Textual analysis Essay Example | Topics and Well Written Essays - 1000 words - 3

Textual analysis - Essay Example Although I agree with Talbot that the new generation needs a boost to accomplish more, I do not believe that neuroehancers is what our generation needs to get ahead in the white collar competition. Although there are many people out there who are using these drugs to try and get ahead of the competition, not all people are really making any progress in that direction. In fact, the people who are using these drugs are mostly already ahead of the competition that we wonder if these drugs actually even helped these people achieve their goals. Throughout the report of Talbot, we can clearly see that the people who used neuroenhancing drugs did not feel smarter or more creative. First, let us take a look at Alex the guy who recently graduated from Harvard. Alex is a classic example of a student who wants to achieve almost everything at once. He led a very hectic schedule so he needed an energy booster to keep him awake, alert and focused. Since Alex was admitted to Harvard and he ran a student organization, presumably, this guy is already smart and is ahead in terms of academic achievements. During his interview with Talbot, Alex clearly stated that the drug Adderall helped him focus his mind on the tasks at hand but it did not make him feel smarter. According to Alex, â€Å"The drug, along with a steady stream of caffeine, helped him to concentrate during classes and meetings, but he noticed some odd effects; at a morning tutorial he†¦ alternated between speaking too quickly and thoroughly on some subjects and feeling awkwardly quiet during other points of the discussion.† Lunch was a blur: â€Å"It’s always hard to eat much when on Adderall.† Based on the statement of Alex, we can clearly see that the effects of nueroehancers are not always good. The sudden bursts of mental activities followed by silence are not a good sign. If our generation wants stay competitive, we need more than just drugs that boost out mental

Marketing management Essay Example | Topics and Well Written Essays - 3000 words

Marketing management - Essay Example Effective segmenting, targeting and positioning are the key to successfully gaining customers by forming a good perception of the product in the mind of the customer. This report aims to develop appropriate segmentation and targeting strategies for â€Å"Natura† range of herbal beauty care products being launched by Janelle Inc., a US based company operating in the cosmetics and beauty care product industry. The report will also outline the positioning objective of the new product line and design a positioning strategy, which will aid the achievement of the set objectives. Lastly, the different marketing mix strategies which needs to be deployed as the product progress in the product life cycle will also be discussed along with an outline of key competitive strategies which the product will be using in competing in the long run. Janelle Inc. is a medium scale business operation incorporated in 1992, to cater to the US beauty care market. The company markets under two main brands – Janelle and Cleo, which is aimed at two different market segments. Janelle products are targeting the younger consumer base aged 18- 35 and mainly consisting of cosmetic items and few skin care products while the Cleo which is a more exclusive and upmarket product offered at the 35 + market segment, includes an extensive skin and hair care range along with cosmetics. In a recent market survey, the company realised that there is a substantial market interest in natural beauty care products, mainly in the 30+ age category. Based on this information, Janelle has decided to launch a new Herbal Beauty care product line. The company has formed an alliance with a reputed and well-established Herbal beauty care manufacturer in India, which manufactures for an exclusive cosmetic brand in the UK market. The new product line will be branded â€Å"Natura†

Context Based Approaches in Teaching of Primary Science

Context Based Approaches in Teaching of Primary Science This chapter provides a theoretical rationale for creating technology-rich, constructivist learning environments that use context-based teaching strategies in classrooms and engage students in student-centered, personally meaningful, authentic, and collaborative learning. It also provides examples of schools that have experimented context-based teaching in science in classrooms, and a curricular example that teachers can modify to increase student understanding of any curricular area. Finally, it provides online resources and a podcast that provide teachers with additional ideas for making their lessons more interesting and engaging, empowering, and enlightening classrooms. There have been many studies that indicate context-based approach is essential in order for student learning to take place. Research reveals that teaching Strategies are necessary in schools for teachers to effectively increase student achievement. The focus of this research study is to examine effects of context-based approaches in teaching science in Classroom. The review of literature will look at several factors related to teaching strategies. Those factors include the Traditional view of teaching science, problematic questions that arise in this research, importance of context-based teaching, in classroom. The review of literature will also include a discussion about how teachers can encourage character and social development of students, and the current brain-based research, which suggests and encourages context-based teaching, which promotes success of students, teachers, and improves communication standard among them. Context-based approaches to teaching science in primary school have become widely used over the past two decades. They aspire to foster more positive attitudes to science while, at the same time, provide a sound basis of scientific understanding for further study. One of the most distinct trends of the last two decades in science curriculum development across a number of countries has been to use contexts and applications of science as a means of developing scientific understanding. Teaching in this way is often described as adopting a context-based approach. The trend toward the use of context-based approaches is apparent across the whole age spectrum from primary through to university level, but is most noticeable in materials developed for use in the secondary age range. Traditional Teaching Style of Science Over the last two decades reports have traced students increasingly negative attitudes to Science in Australia over the primary years of schooling, and the associated decrease in student participation in post-compulsory science (Goodrum, Hackling, Rennie, 2001; Tytler, 2007). This decline in interest in Science in the early years of primary education is of particular concern, since it is in these years that attitudes to the pursuit of science subjects and careers are formed (Speering Rennie, 1996). A number of studies have explicitly linked this decline in student interest with the nature of the traditional science curriculum and its inability to make science meaningful and interesting to students (Fensham, 2004; Lyons, 2006). By making Science more relevant to a broader audience we can prepare prospective science degree students and professionals, as well as contribute to improved scientific literacy for all students. Context-Based Approach Context-based approaches are approaches adopted in science teaching where contexts and applications of science are used as the starting point for the development of scientific ideas. This contrasts with more traditional approaches that cover scientific ideas first, before looking at applications. But literature has a different meaning for context-based teaching. Whitelegg and Perry (1999) say that context-based learning can have several meanings, at its broadest, it means the social and cultural environment in which the student, teacher and institution are situatedà ¢Ã¢â€š ¬Ã‚ ¦a narrow view of context might focus on an application of a physics theory for the purposes of illumination and reinforcement. (p. 68) In the classroom, the use of context-based approaches might mean, for example, that students study medical diagnostic techniques in order to develop their understanding of electromagnetic radiation and atomic structure, or look at a range of different fabrics and their uses to introduce ideas about materials and their properties. A further feature of context-based approach is that, due to the nature of the material being studied, they tend to employ wider range of teaching strategies (e.g. small-group discussions, role-play, student presentations) than is normally associated with conventional science courses. How do you and your friend get to school this morning? You probably used various forms of transport between you Speed is the rate of change of distance moved with time. (Judith Bennett, 2003) These two pieces came from the opening lines of chapters on forces and motion in two different books of secondary level course, one written in 1970s and the other in 1990s. They provide good enough example to illustrate a major turn over in approaches to teaching science in that period. This turn over sheds light on the use of context-based teaching and applications as the beginning for developing scientific knowledge, understanding and comprehending it. The question arises that where this concept of context-based writing does came into being? The term context-based appeared to have been applied to some of the scientific activities in classroom for around fifteen years ago when such activities were described as an attempt to make science relevant and understandable to the young ones. They were used for young students to links between science and their daily life. So this is how context-based approaches in teaching science were originated, to make students understand, create relevance with their everyday life, and comprehend the meaning more easily. So the origin of context-based approaches was desired by teachers to make the lessons they were teaching interesting and easily understood by their students. But the research reveals that the strongest factor was the active engagement they desired from their children. Context-based approaches have also emerged in response to the concern of many countries over the teaching of physical scien ce subject. One of the characteristics of curriculum development in recent years has been an increased emphasis on using contexts and applications as a means of developing scientific understanding. Nationally and internationally, context-based programs have been implemented in an attempt to engage students in science through connecting the canonical science with the real world. The study found that by providing students with the opportunity to write, fluid transitions between concepts and context were an outcome of context-based learning. Many schools using context-based approach report positive effect on students. The context-based approach in teaching science is gaining popularity day by day. Holman and Pilling concludes that such a method seems to be successful in enhancing students interest in science, and understanding of science though they expressed some doubts over how successful it is in developing students abilities in problem-solving (Holman and Pilling, 2004). Examples of Context-Based Teaching New approaches to the teaching of Science have been tried in the last ten years and research has been undertaken to look at ways of improving the way in which we teach school Science (Millar, Leach, Osborne, 2000; Roth, 1995; Tobin McRobbie, 1995). Examples of Context-based teaching can be found everywhere now. In particular, chemistry teaching is one area that has undergone significant reform in an attempt to make Science more relevant for all students (Barber, 2000; Beasley Butler, 2002; De Vos, Bulte Pilot, 2002; Gabel Bunce, 1994; Gutwill-Wise, 2001; Ramsden, 1992, 1997; Tobin McRobbie, 1995). Context-based Science has been implemented in international Science programmes (e.g. Chemistry in Context in the USA, Salters in the UK, Industrial Science in Israel, Chemie im Kontext in Germany and Chemistry in Practice in The Netherlands) throughout the last decade and has been trialed more recently in Victorian and Queensland classrooms in Australia. This new context-based approac h to teaching science was designed to address issues such as students lack of engagement in science and decreasing participation rates. In Queensland, the new Chemistry syllabus using the context-based approach has been on trial in schools since 2002, and the trial-pilot syllabuses in chemistry and physics were published in September 2004 by the Queensland Board of Senior primary School Studies. Despite recent changes, with the current syllabus mandating the inclusion of only one context (or one Extended Experimental Investigation (EEI)) in the Queensland chemistry syllabus, teachers may choose to continue to teach all science units in context. Context-based approaches represent a significant change in the teaching of chemistry. Problem Questions Many people involved in curriculum development and teaching believe that there are considerable benefits associated with context-based approaches. However, it raises a number of interesting questions: Does teaching science through the use of everyday contexts help school students understand science any better? Does teaching science in context improve school students attitudes to science? Are there differences in the effects on girls and boys, or on students of different ability? This chapter examines in detail the research evidence on the effects of context-based approaches to the teaching of science. In particular, it looks at the effects on students understanding of science and on their attitudes to science. Positive and Negative Effects of Context-Based Teaching Primary Science teaching around the world has been undergoing radical changes over the past decade. As most states move towards a context-based secondary syllabus, there is a danger that tertiary science teaching will be left behind. Although there are drawbacks to contextual teaching in the tertiary environment (such as lack of preparation time, the breadth of physics concepts covered, and stretching the boundaries of ones own understanding as a teacher), the benefits for students interest and motivation, as well as their learning outcomes are significant. Over the last decade, the syllabi for primary school science around Australia have been evolving from an approach based around set conceptual content to one in which the concepts are taught using a contextual approach. The advantages of contextual teaching are that students can link science to their lives in the real world, and are usually more motivated. In the US, school students taking a context-based course outperformed those students studying more traditional courses. This success was attributed, at least in part, to higher levels of interest and motivation amongst the students, together with their perception of the relevance of the topics (Sutman and Bruce, 1992; Gutwill-Wise, 2001). However, there can be an apparent mismatch between the teaching styles that school students experience (and their prior knowledge) with expectations of tutors in universities, and this has been identified as a possible cause of students difficulties in understanding thermodynamics (Carson and Watso n, 1999). Whitelegg and Parry (1999) discuss the advantages of teaching physics in context, both by applying previous knowledge to real life situations, and by initially learning physics through analyzing these situations. Although the latter option has obvious advantages for student perceptions of the relevance of a course, it is pointed out that there is an inherent danger that students will be unable to generalize their knowledge outside the context in which it was initially learned. Conclusion Teachers can create technology-rich, constructivist learning environments that engage students in student-centered, personally meaningful, authentic, and collaborative learning that is inquiry-based, requires informed decision-making, views mistakes as opportunities for growth, and values information exchange among all learners. One plausible way to achieve this goal is to use context-based teaching in classrooms. This article provided a theoretical rationale for such an approach. It also provided specific examples of context-based approaches being used in different schools these days, specific steps a teacher should take to create similar curricular lessons, as well as examples a student could use in understanding of any curricular area. Finally, it provided numerous positive and negative effects it has on pupils and teachers as well and online resources that provide teachers with additional ideas for making context-based teaching studies usable in their engaging, empowering and enl ightening classrooms. It is also claimed that the approach can enhance or, at least, not adversely affect students understanding of science ideas. Work Cited Abell, S. K., Bryan, L. A. (1999). Development of professional knowledge in learning to teach elementary science. Journal of Research in Science Teaching, 36(2), 121- 139 Angus, M., Olney, H. Ainley, J. (2007). In the balance: The future of Australias primary schools. Canberra: Australian Primary Principals Association. Biggs, J. (1999) What the student does: teaching for enhanced learning. Higher Education Research and Development 18(1), 57-75. Carson Watson, (1999). Chemical education: Towards Research-Based Practice. Accessed: April 16, 2010. From: http://books.google.com.pk/books?id=- 23VbCeM17QCpg=PA350lpg=PA350dq=Carson+and+Watson,+1999source=bl ots=Bd051tQtOrsig=JWZeYuupeInjdaIze5aUysoHRYIhl=enei=2o_IS92lMpWjO LjI7LgNsa=Xoi=book_resultct=resultresnum=10ved=0CCQQ6AEwCQ#v=one pageq=Carson%20and%20Watson%2C%201999f=false Fensham, 2004; Lyons, (2006). Context-based chemistry: creating opportunities for fluid transitions between concepts and context. Accessed: April 16, 2010.From: http://findarticles.com/p/articles/mi_6957/is_4_55/ai_n45557673/ Gutwill-Wise J.P., (2001), The impact of active and context-based learning in introductory chemistry courses: an early evaluation of the modular approach, Journal of Chemical Education, 78, 684- 690 Goodrum, D Rennie, L 2007, Australian School Science Education: National Action Plan 2008-2012, Volume 1, The National Action Plan, Department of Education, Training and Youth Affairs, Canberra. Goodrum, D, Hackling, M Rennie, L 2001, The status and quality of teaching and learning of science in Australian schools: A research report, Department of Education, Training and Youth Affairs, Canberra. Accessed: April 15, 2010. From: http://cmslive.curriculum.edu.au/leader/default.asp?id=25011issueID=11579 Holman J. and Pilling G., (2004), Thermodynamics in context: a case study of contextualised teaching for undergraduates, J. Chem. Educ., 81, 373-375. Hackling, M. W. (2006a). Research Report 1: Case study teachers experience of Primary Connections. Canberra: Australian Academy of Science. Judith Bennett. Teaching and Learning Science. Context-based Approaches to the Teaching of Science. Accessed: April 17, 2010. From: http://books.google.com.pk/books?id=CiaFobS- Cn0Cpg=PA99lpg=PA99dq=context- based+approaches+in+teaching+primary+sciencesource=blots=eZSJG0iC7csig=z3 Ml8P_Hdvo4_fg4s1KdotSE518hl=enei=aqnIS- 75HoevOKqWgNcMsa=Xoi=book_resultct=resultresnum=4ved=0CBoQ6AEw Aw#v=onepageq=context- based%20approaches%20in%20teaching%20primary%20sciencef=false Lubben F, Campbell B, Dlamini B (1997) Achievement of Swazi students learning science through everyday technology. Journal of the Southern African Association for Research in Mathematics and Science Education 1: 26-40. Ramsden JM (1997) How does a contextbased approach influence understanding of key chemical ideas at 16+? International Journal of Science Education 19: 697-710. Speering Rennie, (1996). Deakin Research Online. Primary students perceptions of mathematics and science. Charles University Education Faculty. Prague, Czech Republic. Accessed: April 15, 2010. From: http://www.deakin.edu.au/dro/view/DU:30008215 Whitelegg, E., and Parry, M. (1999) Real-life contexts for learning physics: meanings, issues and practice. Physics Education 34(2), 68-72.

Oedipus, Antogone, And Media :: essays research papers

ANALYTICAL ACCOUNT OF A RUNNING THEME   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"All those who were meant to die have died: those who believed one thing, those who believed the contrary thing, and even those who believed nothing at all, yet were caught up in the web without knowing why.† This particular quote by Jean Anouilh, author of Antigone, helped me choose fate, one of the more interesting underlining themes in all three plays: Oedipus the King, Antigone, and Medea, as the topic for my paper. No matter how hard the protagonists or antagonists in each play tried to change the fate of the protagonists, they failed and fate took over the chain of events. When humans try to change that which is beyond their control, they often fail and make the matters even worse than before as expressed by the authors of the three plays.   Ã‚  Ã‚  Ã‚  Ã‚  When Oedipus was born to Laius and Jocasta, their happiness was interrupted by a horrible prophecy: Oedipus will kill Laius and marry Jocasta when he grows up. The mood in Thebes changed from joyous to somber for the king chose to have his own son killed so that he could remain alive. Considering the situation from Laius’ point of view, it is not difficult to understand his actions but the mere fact that he tried to challenge fate causes his actions to seem ironic and cynical. By tinkering with fate, Laius caused the death of Jocasta, and Oedipus’ blindness and banishment in addition to the events caused by fate. In Antigone, Anouilh portrayed Creon in a similar way as Sophocles portrayed Laius. They both contributed more damage than benefit to the protagonists and their families with their â€Å"noble intentions.†   Ã‚  Ã‚  Ã‚  Ã‚  When Antigone violated the law created by Creon and tried to bury the body of her brother, Creon should have ordered her to be killed right away. Since he tried to persuade Antigone to forget about the body of her brother and marry his son, which was against her fate, his plan did not work out. One might think Antigone, being of noble blood and having a chance to marry a prince, was out of her mind to jeopardize her life while worrying about a dead body but Antigone’s fate was to die fighting for respect of her family. By delaying her death, Creon inadvertently caused the death of his wife and son. Jason tried to interfere with Medea’s fate and lost his life as well as the life of his loved ones.

Art and the Roman Catholic Church Essay

Art and the Roman Catholic Church have ties that go back to the simple foundation of Christianity itself. Through the beginning of the 1st century through modern times, art has played a crucial role for the church and it’s 2.1 billion person following. Art has been used to portray events in the history of Catholicism as well as to convey the message of the Bible, the Christian religions most valued source of information. Artistic styles have varied throughout the years, taking on a gothic look after the era of the Byzantine Empire, the Romanesque style of architecture, diving into forms of art such as theatre and poem, art and the Catholic Church have been tightly associated for centuries. Before the relationship between art and the Catholic church can be expressed, the term â€Å"art†, must first be defined. St. Thomas Aquinas (c.1225-1274) relates art and religion by sharing that, â€Å"The knowledge of God is to all creatures what the knowledge of the artificer is to things made by his art.†i The influential philosopher brings together a comparison of the mystery of faith and ties it to art. The meaning of his quotes is to address the level of God’s knowledge in a way where people will understand. He does this by comparing God’s knowledge to that of an artist, how no one knows exactly why things are the way they are besides the artist, therefore the exact purpose is left to interpretation. Because art has been around longer than written word has, it gives a special insight to the earliest periods in the time of the Catholic church. The oldest form of art found in Christianity is dated to the early 2nd century, where sculptures were found on Roman coffins.ii These coffins would usually depict Christian symbols such as the fish, the cross, or the dove, and only be recognizable to fellow Christians due to the vast amount of persecution amongst the Christian religion. These symbols are seen as the earliest forms of art and Christianity. Many Christian beliefs are based and formed on artists depictions of what happened during the life of Jesus Christ as well as before he was alive. â€Å"Here one is faced with the awkward fact that the only evidence on which one could base a history of emotional experience is the work of art itself.†i Newton expresses the odd truth that the most precise way to interpret the emotion of early 2nd century Christians to late 18th century Catholics is through are, but the one who is looking for this understanding of emotion must first see the artwork from the emotions and thoughts expressed, not by it’s genre. Putting art into the category of â€Å"Christian† or â€Å"Religious† is misleading. Yes the artist may have been Christian, yes the artwork may contain religious symbols or depictions, but what the artist is intending on doing is making you feel a specific way while also conveying an interpretation. The Creation Story in Genesis I gives us a look at what it is believed God likes. Because God â€Å"created humankind in his image,†ii and he â€Å"saw everything he had made and indeed it was very good,†iii this can only portray the belief that God himself finds joy in the beauty of the world as an expression of the beauty that is in Himself. Leaving one to interpret that God is an appreciator of art in it’s entirety. Emperor Constantine actually plays a major role in art for the Catholic Church. Emperor Constantine was the head of the Byzantine Empire in 313AD when he officially approved Christianity be recognized.iv This was one of the most important events in the history of Christianity because before this, Christians were a group that met in secret to avoid persecution by gentiles for believing that Jesus was the messiah. The Byzantine Empire controlled all the land around the Mediterranean Sea, a major point of travel and trade. This allowed for a bigger turnout of Jews converting to Christianity. The Byzantine style of art is described as a, â€Å"fusion of oriental decoration, Hellenistic naturalism with echoes of pagan subject matter, and Christian symbolism.†iMosaics would be painted along city walls, later on finding their way into churches. The pieces of work also served as advertisements for the Christian Church. Built in the early 12th century, Abbey Church of St. Denis is the first Gothic-style Cathedral ever built.ii It represents the typical blueprint for Gothic architecture. The high windows, ceilings and arcs are all typical styles of gothic architecture in regards to the cathedrals that popped up throughout the late 12th century. In it stood â€Å"the Virgin of Jeanne d’Evreux†, a 68cm sculpture depicting the Virgin Mary holding baby Christ. Aside from currently being held in the Louvre museum, the sculpture captures what is known even today as the fundamental image most Christians have in their mind. Although there hasn’t been a photograph of this event, Christians have images of Mary and Baby Jesus in their mind because of art in the church. As a place for learning, people go to church to do more than listen to the priest, but to let the art and architecture of the church effect them spiritually. View as multi-pages

Is Coffee Drinking a Social Problem? Essay

Social issues are matters that cannot be controlled by individuals and is most often created by the social environment that the individual is socializing in. Social issues are discussions that have a direct effect on the everyday life of society and are usually politically related. Some examples of social issues are poverty, violence, justice, and violation of human rights, equality and crime. A social issue usually involves discussions of conflicting viewpoints that create tension between the disagreeing parties. With this said, one may ask, â€Å"How then, is it possible for coffee drinking to be called a social problem? † Coffee drinking is a socially accepted norm that dates back to the 16th century when the first coffee house was established in Persia where it gained a reputation as a social gathering place. By 1652, the coffeehouses were places where the British would go to conduct business or read the daily paper. Eventually is provided a refuge for coffee patrons to discuss politics and ideas. Pretty much the same purpose coffee drinking serves society today. 1950’s America established coffee drinking and houses as places of intellectual gathering. In modern America, coffee drinking has provided a social alternative for the youth that are not allowed entry into bars due to age restrictions. It gives them the taste of being in a bar like atmosphere but without the dangers that those alcoholic bars usually present to under age drinkers. Coffee drinking is now considered a sophisticated social act with places like Starbucks creating sophisticated coffee drinks and atmospheres for the drinkers to talk about. There is no merit to the idea that coffee drinking poses a social problem. Coffee drinking is not a social problem but a social enhancement or solution in most instances. It is also a healthy alternative for most people who are withdrawing from real social problems like substance or alcohol abuse. It is an alternative lifestyle for those who dislike the disco and bar scene as well. Work Cited: Social Benefits of Coffee. Coffee and People. 2003-2004 Retrieved February 23, 2007 from http://www. ringsurf. com/info/Food/Coffee/Benefits_of_Coffee/Social/.

Improve Business Writing Skills to Increase Productivity and Revenue

Improve Business Writing Skills to Increase Productivity and Revenue Current Business Writing Skills Scenario Your employees’ abilities to write and rewrite, clearly and concisely, goes a long way in establishing a competitive advantage for your business. If you want to make the best first impression on all your customers, clients, vendors, other transacting parties, and anyone who comes in contact with your business, then your employees need to master the art of effective business writing skills. Because most employees spend a substantial part of each workday writing whether it's email, reports, briefings, presentations, or requirements summaries improving business writing skills willsave your company money and increase employee productivity. Good writing skills lead to improved productivity and cost savings for the business. When employees spend a lot of time writing reports and end up producing error-prone documents, your business is likely to lose goodwill. Another issue with poor business writing skills is that it leads to wasted hours of editing and proofreading. This negatively affects your business productivity, since the time spent to make corrections could have been utilized for profit-making activities. Additionally, you might need to hire experienced editors orproofreaders for key business documents, adding more expense to your payroll. Drasticallyimprove your employees’ business writing skills by conducting business writing training. This will lead to improved productivity and by reducingthe average time spent on a single business writing task. Here is empirical proof: Current Business Writing Skills Scenario Suppose that your organization has a work unit of 30 workers. Each worker earns $60,000 per year. Similarly, each writer spends 3.2 hours a day on writing. Within an average 40-hour working week, 40% of the time is therefore devoted towards writing. Current Costs to your Company Under the current scenario, your company is paying $1,800,000 ($60,000*30) to workers on an annual basis. As already mentioned, each worker spends 40% of his or her time every day in writing. This means that, currently, your business is spending $720,000 ($1,800,000*40%) on an annual basis on youremployees’ business writing efforts. Assuming that there are 240 working days in a year, the total annual employee writing hours are 23040 (240days* 3.2 hours/day* 30 workers). This means that you are currently paying $31.25 per hour ($720,000/23040 hours) as the average annual costs per hour on business writing. Staff Training - Revised Scenario Now, let’s consider an alternative. Suppose you train your staff how to improve their business writing skills. Through our 6-step proven business writing methodology, you can reduce your staff’s average time spent on writing by 30%. Keeping all other factors constant, it means that each writer now spends 2.24 hours a day (3.2 hours* 70%) on writing. Revised Costs to your Company Even from a quick glance, you can clearly see that improving your staff’s business writing skills will have a strong positive impact on time and money saved. Keeping the number of employees (30), the total annual salary ($1,800,000) and the total working days per year (240) constant, here are new results: Total employee writing costs for the year will reduce to $504,000 (1,800,000*28%) Total annual employee writing hours will decrease to 16,128 (240 days* 2.24 hours* 30 workers) These simple empirical calculations prove that you can save on your total writing costs by more than $100,000 and total writing hours by 6,912 hours annually. The resources saved can be invested in other business activities to generate profits. The benefits of an effective business writing skills improvement program are far reaching. They lead to improved information flow, better coordination, and manyother growth and branding incentives for a business. To learn more about the power of business writing and how to improve business writing skills for your employees, download my guide, Four Ways to improve your Team’s Business Writing Skillstoday!