, visits us frequently." Here, if you remove the which clause, the sentence still retains its essential meaning. The which clause acts almost like a parenthetical expression, and thus is called non-essential or non-restrictive. Note here too that you must set the clause off with commas because of its parenthetical nature.
Okay, so go ahead and confuse using the two. Thomas Jefferson and Benjamin Franklin did, and they certainly found a huge audience of readers.
Maybe back then no one cared. Come to think of it, virtually no one cares now either, but there still is a distinction between that and which. I guess I care since it's just as easy to be grammatically correctly as it is to be lazy or slovenly.
About the Author:
After a long career in journalism, publishing and public relations, Gary McCarty is semi-retired while teaching and maintaniing his Weblog, Grammar Sucks
Blogs Influencing American Politics
Once dismissed as online diaries paraded for mass consumption, blogs are now being credited with revolutionizing American politics. However, there has been little scholarly attention to who reads the more than 112 million blogs worldwide, the politics of these readers, and how much they participate in American politics.Henry Farrell, GW assistant professor of political science and international affairs; Eric Lawrence, GW assistant professor of political science; and John Sides, GW assistant professor of political science, examine these questions in their paper "Self-Segregation or Deliberation? Blog Readership, Participation, and Polarization in American Politics." The paper was published July 1, 2008, on http://themonkeycage.org/, a blog dedicated to political science research.
The paper identifies two key findings. First, blog readers are highly polarized, which shows that the Internet is changing the relationship between media and politics and welcoming people with strong partisan opinions and less emphasis on moderation. Second, blog readers are more prone to engage in politics, and left-leaning blog readers are likeliest of all to be politically active, which exposes partisan differences in the ways Republicans and Democrats are taking to Internet-based politics. This may have significant consequences for the current election.
Both Farrell and Sides write for The Monkey Cage blog, and Farrell also contributes to Crooked Timber, which recently was rated the 33rd most powerful blog in the world by The Guardian. Lawrence specializes in American political institutions and research methodology.
To access the paper, visit http://www.themonkeycage.org/blogpaper.pdf.
Sunday, August 3, 2008
Comma-mania: Why Commas are so Misused by Gary McCarty
Bill and Hillary may have complained of a "vast right-wing conspiracy," but I have a better and more aptly named conspiracy theory--the "vast K-12 bad English 'don't-bother-mastering-it-before-teaching-it' conspiracy."
This conspiracy dates back I'm not sure how long, but at least to my ancient childhood. To carbon date it from the trunks of all those dead trees that became the paper that in turn allowed K-12 students to mislearn English grammar rules, let's say it originated after WWII with the Baby Boom.
Whatever its origins, I'm afraid it's still going strong. Just the other night we were examining an essay in one of my university communications classes when an otherwise bright student blurted out, "You can't start a sentence with because!"
I asked calmly, "Why not?" while already knowing the answer and not expecting one from the student.
The real answer is that, somewhere in the collective brilliance of those who teach K-12 English, an ersatz rule got stuck in some involuntary, autonomous reflex area of their brains dedicated to butchering the English language through education. "Never start a sentence with because (when, if, and so on)" became a holy grail.
This lengthy (and rambling) introduction is just my way of getting to my topic--commas.
Besides blatantly wrong and English-killing rules such as the one saying you can't start a sentence with because, our K-12 English educators have done one bang-up job on teaching comma usage as well.
Literally, the only rule that to this day sticks in my head from what I was taught about comma usage is that ubiquitous saying, "Whenever you need a pause, use a comma."
True, commas can indicate a pause, as can semi-colons, periods, new sentences, new paragraphs and you name it.
Armed with so little in the way of actual comma usage instruction, students forever after just throw the darn things in when they want to indicate a pause. Problem is, a pause for many of these students evidently means whenever a new element appears in a sentence. This made-up example is not far from many of the sentences I've read from students who finished high school and are now embarking upon college:
"In the morning, my brother Joseph, took the bus, to work, in the rain."
Notice how most of the discrete elements in the sentence (prepositional phrase, subject, verb, object, prepositional phrase) have been separated by commas. In truth, you don't need a single comma in this sentence!
This writer is a sufferer of comma-rhea, or uncontrollable comma usage. The opposite extreme also exsits, called comma-phobia, which renders the writer completely incapable of adding a comma because she or he can't decide if it belongs and if so, where.
There are indeed rules for commas regarding opening phrases and clauses in sentences (use them always with clauses and with phrases of five or more words), regarding dates and cities (you must use a comma after the year and after the state or country--not just after the city or day), and regarding series (to separate the elements within).
I haven't got the time to explain all the comma rules here, but they're available through various Web resources (or wait for my long-gestating book, Grammar Sucks).
My point is that we need to do some English grammar shock treatment on those teachers who insist on perpetrating facile but misleading and often-erroneous rules to write by.
Such as "never end a sentence with a prepostion" (see preceding sentence) or use fragments in writing (like this one).
About the Author:
After a long career in journalism, publishing and public relations, Gary McCarty is semi-retired while teaching and maintaniing his Weblog, Grammar Sucks
This conspiracy dates back I'm not sure how long, but at least to my ancient childhood. To carbon date it from the trunks of all those dead trees that became the paper that in turn allowed K-12 students to mislearn English grammar rules, let's say it originated after WWII with the Baby Boom.
Whatever its origins, I'm afraid it's still going strong. Just the other night we were examining an essay in one of my university communications classes when an otherwise bright student blurted out, "You can't start a sentence with because!"
I asked calmly, "Why not?" while already knowing the answer and not expecting one from the student.
The real answer is that, somewhere in the collective brilliance of those who teach K-12 English, an ersatz rule got stuck in some involuntary, autonomous reflex area of their brains dedicated to butchering the English language through education. "Never start a sentence with because (when, if, and so on)" became a holy grail.
This lengthy (and rambling) introduction is just my way of getting to my topic--commas.
Besides blatantly wrong and English-killing rules such as the one saying you can't start a sentence with because, our K-12 English educators have done one bang-up job on teaching comma usage as well.
Literally, the only rule that to this day sticks in my head from what I was taught about comma usage is that ubiquitous saying, "Whenever you need a pause, use a comma."
True, commas can indicate a pause, as can semi-colons, periods, new sentences, new paragraphs and you name it.
Armed with so little in the way of actual comma usage instruction, students forever after just throw the darn things in when they want to indicate a pause. Problem is, a pause for many of these students evidently means whenever a new element appears in a sentence. This made-up example is not far from many of the sentences I've read from students who finished high school and are now embarking upon college:
"In the morning, my brother Joseph, took the bus, to work, in the rain."
Notice how most of the discrete elements in the sentence (prepositional phrase, subject, verb, object, prepositional phrase) have been separated by commas. In truth, you don't need a single comma in this sentence!
This writer is a sufferer of comma-rhea, or uncontrollable comma usage. The opposite extreme also exsits, called comma-phobia, which renders the writer completely incapable of adding a comma because she or he can't decide if it belongs and if so, where.
There are indeed rules for commas regarding opening phrases and clauses in sentences (use them always with clauses and with phrases of five or more words), regarding dates and cities (you must use a comma after the year and after the state or country--not just after the city or day), and regarding series (to separate the elements within).
I haven't got the time to explain all the comma rules here, but they're available through various Web resources (or wait for my long-gestating book, Grammar Sucks).
My point is that we need to do some English grammar shock treatment on those teachers who insist on perpetrating facile but misleading and often-erroneous rules to write by.
Such as "never end a sentence with a prepostion" (see preceding sentence) or use fragments in writing (like this one).
About the Author:
After a long career in journalism, publishing and public relations, Gary McCarty is semi-retired while teaching and maintaniing his Weblog, Grammar Sucks
Free Copywriting and Marketing Tips
As small business owners, coaches and consultants often have to rely on themselves to craft their own marketing material, including the web copy for their web pages. Now Stacey Mathis Copywriting provides a central location to obtain free copywriting tips and secrets, as well as marketing and small business advice written with coach and consultant practices in mind. Writing primarily for these two industries, the proprietor has her finger on the pulse of what appeals to their target audiences.
Complacency is an issue that consultants and coaches cannot afford in light of their images as people who are expected to take their own advice, hold it together and stay on top of their game. Complacency is a hidden trap that can affect your efficiency, your ability to remain sharp in these fiercely competitive industries, and later your attitude about what you do.
When you become complacent, you forgo basics and responsibilities you'd rather not deal with because of lack of interest and, perhaps, skill. Often, for coaches and consultants, their marketing is what suffers, and copywriting in particular. Also, there are those who do not deal with their marketing copy simply because they'd just rather not.
The Coach and Consultant Blog aims to help in that respect by providing do's and don'ts and other information vital to attracting clients or not repelling the clients they have, an area of business that coaches and consultants must to stay on top of to stay in business.
The blog is a place to check in every once in a while (or every day, if they want) to make sure, for example, that they're on track, at least, with the marketing writing aspect of their practices. It aims to keep them on their marketing toes -- one less thing for them to worry about. The Coach and Consultant Blog is the coach and consultant industries' newest copywriting blog. The blog is updated frequently, with new information, so check back often.
For additional information on the Coach and Consultant Blog, visit "coachandconsultantblog.com."
Complacency is an issue that consultants and coaches cannot afford in light of their images as people who are expected to take their own advice, hold it together and stay on top of their game. Complacency is a hidden trap that can affect your efficiency, your ability to remain sharp in these fiercely competitive industries, and later your attitude about what you do.
When you become complacent, you forgo basics and responsibilities you'd rather not deal with because of lack of interest and, perhaps, skill. Often, for coaches and consultants, their marketing is what suffers, and copywriting in particular. Also, there are those who do not deal with their marketing copy simply because they'd just rather not.
The Coach and Consultant Blog aims to help in that respect by providing do's and don'ts and other information vital to attracting clients or not repelling the clients they have, an area of business that coaches and consultants must to stay on top of to stay in business.
The blog is a place to check in every once in a while (or every day, if they want) to make sure, for example, that they're on track, at least, with the marketing writing aspect of their practices. It aims to keep them on their marketing toes -- one less thing for them to worry about. The Coach and Consultant Blog is the coach and consultant industries' newest copywriting blog. The blog is updated frequently, with new information, so check back often.
For additional information on the Coach and Consultant Blog, visit "coachandconsultantblog.com."
Saturday, August 2, 2008
Dr. GoodWrite Publishes "Why Ur Employee's Cant Rite"
Dr. GoodWrite, a Web-based service that helps corporations improve the writing skills of their employees, has published a new whitepaper entitled, "Why UR Employee’s Cant Rite (And What You Can Do About It)," according to Bill Kozel, founder and president of Dr. GoodWrite.
"At a time when 90% of business communication takes place via e-mail, we need every employee to excel at writing," Mr. Kozel explained. "And yet, we find that today’s workforce is less prepared than ever before. Our new whitepaper explores the causes and effects of declining writing skills, and offers practical and affordable solutions."
Topics covered in the Dr. GoodWrite whitepaper include:
The causes of poor writing: Why 72% of employers rate high school graduates as "deficient" in basic writing skills, and 28% of employers rate college graduates as deficient.
The costs of poor writing: How poorly-written e-mails can damage a company’s image and an employee’s career opportunities, and why American corporations will spend $3.1 billion for remedial training.
What employers can do: How classroom and online training programs can help employees build their all-important writing skills.
The whitepaper is available upon request through the Dr. GoodWrite Website: http://www.drgoodwrite.com/.
"At a time when 90% of business communication takes place via e-mail, we need every employee to excel at writing," Mr. Kozel explained. "And yet, we find that today’s workforce is less prepared than ever before. Our new whitepaper explores the causes and effects of declining writing skills, and offers practical and affordable solutions."
Topics covered in the Dr. GoodWrite whitepaper include:
The causes of poor writing: Why 72% of employers rate high school graduates as "deficient" in basic writing skills, and 28% of employers rate college graduates as deficient.
The costs of poor writing: How poorly-written e-mails can damage a company’s image and an employee’s career opportunities, and why American corporations will spend $3.1 billion for remedial training.
What employers can do: How classroom and online training programs can help employees build their all-important writing skills.
The whitepaper is available upon request through the Dr. GoodWrite Website: http://www.drgoodwrite.com/.
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