How to Make the Most of Facebook Advertising [PODCAST]

How to Make the Most of Facebook Advertising [PODCAST] Facebook: Nearly a quarter of the entire world’s population uses it, and over two-thirds of those users checks in every day. Chances are good that your customers are using the social media giant. Facebook advertising is a great opportunity for you to connect with your audience. Today we’re going to be chatting with ’s own inbound marketer, Rachel Wiinanen, about how to create high-converting ads, how to test your hypotheses, how to organize your behind-the-scenes processes, and how to measure your success. You won’t want to miss it! Information about and what Rachel does here as the inbound marketer. How Rachel approaches her advertising strategy on Facebook. How Rachel gets creative with both the visuals and the text on Facebook ads. Thoughts about A/B testing: how Rachel does it, why it’s important, and some surprises she’s encountered along the way. Key metrics to measure when evaluating the performance of your ads as well as some tools to use. How Rachel works within a budget for her Facebook ads. Rachel’s best tips on staying organized, planning, and keeping track of everything ad-related. Where a newbie to Facebook ads should start if they want to begin using the platform as part of their marketing strategy. Links: Previous episode with Rachel Kissmetrics Google Analytics If you liked today’s show, please subscribe on iTunes to The Actionable Content Marketing Podcast! The podcast is also available on SoundCloud, Stitcher, and Google Play. Quotes by Rachel: â€Å"Facebook is a huge opportunity that a lot of marketers aren’t necessarily taking advantage of to the level that they could.† â€Å"If you have that goal-first mentality, you are setting yourself up for more success. Really, budget shouldn’t be your limitation.† â€Å"With Facebook being such a social platform, it’s all about the individual. Focus on really hitting down who your target persona is. Start there.†

How to Use Harry Potter to Learn German

How to Use Harry Potter to Learn German You can use Harry Potter to magically improve your German. The books and audiobooks are available in German, translated by Klaus Fritz. The books are popular in German-speaking countries and are readily available through Amazon.com and other booksellers. Print and Audiobook Versions of Harry Potter One reader bought the book and audiobook and read them together to learn pronunciation and rhythm. She often looked up unfamiliar words and phrases in a dictionary.  She said that listening to the audiobook the first time was a torrential blur of German. But after a few times, the words became distinct and soon the story emerged. She began reading the page aloud right after hearing it to improve her pronunciation. Harry Potter Audiobooks (Hà ¶rbà ¼cher) One of the attractions of the German Harry Potter books is the audio. Narrator Rufus Beck has won praise for his lively reading of the Potter books in German. Listeners say they are enticed to listen to them over and over again, and repetition is very good for learning. Just as the repetition of the Harry Potter tapes has made my speech in German class somewhat less stilted and hesitant. Harry Potter Titles in German The print books are available in electronic versions for the Kindle reader and app and as audiobooks through Amazon.com and Audible.com Harry Potter und der Stein der Weisen - The German edition of book one: The Sorcerers Stone, aka The Philosophers StoneHarry Potter und die Kammer des Schreckens - The second book in the series, The Chamber of Secrets.Harry Potter und der Gefangene von Askaban - Book three in the series: The Prisoner of AzkabanHarry Potter und der Feuerkelch - The fourth book in the series, The Goblet of Fire.Harry Potter und der Orden des Phà ¶nix - The German version of the fifth book in the series was published on Nov. 8, 2003.Harry Potter und der Halbblutprinz - The German version of the sixth book (Half-Blood Prince) in the series was published on Oct. 1, 2005.Harry Potter und die Heiligtà ¼mer des Todes - The German version of the seventh and final book. Names/Namenin German vs. English Harry Potter Books Most of the names for people - first and last - in the German Harry Potter books have been left in their original English form. Even Albus Dumbledore,  Voldemort, and Severus Snape  keep their original names in German.  However, for some reason â€Å"Aunt Marge† becomes â€Å"Tante Magda† or â€Å"Maggie† - even though Marge is a form of Margaret, and Magda is short for Magdalene. Any other name changes are usually minor: â€Å"Hermione† becomes â€Å"Hermine† in German. But the character named â€Å"Wormtail† is called â€Å"Wurmschwanz† in German - a logical and literal translation, Street names are translated fairly directly. â€Å"Privet Drive† becomes Ligusterweg in German (Liguster privet, a bush, genus Ligustrum, used for hedges). But the mythical â€Å"Diagon Alley† becomes Winkelgasse (â€Å"angle lane†) and the play on words of the original is lost. English-German Harry Potter Glossary This list compares words and expressions with keys to the hardcover editions. The sample sentences illustrate everyday vocabulary, as well as terms related to the books. Key:English, with hardcover volume/page (1/p4)Deutsch/German with Band/Seite (1/S9) yell at s.o/bawl s.o. out jdn. zur Schnecke machenhe yelled at five different people (1/p4)er machte fà ¼nf verschiedene Leute zur Schnecke (1/S8) stop dead wie angewurzelt stehenbleibenMr. Dursley stopped dead (1/p4)Mr. Dursley blieb wie angewurzelt stehen (1/S8) snap at s.o. jdn. anfauchenhe snapped at his secretary (1/p4)er fauchte seine Sekretrin an (1/S9) mantel/mantelpiece der KaminsimsOnly the photographs on the mantelpiece showed him how much time had passed. (1/p18)Nur die Fotos auf dem Kaminsims fà ¼hrten einem vor Augen, wie viel Zeit verstrichen war. (1/S24) booger der Popelâ€Å"Urgh - troll boogers.† (1/p177) »Uh, Troll-Popel. « (1/S194) argument der StreitNot for the first time, an argument had broken out over breakfast at number 4, Privet Drive. (2/p1)Im Ligusterweg Nummer 4 war mal wieder bereits beim Frà ¼hstà ¼ck Streit ausgebrochen. (2/S?) scar die NarbeIt was this scar that made Harry so particularly unusual, even for a wizard. (2/p4)Diese Narbe machte Harry sogar in der Welt der Zauberer zu etwas ganz Besonderem. (2/S?) dinner jacket der Smokingâ€Å"Right - Im off into town to pick up the dinner jackets for Dudley and me.† (2/p7) »Gut - ich fahr in die Stadt und hol die Smokings fà ¼r mich und Dudley ab. « (2/S?) peer intently konzentriert schauenAunt Petunia, who was bony and horse-faced, whipped around and peered intently out of the kitchen window. (3/p16)Tante Petunia, knochig und pferdegesichtig, wirbelte herum und schaute konzentriert aus dem Kà ¼chenfenster. (3/S?) put up with, tolerate ertragenHarry knew perfectly well that Dudley only put up with Aunt Marges hugs because he was well paid for it... (3/p22)Harry wusste genau, dass Dudley Tante Magdas Umarmungen nur ertrug, weil er dafà ¼r gut bezahlt wurde. (3/S?) odd, weird; diagonal schrgâ€Å"Always thought he was odd,† she told the eagerly listening villagers, after her fourth sherry. (4/p2) »Mir ist er immer schrg vorgekommen «, verkà ¼ndete sie nach dem vierten Glas Sherry den begierig lauschenden Dà ¶rflern. (4/S?) let s.o. go jmdn. laufen lassenAs there was no proof that the Riddles had been murdered at all, the police were forced to let Frank go. (4/p4)Da ein Mord an den Riddles nicht zu beweisen war, musste die Polizei Frank laufen lassen. (4/S?)

ELECTRICAL POWER GENERATION SYSTEM Assignment Example | Topics and Well Written Essays - 1000 words - 1

ELECTRICAL POWER GENERATION SYSTEM - Assignment Example There are interconnections undersea through to the Republic of Ireland (EirGrid), Isle of Man (Isle of Man to England Interconnector), Northern Ireland (HVDC Moyle), the Netherlands (BritNed), and northern France (HVDC Cross-Channel). The paper will start with the different types of grid interfaces, protection issues and short circuit change levels. Then the paper will discuss the electrical power design of the components involved in generation of the electricity. In most cases, the low scale generators are indirectly connected to the grid. The characteristics of operation and the technology of generation need the incorporation of some interfaces in between the grid of distribution and the generator. For instance, photovoltaic panel of solar produce direct current electricity and thus, converter based on the power electronics is needed in between the generator and the grid. In technologies like induction generator using wind or hydro, this generator is directly connected to the Alternating Current grid. In the interconnection of the distributed generation, protection is essential. Distribution network is configured in the radial form. In this radial form, the network has over current schemes of time graded protection. The connection of the Distribution Grid may change the present schemes of protection coordination. In case, this is ignored, the protection system may fail to work. The major issues with relation to the Distribution Grid interconnection are as follows: This is the major measure useful in coordinating between over current relays and the selection of current transformers, fuses, reclosers, circuit breaker. The characteristic of short circuit is the equivalence system impendence at the points of and in this way, shows the fault current level that is expected. The variation in the time of this faulty current is affected by the rotating machinery characteristics (Cete, 2010). The majority of

Assig.1 Essay Example | Topics and Well Written Essays - 2500 words

Assig.1 - Essay Example s protà ©gà ©, as he takes her under his wing and guide her in decision-making, attitude, behavior and specific tasks related to the field he is mentoring her with. A mentoring relationship then develops over time, during which the mentee’s needs changes as well as the nature of the mentoring relationship. The mentor is aware of such changes and adjusts the kind of attention, advise, assistance and motivation he provides. Mutual respect, trust, understanding and empathy are values embodied by an effective mentoring relationship (http://www.nap.edu/readingroom/books/mentor/1.html). Good mentors are good listeners, good observers and good problem-solvers. Mentees feel comfortable opening up to them without fear of being chastised for being mistaken in their views. Mentors acknowledge, accept and respect those views and work together with the mentees in correcting what is wrong. This takes a lot of reflection in both mentor and mentee. Both mentor and mentee affects each other in terms of reputation. Since they influence each other, whatever personality or skills the other has will reflect on the other. Should a mentor be inefficient, he will pass this on to his mentee who may not know any better. Likewise, if a mentee continues to perform poorly in spite of the mentor’s great efforts to help him or her out, then such performance may be blamed on the mentor, for he is supposed to be the wiser one. According to Osterman (1990), â€Å"reflection is the essential part of the learning process because it results in making sense of or extracting meaning from the experience†. People often go through their day doing their work as second nature, sometimes without thinking critically if what they are doing is truly meaningful and relevant. Schon (1983) offers the concept of knowing-in-practice to describe such mindless, functional task. An individual needs to reflect, as it can surface and criticize old, reliable ways of doing things. â€Å"Practitioners do reflect

Teaching the Philosophy of Science with Non-Scientific Examples Essay

Teaching the Philosophy of Science with Non-Scientific Examples ABSTRACT: This essay explores the benefits of utilizing non-scientific examples and analogies in teaching philosophy of science courses, or general introductory courses. These examples can help resolve two basic difficulties faced by most instructors, especially when teaching lower-level courses: first, they can prompt students to take an active interest in the class material, since the examples will involve aspects of the culture well-known to the students; second, these familiar, less-threatening examples will lessen the students' collective anxieties and open them up to learning the material more easily. To demonstrate this strategy of constructing and employing non-scientific examples, a lengthy analogy between musical styles and Kuhn's theory of scientific revolutions is developed. Without a doubt, one of the most difficult tasks in teaching undergraduate philosophy courses is motivating the students to take an active interest in the abstract and complex issues normally presented. One obvious method of overcoming this dilemma is to provide numerous historical examples and analogies of the relevant philosophical problem, since concrete instances are frequently less complicated than general descriptions, articulate the main points more clearly, and have the added bonus of being more "personal" and relatable. Thus, if one were presenting, say, Imre Lakatos theory of scientific research programs, describing the conflict between the Ptolemaic and Copernican views would serve as an excellent backdrop for the introduction of Lakatos' ideas. Nevertheless, if the students are unfamiliar and/or bored by the kinds of examples employed, the strategy will, of course,... ...eme be introduced in the development section? // (rock) Can the song last for more than three minutes? 4) Techniques for answering questions (and standards of success): (class.) Yes, but as long as it doesn't undermine the recapitulation. // Yes, but don't expect much radio air play, or video exposure. 5) Exemplars (successful previous application of theory): (class.) a sonata form movement by one of the acknowledged master, such as Haydn, Mozart, etc. // a hit song by one of the great rock bands, such as Beatles, Rolling Stones, etc. 6) Incommensurability: 'theme' in classical sonata form is designed for maximum development capacity, and is (usually) in either tonic or dominant key // 'theme' in rock music is usually designed for maximum melodic capacity, must allow lyrics to be set to the theme, and may not strictly follow the tonic-dominant tonal scheme.

Compare and Contrast the spread of Christianity and Buddhism Essay

Both Buddhism and Christianity from their origins to the sixth century C. E. had similarities in that the diffusion was attributed through missionary work and conquest. Meanwhile, Christianity spread through the down fall of Rome and Buddhism spread by Ashoka who sent monks to share the teachings of the Buddha. Christianity and Buddhism both spread through missionaries. Specifically, Buddhism, towards part of South and Southeast Asia and, Christianity the Middle East through Europe. Buddhism’s missionaries were in forms of monks that lived in monasteries and taught the Buddhist’s beliefs. On the other hand, Christianity, was spread through the downfall of Rome by groups of missionaries, like Paul, that taught to European and Middle Eastern cities. The diffusion by conquest was different with Christianity than Buddhism in tactics used to convert the religion. German tribes such as Saxons, Angles, and Jutes were impacted by missionary workers in the Western empire spreading Christianity and overtime they adopted the religion. When the tribes invaded and conquered most of England, they made the conquered convert to Christianity. Meanwhile, Buddhism is stationed on the belief of non-violence. Ashoka was a Hindu when he was younger and after witnessing many bloody battles and becoming troubled by the effects of wars on humanity, he decided to convert to a life of non-violence. Ashoka being a king made him be able to adopt the religion of Buddhism and he sent monks to surrounding territories to share the teachings of Buddha. Buddhism and Christianity had several similarities in how they diffused. However, they each had different roots and beliefs. Buddhism began in India in the late sixth century B. C. E, while Christianity began several centuries later in Israel and started spreading from Jerusalem. Buddhism shared some beliefs with Hinduism and soon became rooted in China. Meanwhile, Christianity shared roots with Judaism and Islam. While both religions spread with the help of missionaries, Christianity also spread when Constantine converted. Buddhism believed in nirvana and Christianity believed in heaven and hell. All in all, Buddhism and Christianity have many different beliefs and roots that each contributed to their diffusion. Buddhism and Christianity are two of today’s major world religions, but they each gained followers in many different ways. Spreading from Eastern Asia to Europe, both religions influenced a variety of people and groups as they spread their beliefs. With the help of missionaries, they each continued to impact people from their origins to the sixth century C. E.

Jane Austen s Emma And Clueless Comparison - 1655 Words

Alex Escribano Professor Klingensmith 4 April 2016 ENGL Emma and Clueless Comparison Jane Austen’s Emma can be categorized as a bildungsroman, better known as a coming-of-age tale, in which the reader follows the title character as she comes to terms with her position in the world during the Regency period. However, looking beyond the titular character, one can look at Emma as a satirical work regarding the restrictions and conventions of 19th century society. This satirical element later went on to inspire Heckerling’s interpretation as she adapted the story of Emma into the cult film, Clueless, which goes on to highlight the phenomena of cliques amongst the youth of America. Both works use the element of exaggeration in order to explore the gender stereotypes and expectations placed upon society during their respective eras. Heckerling effectively takes the novel Emma and thrusts it into the world of Beverly Hills, keeping the underlying themes while engaging a more modern audience. Emma Woodhouse was the first heroine in Jane Austen’s novels to be free from financial concerns. She is introduced to the reader as being, â€Å"handsome, clever, and rich† as well as having â€Å"the power of having rather too much of her own way and disposition to think too well of herself† (Austen 1). Despite this description of a spoiled young woman who too often gets her way, she is not taken by personal vanity and is often genuinely compassionate to the poor. Despite being an exception to theShow MoreRelatedSummary Of Emma And Amy Heckerlings Clueless1369 Words   |  6 Pagesto Jane Austens  Emma  and Amy Heckerlings  Clueless. 1300-1500 words Texts and their appropriations presents the ways of thinking and the values existent within their societies. When comparing Jane Austen’s Regency novel Emma and Amy Heckerling’s adaptive feature Clueless, it is evident they offer diverse perspectives significant to understanding the composer’s contexts. In differentiation, Emma highlights the significance of matrimony, whereas this value is cast aside in Clueless. Clueless alsoRead MoreJane Austen s Clueless 1949 Words   |  8 PagesIn Emma, the character Jane Austen presents in the novel is the type of person who likes to meddle in other people’s lives. In the film Clueless, Cher is an impersonation of Emma’s character. She also manipulates the situation, meddles in people’s lives because she feels she can manage them better than they can. In this particular adaptation of Emma, Emma is portrayed through the character Cher. Cher is also a meddler in other people’s lives. This se ts the film up for an interesting and developingRead MoreJane Austen s Novel Of The Novel Emma2107 Words   |  9 PagesIn this particular film adaptation of the novel Emma, the character Jane Austen presents in the novel is the type of person who likes to meddle in other people’s lives. In this particular adaptation of Emma, Emma is portrayed through the character Cher. Cher is also a meddler in other people’s lives. This sets the film up for an interesting and developing plot. Cher Horowitz illuminates Emma Woodhouse because they both exist in that precarious realm where lovable threatens to tip over into loathsomeRead MoreTechniques1400 Words   |  6 Pagesway that you draw on your own experience of texts. These references need not have occurred to the composer and can in fact be drawn from texts composed at a later period. For example, our reading of the original Emma by Jane Austen is affected by the fact that we have seen the film Clueless. JARGON refers to the language or technical terms specific to a particular subject. HYPERBOLE a deliberate exaggeration for dramatic effect and not intended to be taken literally eg. ...the endless cry