4 Ways to Tame Your Phone and Remain Productive

4 Ways to Tame Your Phone and Remain Productive When was the last time you spent a day without your phone? Half a day? Heck, even a couple of hours? If you’re anything like me, you probably can’t remember a time where you were purposefully without your phone. Our livesâ€"both personally and professionallyâ€"have become so controlled by the flow of communication that even a few minutes without our phones within reach has been shown to cause anxiety, physical signs of stress, and even depression in some users.   But despite their misgivings, our phones are also incredible tools for productivity, when used properly. Unfortunately, few of us do this. Instead of supporting us with the work we need to do, our phones become beacons for interruptions. You might be always on and available for important messages. But you’re also always on and available for stress-inducing Slack messages, aggravating emails, and a constant stream of busy work. So with our phones so firmly ingrained in our day-to-day, the question becomes: Can we still be productive, even with our devices around us 24/7?   It’s not how much you use your phone that’s a problem. It’s how often you impulsively check it. You probably know you should be looking at your phone less often. But it’s not entirely your fault that you can’t leave it alone. As humans, we’re driven to seek rewards of all sorts. And every time you look at your phone and see a little red dot next to an app or feel it buzz in your pocket, it sends a signal your brain just can’t ignore. You see, every time you get a notification from your phone it’s like pulling on a slot machine. Your brain doesn’t know whether it’s going to get an Instagram like, a new Twitter follower, a text from an old friend, or a spam email. And to be honest, it doesn’t matter. This kind of variable reward system is how we learn and build habits and it’s pretty much impossible to ignore. So what do you do? The easy answer is to say you’re going to turn off all notifications. Unfortunately, that doesn’t work either. According to Nir Eyal, author of Hooked: How to make habit-forming products, apps and tools on your phone have become so good at forming habits that they don’t even need notifications to steal your attention. We check our phones not just because something told us to. But because we’ve built habits that tell us to do it on our own.     It’s gotten so bad that researchers have found that even a silent phone near you causes increased anxiety, stress, and disruption to your focus. Instead of trying to go cold turkey and block the external triggers drawing us to our phones, we need to find ways to tame its constant pull and build a better relationship that puts us in control of when and how we use it. Here are a few suggestions to get you started:               Productive Task ManagementDiscover MeisterTask Get started Its free! Get started Step 1: Create distance between you and your phone to lessen your habit of “Checking in” One of the main issues we have with our phones is simply just how present they are in our lives. According to marketing firm dscout, we “touch” our phones 2617 per day. Meanwhile, Apple recently revealed that iPhone users unlock their phones around 80 times every 24 hours. When it comes to the work things that pull at our attentionâ€"email and instant messengers like Slackâ€"we found the average user checks in nearly every 7.5 minutes. Whichever number seems closest to your own usage, it’s clear we’ve built a habit of constantly needing to check in on our phones. The first step in taming your phone usage is to create friction to disrupt that habit. As Catherine Price, author of How to Break Up With Your Phone, explains: “We often try to jump in and start changing stuff without really taking the time that’s necessary to understand why we’re reaching for our phones, and how we feel when we are on our phones. And I think those are very powerful questions to ask.” One solution that Catherine suggests in her book is to create a moment of friction as you reach for your phone. To do this, she’s created custom lock screen wallpapers that ask “What for? Why now? What else?” Next, try to create more situations where you’re physically separated from your phone. Follow a recipe in a cookbook instead of on a website. Or simply place your phone in your bag instead of in your pocket. As Dr. Alex Soojung-Kim Pang, author of The Distraction Addiction, explains: “Not carrying your phone right against your body but carrying it in your bag can help ease some of that sense that you always need… to have a little of your attention turned towards your phone.” Step 2: Remove immediate triggers from your home screen to stay on task The scope for our phones to go from helpful tools to destructive forces depends on what we see the moment we open them. Your home screen is a battle for your attention. And unfortunately, most of us are on the losing side. Tristan Harris of the Center for Humane Technology, calls these “menus.” Every time you open your phone, you’re presented with a menu of options and paths to choose from. The problem is, these menus don’t tell the whole picture, but rather limit our options of what to do. Worse than that, when we give ourselves distracting menus, we’re more likely to lose focus and slip off down the rabbit hole.   “The ‘most empowering’ menu is different than the menu that has the most choices. But when we blindly surrender to the menus we’re given, it’s easy to lose track of the difference.” But unlike a restaurant where you go for specific dishes, we have full control over the menus we see on our phones. So ask yourself, what options do you want on your menu? Do you want social media, email, and games? Or notes, weather, and tools? “By shaping the menus we pick from, technology hijacks the way we perceive our choices and replaces them with new ones. But the closer we pay attention to the options we’re given, the more we’ll notice when they don’t actually align with our true needs.” To use your phone productively, you need to create the right menu. That means removing any distracting apps that will pull at your attention and bombard you with notifications. If you want to go to the extreme, you can even turn your phone greyscale to remove the color triggers from app icons. Step 3: Practice better phone hygiene to set standards around focus and attention How you use your phone doesn’t just affect you. It also signals to other people how they should use theirs as well. So if you want to tame your phone’s control over you, it’s going to have to be a group effort. According to the Harvard Business Review, managers who frequently send emails and check their phones during meetings are 2.2 times more likely to have direct reports who do the same thing. If you’re in a position of leadership at your company or just want to help the people around you spend less time on their phones, you need to be the source of change. Nir Eyal, author of Hooked, suggests creating something like a “digital hat rack.” With this approach, devices are left outside of meetings so you have more face-to-face interactions and are less likely to be distracted. And it’s not just in-person behaviors that should be changed. If you send emails out of hours, you can expect to receive them as well. But if you wait to respond during working hours, you can slowly change the culture around how often people are expected to be “on”.  This, of course, goes for Slack messages too. Step 4: Use a tool to help understand and control your actual usage Changing the way you use your phone means changing your behavior. And research has shown that to change the way we think and act, we need more than just willpower alone. Thankfully, there are plenty of tools you can use to either add friction to your phone usage  or track the time you spend on it for an accurate picture of just how much it’s impacting your workday. Here’s a few you might want to check out: Arianna Huffington’s Thrive App turns off notifications, calls, and texts except from people on your VIP list Siempo changes your interface to help you question why you’re using your phone RescueTime tracks the time you spend on your Android phone (and your desktop), giving you a super accurate view of how you’re using it and how much of your attention it takes Forest encourages you to stay away from your phone by growing virtual “trees” that die once you start using your phone. While these tools can help change your behavior, they aren’t standalone solutions. It’s always more important to understand why you’re letting your phone distract you, rather than rely on an external tool to try to solve your problems.   It’s all too easy to vilify our phones as the source of all our distractions. But the truth is that they’re fantastic tools that can actually help increase our productivity, giving us the flexibility to work when and how we want to, and capture creative ideas quickly and in the moment.   Instead of blaming our phones, we need to start blaming the bad phone usage habits we’ve built. By creating friction when we feel the desire to use our phone, removing triggers, and creating a better culture around phone use, we can start to use them on our terms. Not theirs. Productive Task ManagementDiscover MeisterTask Get started Its free! Get started 4 Ways to Tame Your Phone and Remain Productive When was the last time you spent a day without your phone? Half a day? Heck, even a couple of hours? If you’re anything like me, you probably can’t remember a time where you were purposefully without your phone. Our livesâ€"both personally and professionallyâ€"have become so controlled by the flow of communication that even a few minutes without our phones within reach has been shown to cause anxiety, physical signs of stress, and even depression in some users.   But despite their misgivings, our phones are also incredible tools for productivity, when used properly. Unfortunately, few of us do this. Instead of supporting us with the work we need to do, our phones become beacons for interruptions. You might be always on and available for important messages. But you’re also always on and available for stress-inducing Slack messages, aggravating emails, and a constant stream of busy work. So with our phones so firmly ingrained in our day-to-day, the question becomes: Can we still be productive, even with our devices around us 24/7?   It’s not how much you use your phone that’s a problem. It’s how often you impulsively check it. You probably know you should be looking at your phone less often. But it’s not entirely your fault that you can’t leave it alone. As humans, we’re driven to seek rewards of all sorts. And every time you look at your phone and see a little red dot next to an app or feel it buzz in your pocket, it sends a signal your brain just can’t ignore. You see, every time you get a notification from your phone it’s like pulling on a slot machine. Your brain doesn’t know whether it’s going to get an Instagram like, a new Twitter follower, a text from an old friend, or a spam email. And to be honest, it doesn’t matter. This kind of variable reward system is how we learn and build habits and it’s pretty much impossible to ignore. So what do you do? The easy answer is to say you’re going to turn off all notifications. Unfortunately, that doesn’t work either. According to Nir Eyal, author of Hooked: How to make habit-forming products, apps and tools on your phone have become so good at forming habits that they don’t even need notifications to steal your attention. We check our phones not just because something told us to. But because we’ve built habits that tell us to do it on our own.     It’s gotten so bad that researchers have found that even a silent phone near you causes increased anxiety, stress, and disruption to your focus. Instead of trying to go cold turkey and block the external triggers drawing us to our phones, we need to find ways to tame its constant pull and build a better relationship that puts us in control of when and how we use it. Here are a few suggestions to get you started:               Productive Task ManagementDiscover MeisterTask Get started Its free! Get started Step 1: Create distance between you and your phone to lessen your habit of “Checking in” One of the main issues we have with our phones is simply just how present they are in our lives. According to marketing firm dscout, we “touch” our phones 2617 per day. Meanwhile, Apple recently revealed that iPhone users unlock their phones around 80 times every 24 hours. When it comes to the work things that pull at our attentionâ€"email and instant messengers like Slackâ€"we found the average user checks in nearly every 7.5 minutes. Whichever number seems closest to your own usage, it’s clear we’ve built a habit of constantly needing to check in on our phones. The first step in taming your phone usage is to create friction to disrupt that habit. As Catherine Price, author of How to Break Up With Your Phone, explains: “We often try to jump in and start changing stuff without really taking the time that’s necessary to understand why we’re reaching for our phones, and how we feel when we are on our phones. And I think those are very powerful questions to ask.” One solution that Catherine suggests in her book is to create a moment of friction as you reach for your phone. To do this, she’s created custom lock screen wallpapers that ask “What for? Why now? What else?” Next, try to create more situations where you’re physically separated from your phone. Follow a recipe in a cookbook instead of on a website. Or simply place your phone in your bag instead of in your pocket. As Dr. Alex Soojung-Kim Pang, author of The Distraction Addiction, explains: “Not carrying your phone right against your body but carrying it in your bag can help ease some of that sense that you always need… to have a little of your attention turned towards your phone.” Step 2: Remove immediate triggers from your home screen to stay on task The scope for our phones to go from helpful tools to destructive forces depends on what we see the moment we open them. Your home screen is a battle for your attention. And unfortunately, most of us are on the losing side. Tristan Harris of the Center for Humane Technology, calls these “menus.” Every time you open your phone, you’re presented with a menu of options and paths to choose from. The problem is, these menus don’t tell the whole picture, but rather limit our options of what to do. Worse than that, when we give ourselves distracting menus, we’re more likely to lose focus and slip off down the rabbit hole.   “The ‘most empowering’ menu is different than the menu that has the most choices. But when we blindly surrender to the menus we’re given, it’s easy to lose track of the difference.” But unlike a restaurant where you go for specific dishes, we have full control over the menus we see on our phones. So ask yourself, what options do you want on your menu? Do you want social media, email, and games? Or notes, weather, and tools? “By shaping the menus we pick from, technology hijacks the way we perceive our choices and replaces them with new ones. But the closer we pay attention to the options we’re given, the more we’ll notice when they don’t actually align with our true needs.” To use your phone productively, you need to create the right menu. That means removing any distracting apps that will pull at your attention and bombard you with notifications. If you want to go to the extreme, you can even turn your phone greyscale to remove the color triggers from app icons. Step 3: Practice better phone hygiene to set standards around focus and attention How you use your phone doesn’t just affect you. It also signals to other people how they should use theirs as well. So if you want to tame your phone’s control over you, it’s going to have to be a group effort. According to the Harvard Business Review, managers who frequently send emails and check their phones during meetings are 2.2 times more likely to have direct reports who do the same thing. If you’re in a position of leadership at your company or just want to help the people around you spend less time on their phones, you need to be the source of change. Nir Eyal, author of Hooked, suggests creating something like a “digital hat rack.” With this approach, devices are left outside of meetings so you have more face-to-face interactions and are less likely to be distracted. And it’s not just in-person behaviors that should be changed. If you send emails out of hours, you can expect to receive them as well. But if you wait to respond during working hours, you can slowly change the culture around how often people are expected to be “on”.  This, of course, goes for Slack messages too. Step 4: Use a tool to help understand and control your actual usage Changing the way you use your phone means changing your behavior. And research has shown that to change the way we think and act, we need more than just willpower alone. Thankfully, there are plenty of tools you can use to either add friction to your phone usage  or track the time you spend on it for an accurate picture of just how much it’s impacting your workday. Here’s a few you might want to check out: Arianna Huffington’s Thrive App turns off notifications, calls, and texts except from people on your VIP list Siempo changes your interface to help you question why you’re using your phone RescueTime tracks the time you spend on your Android phone (and your desktop), giving you a super accurate view of how you’re using it and how much of your attention it takes Forest encourages you to stay away from your phone by growing virtual “trees” that die once you start using your phone. While these tools can help change your behavior, they aren’t standalone solutions. It’s always more important to understand why you’re letting your phone distract you, rather than rely on an external tool to try to solve your problems.   It’s all too easy to vilify our phones as the source of all our distractions. But the truth is that they’re fantastic tools that can actually help increase our productivity, giving us the flexibility to work when and how we want to, and capture creative ideas quickly and in the moment.   Instead of blaming our phones, we need to start blaming the bad phone usage habits we’ve built. By creating friction when we feel the desire to use our phone, removing triggers, and creating a better culture around phone use, we can start to use them on our terms. Not theirs. Productive Task ManagementDiscover MeisterTask Get started Its free! Get started

Understanding the Japanese Phrase Sore De Kimatta

Learn how to pronounce the Japanese phrase sore de kimatta and what it means in English. Meaning Done! Pronunciation Listen to the audio file for Sore de kimatta Japanese Characters 㠁 Ã£â€šÅ'㠁 §Ã¦ ± ºÃ£  ¾Ã£  £Ã£ Å¸Ã£â‚¬â€š 㠁 Ã£â€šÅ'㠁 §Ã£  Ã£  ¾Ã£  £Ã£ Å¸Ã£â‚¬â€š

Essay on Case Study Analysis Union Carbide Corporation...

The Political, Social, and Legal Environment of Business Case Study Analysis: Union Carbide Corporation and Bhopal A single slip in action may cause lasting sorrow. A slight mistake in operation at a Union Carbide pesticide plant in Bhopal of India causes a lot of deaths and injuries. What a tragedy it is. Undoubtedly, there must be something wrong with the management of the plant. In addition to the plant, the governments related in India that issued permits and provided incentives for the plant, Bhopal community officials who permitted slum dwellers to move near the plant in illegal settlements, Indian environmental and safety inspectors should also be responsible for this. The governments related in India issued permits†¦show more content†¦That was really amazing to me. There is no difference whether the plant had the gauges or not in this way. Unfortunately, the refrigeration units that cooled the tanks had been shut down for five months as an economy measure. Nevertheless, every instrument has its own use. It is not allowed to ignore any one part of a machine. When the operator informed his supervisor, the supervisor suggested fixing leak after a tea break for about twenty five minutes. It is so unbelievable that a supervisor would not respond to his subordinate immediately. The situation may become totally different if the supervisor can take im mediate action to that situation at that time since a supervisor may have more knowledge or experience to control the whole situation. It never rains but it pours. The scrubber, which was designed to handle the temperature and pressure, and a flare tower, designed to burn off toxic gases before the gas escaped into the atmosphere were either down for maintenance or off-line. At the same time, the plant violated another procedure in the MIC processing manual, which called for leaving one tank empty as safety measure. 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Lord of the Flies Intelligence and Good vs. Evil Free Essays

Good versus evil is a common concept used often in storytelling, writing, plays, movies, etc. the basic story line is commonly used and developed to mold different ideals, meanings, and lessons into different types of works. William Golding’s novel the Lord of the Flies falls into this category of works with the good versus evil story line. We will write a custom essay sample on Lord of the Flies: Intelligence and Good vs. Evil or any similar topic only for you Order Now Boiling the novel down to its most basic state it is a story of a group of boys. They all start out in a state of innocence, then as they adjust to their new surroundings after being stranded on a deserted island with no adults; they chose whether or not they turn from their innocence. When the boys turn from their innocence they go from being good to evil, or as the interpretation of this novel is commonly perceived the boys go from being civilized boys to savages. It is in this sense that civilized and good can be used interchangeably for this interpretation, and the same for evil and savagery. Golding puts an interesting twist to this basic plot right in the beginning of the story. Golding takes the story from just a simple tale of good versus evil to good versus evil with competing ideas of intelligence. Right in the beginning of the novel we see these ideas of intelligence take form. As the story builds the differences in the types of intelligence grows and becomes more distinct. From there the competition of good versus evil begins. After their plane crashes the boys who were on the plane to escape the warfare in England are scattered on the island. Ralph, the first boy we are introduced to meets another boy named Piggy. â€Å"It’s a shell! I seen one like that before. On someone’s back wall. A conch he called it. He used to blow it and then his mum would come. It’s ever so valuable-â€Å"(15). With Piggy’s help Ralph uses the conch they found to call out to the other boys on the island. This is the first hint at the two types of intelligence. Piggy is already exhibiting signs of natural intelligence. This type of intelligence is developed based on the sensory analysis of the surroundings. This intelligence is more advanced and enables Piggy to think in more civilized, advanced ways. He is immediately made fun of for his appearance and as the story progresses is mocked as a know-it-all. No one listens to Piggy, even though the conch and the meeting were his ideas no one realizes this, nor do they care. Once all the boys are gathered together there is a vote on who should be chief. A boy named Jack is introduced as the leader of the choir boys and he wants to be chief, but when put to a vote Ralph is elected. Ralph does give the choir to Jack and asks what they would like to be. Jack tells Ralph that he and his choir shall be the hunters. Ralph depicts more social intelligence. Ralph knows how to work a crowd, how to lead a group, and how to gain respect. â€Å"Everybody must stay round here and wait and not go away. Three of us- if we take more we’d get all mixed, and lose each other- three of us will go on an expedition and find out† (23-24). This act showed that Ralph was able to get the attention of the boys at any time and that the boys would actually listen to him. His ability to be able to accomplish this as quickly as he did really shows his true social intelligence. â€Å"If a ship comes near the island they may not notice us. So we must make smoke on top of the mountain. We must make a fire† (38). Ralph does show some natural intelligence as well, but not nearly as much as Piggy exhibits. Jack also shows a form of social intelligence. He is able to keep command over his choir and they listen to him no matter what. This shows that in the beginning of the story even though the boys are all different, have different types of intelligence, and have mixed feelings about the situation they are still united together as a whole. â€Å"All day I’ve been working with Simon. No one else. They’re off bathing, or eating, or playing† (50). The boys begin to slack and begin to realize that there aren’t consequences or punishments for the wrongs they do. Jack and his group of hunters become obsessed with the idea of killing a pig, and are the only ones exempt from helping build shelters, though the other boys don’t really care enough about their orders to help build or gather food. It’s at this point in the novel where there are serious signs of cracks and issues with the order system the boys have put in place since being on the island. Jack is beginning to slip into a more savage state, and is using his social intelligence to bring other boys down with him. The improvised form of society that the boys have created is already starting to weaken and fall. Kill the pig. Cut her throat. Spill her blood† (69). â€Å"Look! We’ve killed a pig-we stole up on them-we got into a circle-â€Å"(69). It is at this point in the novel where the group of hunters, the boys who killed the pig, have turned from innocence. The kill they had obsessed over finally happened and they were proud of themselves for killing. The a ct of killing a living creature, something they never had done before, was the true turning point for them. There was no turning back from it; the hunters even painted their faces, this sense of wearing a mask, pretending to be someone else enabled them to kill. ‘But they’ll be painted! You know how it is. ’ Eric says. The others nodded. They understood only too well the liberation into savagery that the concealing paint brought. ‘Well, we won’t be painted,’ said Ralph, ‘because we aren’t savages’† (Golding 172). Ralph is starting to understand that Jack and the group of boys who follow him are starting to turn to a more evil state. Ralph still tries to use his social intelligence and command over his boys so they don’t go over to Jack’s side. Within Jack’s group the obsession with hunting caused the boys to let the fire go out, and subsequently lose a chance at rescue. The hunters didn’t really seem to care about the fire; they were still overly hyped up about their kill, swearing that they would hunt again and bring back even more meat. As the boys become more and more content with letting go with the rules they get closer and closer to losing their sense of civilization completely. â€Å"‘If I blow the conch and they don’t come back; then we’ve had it. We shan’t keep the fire going. We’ll be like animals. We’ll never be rescued. ’â€Å" (Golding 92). As the boys start to fulfill their own wishes of hunting and playing they get sick of listening to Ralph and being controlled by the conch. They don’t want to do work; they just want to have fun. Jack rebels against Ralph and makes his own â€Å"tribe,† where he could be the leader and he would no longer be controlled by the conch. Evil starts to arise rapidly; the majority of the older boys side with Jack and abandon Ralph’s authority. After that Piggy, Sam and Eric are the older boys who remain with Ralph. As the night wears on, some of the â€Å"littleuns† sneak off to join Jack. This is truly the end of their makeshift society, it has completely failed. After the split of the group it appeared as though things could settle down, but Ralph and his boys find that it is nearly impossible to keep the rescue fire going. They need to ask the others for help but Jack’s boys are too afraid to help them. Jack had taken to using torturous and intimidation methods to keep control over his group. He wears a mask, like he did when he killed the first pig; this seems to allow Jack to give in completely to his â€Å"evil† savage side. It was while celebrating their savageness and reenacting the kill that they got carried away and got themselves overly worked up. The beast struggled forward, broke the ring and fell over the steep edge of the rock to the sand by the water. At once the crowd surged after it poured down the rock, leapt on to the beast, screamed struck, bit, tore. There were no words, and no movements but the tearing of teeth and claws† (Golding 153). The wickedness in all of the boys deludes them into mistaking Sim on, the only truly â€Å"good† pure boy, as the beastie. Simon was considered to be the â€Å"pure† boy, the epitome of civilization and innocence. Jack and the other boys had completely given themselves over to their evil sides, giving in to their natural instincts and savagery. Social Intelligence and natural intelligence are both qualities that help a person to be successful in life. However, overall, society puts greater worth in social intelligence. The abilities to work with others, lead and motivate others, and inspire others make a person successful in life. Just like good and evil, social and natural intelligence go hand in hand. One is not greater than the other, but like people believe good is better, people put more stock in social intelligence. In Lord of the Flies the boys put their trust in Ralph, but as time goes on, and rules begin to be broken, the less control Ralph seems to have. Social intelligence will only go so far, it can’t be natural instincts. Natural instincts are hidden behind the rules and expectations of society. When they begin to dwindle and those instincts become more prominent, that natural intelligence becomes important, it can be the intelligence or lack thereof that can make or break a situation. Without one, evil or good, natural intelligence or social intelligence, the other is not really known. Without evil how would we know what good is? If everyone was socially intelligent how would we know what natural intelligence is? The answer is we wouldn’t have a way of knowing. A person cannot know one without knowing of the other. Intelligence and good and evil all work together, as seen in Golding’s novel. Jack possessed the same kind of social intelligence as Ralph, but when he gave in to evil his social intelligence the power it gave him over the other boys allowed Jack to change the atmosphere of the island and turn the boys away from goodness and civilization. Piggy had natural intelligence but because he lacked any real social intelligence he was shunned, mocked, and in the end killed for this. He came off as a know-it-all and a whiner; this annoyed the other boys and eventually led to his demise. The boys didn’t put any stock in natural intelligence; they put all their stock in social intelligence and natural instinct. Ralph, with Piggy’s help, was able to remain civilized and good. Though he lost his hold on the boys he still had his social intelligence, and even some natural intelligence of his own to rely on. When Ralph was in charge his positive outlook affected the boys as well, they were positive because he was positive. The struggle between good and evil does not just affect the person who’s battling it within themselves, it also affects those around them, and subsequently can change them too. ? How to cite Lord of the Flies: Intelligence and Good vs. Evil, Papers

Negative Campaign Advertising free essay sample

A look at the use of negative campaign advertising and political and social debates around the concept. This paper explores the concept of negative campaign advertising. The author examines how politicians make use of negative advertising, the effects of such advertising, the legal concerns of negative advertising and the moral and ethical debates around the issue. Since the early 1980s, negative political advertising has become the dominant strategy of most campaigns for high-visibility offices in the United States and other countries. Negative political advertising is political advertising that implicitly or explicitly places the opposition in an inferior position, providing an argument that calls his/her fitness for office or leadership ability into question. (Johnson-Cartee and Copeland, p.20). Political consultants are less than eager to admit they actively participate in negative political advertising, creatively renaming negative ads in value-positive euphemisms and skirting the issue. This causes the extended inference that any type of negative advertising, even that which attempts to honestly educate the voter regarding legitimate shortcomings of a political opponent is inherently bad. We will write a custom essay sample on Negative Campaign Advertising or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page

Essay on Module 3 2014 2015

Essay on Module 3 2014 2015 Essay on Module 3 2014 2015 ADVANCED MANAGEMENT ACCOUNTING MA2 MODULE 3 Copyright 2014 by the Certified General Accountants of Ontario LEARNING OBJECTIVES 3.1 Risk environment and types of risk 3.2 Levels of risk management 3.3 Evaluating risk 3.4 Techniques for mitigating risk 3.5 Case analysis: Entropic Communications, Inc. Copyright 2014 by the Certified General Accountants of Ontario 3.1-1 RISK ENVIRONMENT AND TYPES OF RISK ï‚ § ï‚ § ï‚ § Risk is the probability that a negative outcome will occur. All organizations face risk. In many instances, it cannot be avoided, but it can be mitigated. The COSO framework is used by organizations as an enterprise risk management tool for dealing with risk. In this topic, the framework is used to describe the risk environment. The COSO (the Committee of Sponsoring Organizations) cube has three dimensions: 1. Four key categories used to classify entity objectives ï‚ § ï‚ § ï‚ § ï‚ § Strategic goals: High-level goals that support the mission Operational objectives: Effective and efficient operations Reporting objectives: Reliability of financial reporting Compliance objectives: Compliance with applicable laws and regulations Copyright 2014 by the Certified General Accountants of Ontario 3.1-2 RISK ENVIRONMENT AND TYPES OF RISK 2. Eight components of enterprise risk management (ERM) ï‚ § Internal environment - The internal environment encompasses the tone of an organization. It sets the basis for how risk is viewed and addressed by an entity’s people, including risk management philosophy and risk appetite, integrity and ethical values, and the environment in which they operate. ï‚ § Objective setting - Objectives must exist before management can identify potential events affecting their achievement. Enterprise risk management ensures that management has in a process in place to set objectives. It also ensures that the chosen objectives support and align with the entity’s mission and are consistent with its risk appetite. ï‚ § Event identification - Internal and external events affecting achievement of an entity’s objectives must be identified, distinguishing between risks and opportunities. Opportunities are channeled back to management’s strategy or objective-setting processes. Copyright 2014 by the Certified General Accountants of Ontario 3.1-3 RISK ENVIRONMENT AND TYPES OF RISK ï‚ § Risk assessment - Risks are analyzed, considering likelihood and impact as a basis for determining how they should be managed. ï‚ § Risk response - Management selects risk responses – developing a set of actions to align risks with the entity’s risk tolerances and risk appetite. ï‚ § Control activities - Policies and procedures are established and implemented to help ensure the risk responses are effectively carried out. ï‚ § Information and communication - Relevant information is identified, captured, and communicated in a form and timeframe that enable people to carry out their responsibilities. Effective communication also occurs in a broader sense, flowing down, across, and up the entity. ï‚ § Monitoring - The entire process of enterprise risk management is monitored and modifications made as necessary. Monitoring is accomplished through ongoing management activities, separate evaluations, or both. Copyright 2014 by the Certified General Accountants of Ontario 3.1-4 RISK ENVIRONMENT AND TYPES OF RISK 3. The third dimension represents the business/ operational units of the organization – entity-level, division, business unit, and subsidiary ï‚ §As a whole, the ERM components focus on identifying, assessing, and controlling risk. Copyright 2014 by the Certified General Accountants of Ontario 3.1-5 RISK ENVIRONMENT AND TYPES OF RISK ï‚ § Part of the process of managing risk is to assess its likelihood and impact. The types of risks an organization faces can be divided into four categories: ï‚ § ï‚ § ï‚ § ï‚ § Hazard risk - The possibility that an event will cause harm to an individual (by the organization) or that harm is done to the organization. Hazard risks

Problem Solving and Data Analysis KeySAT MathConcepts

Problem Solving and Data Analysis KeySAT MathConcepts SAT / ACT Prep Online Guides and Tips SAT Math is divided intro three domains: Heart of Algebra Problem Solving and Data Analysis Passport to Advanced Math It's a good idea to get really familiar with what's going to be on the test, where it was derived, and what the SAT is really testing. This post will focus on one domain- Problem Solving and Data Analysis. This is an opportunity to get cozy with these concepts, and with the overall tapes of information that test-makers are looking for. Problem Solving and Data Analysis problems are all about applying your math knowledge to practical situations and looking at actual statistics instead of abstract, theoretical scenarios. Basic Information There are 17 questions in this domain (out of 58 total math questions). They aren't labeled or otherwise indicated on the test- you're never told which type of question you're working on. There are no Problem Solving and Data Analysis problems on the no-calculator section. You will always be permitted to use your approved calculator for questions from this domain- though you may not always need it. You will receive a subscore on a scale of 1-15 on this domain. There will be both multiple choice and grid-in questions. You'll be dealing with both single-step and multistep problems; sometimes, it's just a matter of reading the data and parroting it back, while other problems require a bit more manipulation of the numbers. General Concepts The test-makers want to know that you understand math thoroughly enough to use your skills in real-world settings. Quantitative reasoning is also crucial; you should be able to work with numbers and draw conclusions about what they imply. You’ll be working with a lot of numbers. Real-World Applications You should be able to build a representation of a problem. If a scenario is described to you, you should be able to model it mathematically by describing it with expressions and equations. You should know to consider the units involved. If there happens to be a shift of units (from feet to miles, or something like that), you should account for that as you calculate. You should keep track of the practical meaning of quantities. You're going to be representing real values with variables: don't forget what those variables represent. Also, be sure you understand how a change in one of these variables or quantities affects what's happening in the equation. For example, in a line ($y=mx+b$) with a positive slope (or value of $m$), increasing $x$ will also result in an increase in $y$. Data and Statistics There are a lot of graphs, charts, and tables that could be covered on the test. You should be capable of analyzing one-variable data in bar graphs, histograms, line graphs, and box-and-whisker plots- as well as two-variable data in scatterplots and two-way tables. In other words, you should be fluent in reading these various representations of data. You should be able to describe overall patterns. You'll have to identify positive and negative trends. You should be able to distinguish between linear and exponential growth. Specific Skills There are a number of skills that you'll want to be handy with on the day of the exam. In this section you'll find a discussion of these skills, including what they are and what they look like in action. In fact, let’s hope these skills aren’t all that new! Statistical Analysis The measures of center are arithmetic mean (average) and median. If they can't be calculated from what's given, you may still need to draw some conclusions about them. Even if you can't find the actual number, there may be a question about what possible values are, or how the values compare to another set of data. Outliers typically affect the mean, but not the median. The measure of spread to know is standard deviation. You've got to have the basic theory, but you won't need to calculate the exact value. You should be able to look at two sets of data and see which set is more spread out- that is, which has the greater standard deviation. Insofar as the precision of estimates is concerned, everything depends on the variability of the data and the sample size; smaller variability combined with a larger sample size makes for estimates that are more precise in terms of the actual population. Another tidbit of interest you should know is that randomization combats bias. You should, in context, be able to work with margins of error, which are affected by sample size and standard deviation. Confidence intervals should also be taken into account. The SAT always works with confidence intervals of 95%. This doesn’t mean that 95% of the population is necessarily described by the figure that’s been derived, just that we can be 95% certain that the descriptive figure that’s been reached is accurate. When analyzing the relationship between two variables, remember, correlation is not causation. If subjects for a sample are selected randomly, we can generalize to the entire population reasonably well. If subjects are randomly assigned to test groups, we can reasonably speculate about cause and effect. Otherwise, though, we’re out of luck. You should also be able to evaluate reports to make inferences, justify conclusions, and determine the appropriateness of data collection methods. Take a look at this problem: The correct answer here is (C). We know that removing one very high number from the set is not going to affect the median- the middle three values are all 12, so we know the median will still be 12, even if the middle of the data is shifted over one. The mean will shift somewhat if we don’t include the 24-inch measurement, but there are 20 other data points that anchor the mean at a relatively consistent value if any one value is removed. The range, however, will change from $24-8=16$ to $16-8=8$. The range gets cut in half if we remove the 24-inch measurement! That’s the measure that will change the most. Mathematical Models The domain of the SAT that we’re examining gives special attention to mathematical models. You must, therefore, be able to create and use a model. When two variables are presented in a graph, table, or other chart, you should be handy with analyzing and drawing conclusions with regards to the relationship between these variables. Relationships between variables can be modeled by functions, but remember the function is only a model! It may give scientifically accurate predictions, or it may just describe a general trend. You may be asked whether a model is good, acceptable, or entirely inappropriate. Let’s look at this problem: The geologist in the question provides a model regarding the country’s beach erosion. According to that model, beaches erode at a rate of 1.5 feet per year. 21 feet of erosion would therefore take 14 years, as $14(1.5)=21$. The functions you’re asked to work with may be linear, quadratic, and/or exponential. Linear and exponential are discussed in more detail below. Linear An important example of linear growth is simple interest, where you earn interest on your principal, each period, but not on any interest that has been added since that first deposit. This is modeled by the function: $A = P(1+rt)$. $P$ is the principal, $r$ is the interest rate, and $t$ is the amount of time interest has been accruing. Exponential An important example of exponential growth is compound interest, where you earn interest on the interest you’ve previously earned. This is modeled by the function: $A = P (1+r/n)^{nt}$, where $P$ is the principal, $r$ is the interest rate (typically annual), $n$ is the number of times the interest compounds per period (typically a year), and $t$ is the amount of time that has passed since the principal began accruing interest. Be careful! The stated rate of change may not be the same as the rate of change over time. This is typical of compound interest: You might take a loan at 9%, but if it compounds monthly, you’re really taking a loan at $(1+.09/12)^12 – 1 = 9.38%$ at the end of the year. On the other hand, you might make a deposit that accrues interest at a rate of 5%, but it compounds quarterly, so you’re really getting $(1+.05/4)^4 – 1 = 5.095%$ at the end of the year. Math and money are very closely linked. Ratios, Proportions, Units, and Percentages You’ll need to be familiar with direct proportionality/variation: $y = kx$, where $k$ is a unitless constant of proportion. This relationship may also be expressed as $x_1/y_1 = x_2/y_2$. You’ll need to know how percent increase and percent decrease work. Be careful about how you approach these problems; they can get a little tricky. Remember, for instance, that if you have a 20%-off coupon for an item that’s on a 20%-off sale, you won’t save 40%. You’ll save 36%, as you’ll pay 80% of 80% of the original price: $x(.8)(.8) = (.64)x = x - (.36)x$. Take a look at this pair of problems: This is the sort of situation where you’re asked to deal with quantities in very practical terms. These aren’t just numbers floating in and out of an abstract function; no, these numbers represent that annual budget, in thousands of dollars, for each of six different state programs in Kansas from 2007 to 2010. The first problem is asking for the approximate average rate of change in the annual budget for agriculture/natural resources in Kansas from 2008 to 2010. From 2008 to 2009, the budget grew by 127,099 thousands of dollars, or $127,099,000. From 2009 to 2010, the budget grew by 2,299 thousands of dollars, or $2,299,000. Thus, we add those two figures together, divide by two, and find that the average growth was $64,699,000, or, when rounding, (B). For the next problem, we are comparing the 2007-budget-to-2010-budget ratios across the various programs. We will first need to find those ratios: Agriculture/natural resources - $373,904/488,106=.766$ Education- $2,164,607/3,008,036=.7196$ Highways and transportation- $1,468,482/1,773,893=.8278$ Public safety- $263,463/464,233=.5675$ Out of these, the closest to human resources ($4,051,050/5,921,379=.6841$), is (B). Probability Two events are independent if one happening has nothing to do with another, like the sun shining and you eating a sandwich for lunch. The sun may shine, and you may eat a sandwich for lunch, but one does not cause or prevent the other. Two events are mutually exclusive if they cannot both occur, like me wearing a hat and me not wearing a hat. I can’t do both. For independent, non-mutually exclusive events: P(A and B) = P(A)*P(B), whereas P(A or B) = P(A) + P(B) - P(A and B). For mutually exclusive events: P(A or B) = P(A) + P(B). There are other formulas for more complicated scenarios, but these will get you pretty far - they’re all you should need on the SAT. Let’s take a look at this problem: Twenty-five people passed the bar exam; of these, seven did not take the review course. So, the probability that the interviewed person in question did not take the bar exam is 7/25, or (B). Math and gambling are closely linked, too. It’s all about that probability. Conclusion This domain of the test is calculation-heavy, although there are some theoretical questions. These questions compose almost a third of the test. They cover, roughly: Statistical analysis Proportions Probability Modeling Real-world data Your answers will be scored to yield one of three subscores for the Math section. What’s Next? That was a fair amount of information. Digest it a little; then, a great next stop would be perusing our overall guide to SAT Math, including directions to a number of other great posts. Now, because Problem Solving and Data Analysis problems are so information-heavy, you may wish to practice with some word problems, to get used to that much verbal data being thrown your way. As you’re trying these practice problems, you’ll want to know how to use them to your best advantage. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math strategy guide, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial: