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Sunday, February 14, 2010
neveroff-bux.com
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Saturday, February 6, 2010
Save Today For A Better Tomorrow
It is good to learn how to prepare a budget and plan accordingly but it is better to learn how to save. Saving is a necessity for a secure financial future, it becomes a responsibility and obligation that you owe to yourself and your family.
People commonly react to when they are first approached with the idea of planning for their financial future. At first, saving may seem like a difficult task. But as it is said, the journey of a thousand miles begins with a single step, so keep taking it one step at a time and make your own plans for the future starting now.
Here is how can you save money even when you barely make ends meet:
If you have yet to work out a spending plan, now is as good a time as any to start. To build financial responsibility and security you must first know how much money you are earning and how much you are spending. The money spent must include your own savings. Listing your savings as an expense like another bill is called paying yourself first.
After working out a spending plan, if your total expenses exceed your total income, search for areas in which you can cut spending and/or increase your income. Ways to save include renting videos rather than going to the movies and eating out less by packing a lunch for work. Be creative in trying to find how you can steer away from expenses and toward your savings account.
Here's a great way to do that. Make it easier to save by paying yourself first each time you get a paycheck. If possible, have a portion of your check deducted and put into a savings account before you even see it. By paying yourself first, you'll feel good that you are working for yourself instead of only working to pay bills. Don't get discouraged if, because of some emergency, you have to dip into your savings.
That is why people have savings---to provide financial security. Saving is easier than it seems when you put your mind to it. Think of your goals. Whatever they are, you will reach them sooner by starting to save now. Saving not only fulfills your responsibility to yourself and family, it helps build security and gives you peace of mind.
»» READMORE...
People commonly react to when they are first approached with the idea of planning for their financial future. At first, saving may seem like a difficult task. But as it is said, the journey of a thousand miles begins with a single step, so keep taking it one step at a time and make your own plans for the future starting now.
Here is how can you save money even when you barely make ends meet:
If you have yet to work out a spending plan, now is as good a time as any to start. To build financial responsibility and security you must first know how much money you are earning and how much you are spending. The money spent must include your own savings. Listing your savings as an expense like another bill is called paying yourself first.
After working out a spending plan, if your total expenses exceed your total income, search for areas in which you can cut spending and/or increase your income. Ways to save include renting videos rather than going to the movies and eating out less by packing a lunch for work. Be creative in trying to find how you can steer away from expenses and toward your savings account.
Here's a great way to do that. Make it easier to save by paying yourself first each time you get a paycheck. If possible, have a portion of your check deducted and put into a savings account before you even see it. By paying yourself first, you'll feel good that you are working for yourself instead of only working to pay bills. Don't get discouraged if, because of some emergency, you have to dip into your savings.
That is why people have savings---to provide financial security. Saving is easier than it seems when you put your mind to it. Think of your goals. Whatever they are, you will reach them sooner by starting to save now. Saving not only fulfills your responsibility to yourself and family, it helps build security and gives you peace of mind.
Payday Loans Without Paperwork: No Paperwork Is Desire To Avail Swift Cash Aid
To increase the loan business financial lenders have come up with numerous financial plans through which people can avail fast and hassle free funds. If you also in need of trouble free cash aid then try with payday loans without paperwork and avail easy finance for your numerous needs. While applying for this loan you don’t need to fax numerous documents and papers to your lender. Just complete a simple online form and your funds will electronically get transit in your bank account.
To enjoy the benefits of payday loans without paperwork facility you must fulfill certain eligibility criteria like you should be currently employed and earning a good monthly income regularly, your age must be 18 years and have citizenship of UK. Apart from this the most requirements is that you should possess a valid checking account registered in your name.
Those people who are facing problem of bad credit history and records can also consider this loan. These loans do not held any credit checks process while approving the funds. So, you can immediately avail the funds irrespective of late payments, defaults, arrears, CCJ’s, IVA specified in your name.
Payday loans without faxing approved instantly without asking you to fax numerous papers and documents to the lenders. All you just need to complete an online application form with mandatory details like name, address, checking account, working information etc. and submit it online for review. After verification process the amount will electronically credit in your bank account within next 24 hours.
With these loans one can fetch the amount varying from £100 to £1500 as per their need and financial capability. This amount can be approved for the duration of 14 to 31 days. As it is approved without placing any security thus lender will ask you to pay slightly higher interest rates. But, before finalize anything you should comprehensively search the internet market and select the best deal for you.
»» READMORE...
To enjoy the benefits of payday loans without paperwork facility you must fulfill certain eligibility criteria like you should be currently employed and earning a good monthly income regularly, your age must be 18 years and have citizenship of UK. Apart from this the most requirements is that you should possess a valid checking account registered in your name.
Those people who are facing problem of bad credit history and records can also consider this loan. These loans do not held any credit checks process while approving the funds. So, you can immediately avail the funds irrespective of late payments, defaults, arrears, CCJ’s, IVA specified in your name.
Payday loans without faxing approved instantly without asking you to fax numerous papers and documents to the lenders. All you just need to complete an online application form with mandatory details like name, address, checking account, working information etc. and submit it online for review. After verification process the amount will electronically credit in your bank account within next 24 hours.
With these loans one can fetch the amount varying from £100 to £1500 as per their need and financial capability. This amount can be approved for the duration of 14 to 31 days. As it is approved without placing any security thus lender will ask you to pay slightly higher interest rates. But, before finalize anything you should comprehensively search the internet market and select the best deal for you.
Wednesday, February 3, 2010
3 Reasons Online Entrepreneurs Love Affiliate Marketing by: TJ Philpott
The affiliate marketing business models is a favorite amongst online entrepreneurs for many different reasons. As the age of the internet continues to mature more people are working online from home. Many are starting a small business in the field of affiliate marketing due to the affordable startup costs. In fact the online affiliate marketing business offers several outstanding advantages.
Here are 3 compelling reasons why the affiliate business is such a popular choice for many today.
Low Startup Costs
An affiliate business involves selling products produced by others. These products are warehoused and shipped if necessary, at the expense of the manufacturer. Even customer support is a function handled by the product creator.
The only expenses left to the affiliate are any advertising cost or other expenses that may be related to the hosting and/or maintenance of a website or blog. Interestingly enough an affiliate marketer does not even need to have their own website and there are numerous and cost free ways to advertise on the internet that can be used.
Technical Skills Not Required
In the earlier stages of internet marketing the technical aspects of working online created a barrier for many. Now navigating the online world has been reduced pretty much to a point and click approach. As a result virtually anybody who now desires to 'operate' anything online is no longer challenged by these technical barriers.
Ability to Profit Quickly
The products you are promoting as an affiliate are proven and already in demand. Furthermore they are supported by websites with professional sales copy and graphics. This leaves only traffic generation up to the typical marketer. The results are that most experience profits pretty quickly and this type positive reinforcement strengthens their resolve to continue and grow their business.
Online entrepreneurs today are fortunate to be able to take advantage of the global reach of the internet. Many have flocked in particular to the online affiliate marketing business due mainly as we've mentioned to the very low startup costs of this particular business model. The built-in flexibility of affiliate marketing now has many starting a small business in just about any field of their choosing. Given the opportunity to pursue the dream of working online from home has re ignited the spirit of the entrepreneur in people worldwide. At the core of this resurgence is the affiliate business model and with some of the advantages it offers as we reviewed above, it is easy to see why.
About The Author
TJ Philpott is an author and Internet entrepreneur based out of North Carolina.
For additional online success tips and a free guide that demonstrates how to find both profitable markets and products visit: http://affiliatequickstart.com
»» READMORE...
Here are 3 compelling reasons why the affiliate business is such a popular choice for many today.
Low Startup Costs
An affiliate business involves selling products produced by others. These products are warehoused and shipped if necessary, at the expense of the manufacturer. Even customer support is a function handled by the product creator.
The only expenses left to the affiliate are any advertising cost or other expenses that may be related to the hosting and/or maintenance of a website or blog. Interestingly enough an affiliate marketer does not even need to have their own website and there are numerous and cost free ways to advertise on the internet that can be used.
Technical Skills Not Required
In the earlier stages of internet marketing the technical aspects of working online created a barrier for many. Now navigating the online world has been reduced pretty much to a point and click approach. As a result virtually anybody who now desires to 'operate' anything online is no longer challenged by these technical barriers.
Ability to Profit Quickly
The products you are promoting as an affiliate are proven and already in demand. Furthermore they are supported by websites with professional sales copy and graphics. This leaves only traffic generation up to the typical marketer. The results are that most experience profits pretty quickly and this type positive reinforcement strengthens their resolve to continue and grow their business.
Online entrepreneurs today are fortunate to be able to take advantage of the global reach of the internet. Many have flocked in particular to the online affiliate marketing business due mainly as we've mentioned to the very low startup costs of this particular business model. The built-in flexibility of affiliate marketing now has many starting a small business in just about any field of their choosing. Given the opportunity to pursue the dream of working online from home has re ignited the spirit of the entrepreneur in people worldwide. At the core of this resurgence is the affiliate business model and with some of the advantages it offers as we reviewed above, it is easy to see why.
About The Author
TJ Philpott is an author and Internet entrepreneur based out of North Carolina.
For additional online success tips and a free guide that demonstrates how to find both profitable markets and products visit: http://affiliatequickstart.com
Articles and Interviews
A structured approach to business English: using New International Business English in university courses
Richard Alexander
Introduction
There is now a significant set of business English (BE) students or learners for whom New International Business English can be of great value: I am referring to the growing numbers of tertiary level business administration and general business studies students, particularly in Europe, but also elsewhere. I myself am responsible for BE at a very large Austrian university of economics and business administration where 90% of the students enrolled in BE courses are pre-experience students (students with no previous experience of working in a business environment).
We find ourselves confronted with many questions in connection with this category of student. How many students in the world study English as a foreign language while pursuing business studies at university or college? How many such students have work-experience before they learn English? How do the different institutions weight the relative demands of English for study and academic purposes and English for (future) occupational purposes? These are just some of the potential unknowns which syllabus and curriculum planners, materials producers, advisers and business teachers might benefit from having answers to. For instance, what business English skills and knowledge will be needed to cater for all the potential students on such courses? What types of students are we dealing with?
What are they going to do after their university course?
When they begin their course the vast majority of tertiary level BE students have no clear idea how they will eventually need to employ their BE skills. To be sure, we have all seen 'needs analyses' from industry and commerce. These may serve as an overall index of some of the BE needs, but teachers in tertiary level institutions will know how unpredictable professional and even learning activities are becoming nowadays. If I had been told 10 years ago that my students would today be employing the Internet as a resource for their seminar papers on business matters (with all the accompanying pitfalls entailed), I would not have believed it. Similarly, many predictions being made today are unlikely to become realistic practices in the future. When tomorrow becomes today, or even yesterday, we are all much wiser.
How can curriculum planners and BE teachers cope with this degree of uncertainty? I would argue that there are a number of basics which BE students/learners cannot do without. Given the high numbers of lower to upper intermediate level students on university courses, the importance of a structured approach to business English becomes self-evident. Some of the principles that guided Leo Jones and myself in the selection and arrangement of the material in New International Business English are described below.
Need for a structured approach to business English
The rationale, which underlies New International Business English, fits in very well with the needs and requirements of those tertiary level BE syllabuses which aim to prepare pre-experience business students to use English in their future professional settings. Such courses need to try to achieve two things: to strengthen and enhance the somewhat shaky core English skills and knowledge of our learners, as well as to simultaneously build up students' BE skills. These courses should not be too demanding in terms of prior business-related knowledge and experience - otherwise they will go over the heads of many, if not most, of our students.
Business English language instruction in this setting is tightly constrained: both in terms of available time and of the prior knowledge of our students. Principled selection of material is therefore a must. This has to factor in two major elements: our students' limited business experience, and teachers' own assessments of the relative utility of differing language skills needed for business. Either way, the outcome teachers provide has to be within a framework of systematically structured learning and teaching.
We all know the disparate starting points of BE students in tertiary education, as I have already mentioned. But in view of their broad spread around the intermediate level a structured approach to business English will provide them with a support system.
I will mention some of the fairly essential basic English skills such students tend to lack and hence need practice in. These include the following: knowing how to pronounce English (words, phrases, whole utterances), knowing how to read (aloud) a whole passage in English, how to spell words in English, how numbers are spoken in English, how to count in English, how to master business-relevant words and phrases, and control business-necessary intermediate level grammar; as well as knowing the English names of letters, punctuation marks and symbols.
New International Business English provides a principled rationale for tertiary level Business English
New International Business English provides a number of natural business environments in which to situate and practise these basics. In the following summary I indicate how this principle is put into operation in New International Business English.
Spelling
Knowing how to spell words (names) out loud in English (spelling aloud) is essential. Practice is given in getting names and addresses right in commercial correspondence. Section 2.2 of New International Business English places emphasis on S-P-E-L-L-I-N-G A-L-O-U-D. In business people need to be able to use the alphabet fluently and also to understand other people when they spell words or names out loud. Section 3.3 is a further example of where spelling aloud is integrated into an exercise covering the skills of taking notes and leaving messages.
Vocabulary
In BE classes we will also clearly need to encourage vocabulary learning - but how? In order to deliver 'high-priority vocabulary' for students it is necessary to select and present relevant lexis for business English in a principled fashion. It is important to stress how vocabulary learning can benefit from contextualization and activization. New International Business English aims to do precisely this. The texts, instructions, exercises and recordings contain much of the 'business' vocabulary that students will require. The majority of this vocabulary is assimilated as students carry out a task-related activity and should not be taught 'separately' out of context. The Workbook contains exercises on the vocabulary related to the particular theme of the unit. These exercises are designed to introduce business-related vocabulary and terms which have not occurred elsewhere in exercises or tests. Unfamiliar terms and vocabulary for the pre-service students are contextualized by the New International Business English Workbook, which provides sets of helpful background information at the beginning of each unit for pre-experience students.
An intermediate level individual lexicon can usefully include items such as the ICC Incoterms which are used to facilitate the terms of a deal. (Incoterms are an internationally agreed set of rules published by the International Chamber of Commerce to facilitate the cross-border interpretation of trade terms.) These are dealt with in Unit 6 and the New International Business English Workbook too. These and other sections provide the structured input of relevant words and phrases which need to be mastered.
Writing conventions
Business writing conventions in English are often a major obstacle in intermediate BE courses. New International Business English has two basic units which focus explicitly on the major written business genres: Unit 2 Letters, faxes and memos and Unit 4 Summaries, notes, reports. It is also clearly acknowledged that, despite the spread of telephones, writing will continue to play a significant role in business. The updated edition of New International Business English includes the option to write either an e-mail or fax or letter - at the discretion of the teacher and the students.
Spoken English in core business situations
Pre-service students can benefit from being confronted with models for behaviour in core business situations. New International Business English allows this to be done in a series of integrated activities, where the real business world can be presented, anticipated and simulated. Relationships and behaviour at meetings are discussed and practised in Unit 11 as well as elsewhere. Units 13 and 14 treat job interview panels and various aspects of sales including the preliminary demonstration and the stages of commercial negotiations respectively. The principle behind integrated activities consists in allowing a mix of the four language skills to be practised in as realistic a fashion as the pedagogical situation allows. This is a key necessity for tertiary students at this level.
Conclusion
Faced with large groups of young, pre-experience students enrolled in the early stages of business administration courses, it is impossible for us to know which specific business area they are likely to end up in. Yet, the learning discipline of BE and the accompanying academic and study skills may well contribute to the broader transferable skills demanded by today's more flexible job market.
I hope the structured approach to business English which underlies the design of New International Business English can provide you with a satisfactory answer to the dilemmas that you face as a BE teacher as you deal with intermediate level business English students in college, university and related pedagogical settings.
»» READMORE...
Richard Alexander
Introduction
There is now a significant set of business English (BE) students or learners for whom New International Business English can be of great value: I am referring to the growing numbers of tertiary level business administration and general business studies students, particularly in Europe, but also elsewhere. I myself am responsible for BE at a very large Austrian university of economics and business administration where 90% of the students enrolled in BE courses are pre-experience students (students with no previous experience of working in a business environment).
We find ourselves confronted with many questions in connection with this category of student. How many students in the world study English as a foreign language while pursuing business studies at university or college? How many such students have work-experience before they learn English? How do the different institutions weight the relative demands of English for study and academic purposes and English for (future) occupational purposes? These are just some of the potential unknowns which syllabus and curriculum planners, materials producers, advisers and business teachers might benefit from having answers to. For instance, what business English skills and knowledge will be needed to cater for all the potential students on such courses? What types of students are we dealing with?
What are they going to do after their university course?
When they begin their course the vast majority of tertiary level BE students have no clear idea how they will eventually need to employ their BE skills. To be sure, we have all seen 'needs analyses' from industry and commerce. These may serve as an overall index of some of the BE needs, but teachers in tertiary level institutions will know how unpredictable professional and even learning activities are becoming nowadays. If I had been told 10 years ago that my students would today be employing the Internet as a resource for their seminar papers on business matters (with all the accompanying pitfalls entailed), I would not have believed it. Similarly, many predictions being made today are unlikely to become realistic practices in the future. When tomorrow becomes today, or even yesterday, we are all much wiser.
How can curriculum planners and BE teachers cope with this degree of uncertainty? I would argue that there are a number of basics which BE students/learners cannot do without. Given the high numbers of lower to upper intermediate level students on university courses, the importance of a structured approach to business English becomes self-evident. Some of the principles that guided Leo Jones and myself in the selection and arrangement of the material in New International Business English are described below.
Need for a structured approach to business English
The rationale, which underlies New International Business English, fits in very well with the needs and requirements of those tertiary level BE syllabuses which aim to prepare pre-experience business students to use English in their future professional settings. Such courses need to try to achieve two things: to strengthen and enhance the somewhat shaky core English skills and knowledge of our learners, as well as to simultaneously build up students' BE skills. These courses should not be too demanding in terms of prior business-related knowledge and experience - otherwise they will go over the heads of many, if not most, of our students.
Business English language instruction in this setting is tightly constrained: both in terms of available time and of the prior knowledge of our students. Principled selection of material is therefore a must. This has to factor in two major elements: our students' limited business experience, and teachers' own assessments of the relative utility of differing language skills needed for business. Either way, the outcome teachers provide has to be within a framework of systematically structured learning and teaching.
We all know the disparate starting points of BE students in tertiary education, as I have already mentioned. But in view of their broad spread around the intermediate level a structured approach to business English will provide them with a support system.
I will mention some of the fairly essential basic English skills such students tend to lack and hence need practice in. These include the following: knowing how to pronounce English (words, phrases, whole utterances), knowing how to read (aloud) a whole passage in English, how to spell words in English, how numbers are spoken in English, how to count in English, how to master business-relevant words and phrases, and control business-necessary intermediate level grammar; as well as knowing the English names of letters, punctuation marks and symbols.
New International Business English provides a principled rationale for tertiary level Business English
New International Business English provides a number of natural business environments in which to situate and practise these basics. In the following summary I indicate how this principle is put into operation in New International Business English.
Spelling
Knowing how to spell words (names) out loud in English (spelling aloud) is essential. Practice is given in getting names and addresses right in commercial correspondence. Section 2.2 of New International Business English places emphasis on S-P-E-L-L-I-N-G A-L-O-U-D. In business people need to be able to use the alphabet fluently and also to understand other people when they spell words or names out loud. Section 3.3 is a further example of where spelling aloud is integrated into an exercise covering the skills of taking notes and leaving messages.
Vocabulary
In BE classes we will also clearly need to encourage vocabulary learning - but how? In order to deliver 'high-priority vocabulary' for students it is necessary to select and present relevant lexis for business English in a principled fashion. It is important to stress how vocabulary learning can benefit from contextualization and activization. New International Business English aims to do precisely this. The texts, instructions, exercises and recordings contain much of the 'business' vocabulary that students will require. The majority of this vocabulary is assimilated as students carry out a task-related activity and should not be taught 'separately' out of context. The Workbook contains exercises on the vocabulary related to the particular theme of the unit. These exercises are designed to introduce business-related vocabulary and terms which have not occurred elsewhere in exercises or tests. Unfamiliar terms and vocabulary for the pre-service students are contextualized by the New International Business English Workbook, which provides sets of helpful background information at the beginning of each unit for pre-experience students.
An intermediate level individual lexicon can usefully include items such as the ICC Incoterms which are used to facilitate the terms of a deal. (Incoterms are an internationally agreed set of rules published by the International Chamber of Commerce to facilitate the cross-border interpretation of trade terms.) These are dealt with in Unit 6 and the New International Business English Workbook too. These and other sections provide the structured input of relevant words and phrases which need to be mastered.
Writing conventions
Business writing conventions in English are often a major obstacle in intermediate BE courses. New International Business English has two basic units which focus explicitly on the major written business genres: Unit 2 Letters, faxes and memos and Unit 4 Summaries, notes, reports. It is also clearly acknowledged that, despite the spread of telephones, writing will continue to play a significant role in business. The updated edition of New International Business English includes the option to write either an e-mail or fax or letter - at the discretion of the teacher and the students.
Spoken English in core business situations
Pre-service students can benefit from being confronted with models for behaviour in core business situations. New International Business English allows this to be done in a series of integrated activities, where the real business world can be presented, anticipated and simulated. Relationships and behaviour at meetings are discussed and practised in Unit 11 as well as elsewhere. Units 13 and 14 treat job interview panels and various aspects of sales including the preliminary demonstration and the stages of commercial negotiations respectively. The principle behind integrated activities consists in allowing a mix of the four language skills to be practised in as realistic a fashion as the pedagogical situation allows. This is a key necessity for tertiary students at this level.
Conclusion
Faced with large groups of young, pre-experience students enrolled in the early stages of business administration courses, it is impossible for us to know which specific business area they are likely to end up in. Yet, the learning discipline of BE and the accompanying academic and study skills may well contribute to the broader transferable skills demanded by today's more flexible job market.
I hope the structured approach to business English which underlies the design of New International Business English can provide you with a satisfactory answer to the dilemmas that you face as a BE teacher as you deal with intermediate level business English students in college, university and related pedagogical settings.
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