Wednesday, January 30, 2013

Work Online - Legit Online Jobs Review

So I just recently fell onto Legit Online Jobs, which is an online program. I signed-up for the program in the ultimate goal of reviewing it. Although, it announced itself as a data entry job online, I quickly realised it was an AdWords program.

It contains information you can get if you search the internet a LONG time. Most of the information it gave me took me years to find out. It is possible to get all this information for free, but this program offers you to pay for the information and get it all in a very short period of time.

Although this site presents itself as a data entry job, it's contents are quite different. You are going to have to use the website wisely. You need to take the information they give you and use it skillfully. If you were looking for a job where you would be paid hourly entering data, you have got another thing coming.

Work Online - Legit Online Jobs Review

What this program really does is teach you how to use AdWords and how to make money from it. I know from experience AdWords can give you some money and you can earn an honest predictable income from it, as I do this myself.

This is not a get rich quick scheme. You are going to make money according to the time and investment you put into this. At first you start small, then grow big, like any other business. I recommend this product if you have already got the Beating AdWords or The Rich Jerk ebooks.

Thanks for your time and have a nice day!

Work Online - Legit Online Jobs Review
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Wednesday, January 23, 2013

Where to Find Online Jobs For College Students

Most college students find themselves working part-time to pay for expenses such as books, lab fees, meals, and everyday expenses. Traditionally, the best jobs have been either on-campus jobs such as tutoring and helping out others, or working off-campus at restaurants and other establishments. The problem with off-campus jobs is they are typically evening and weekend jobs, and pretty labor intensive, which leaves you very tired.

What if you could work at home (or in your dorm), work your own hours, and make just as much or more money? Well heck yea! That sounds good doesn't it! A lot of students these days turn to the internet for a way to make a few extra dollars, however there is SOOO much HYPE out there it's hard to determine what's legitimate and what's a scam. The fact is that most are SCAMS, or ridiculously expensive to get into, and not very practical.

So where do you find online jobs for college students that are practical?

Where to Find Online Jobs For College Students

First, let's realize that any viable online job will require some effort on your part, and there is no such thing as something for nothing. You are not going to "get rich quick". If you see something that says you will make gobs of cash overnight, don't fall for it. If it sounds too good to be true, it probably is.

Here is a list of practical online jobs where you can make some real money, listed in order of income potential.

#1 - Affiliate Marketing

Affiliate Marketing is great from the standpoint that you can start in this business for next to nothing (You need an internet connection and a computer), and the income potential is only limited by YOU. What you need to succeed in this business is a good work ethic, a plan, and a little Internet Marketing training. You can find a plan, FREE training, and all the resources you will need at the bottom of this page, but you will need to supply the desire to succeed. You can easily find yourself generating plenty of extra cash, and a way to pay off those student loans as well!

#2 - Writing Articles

Articles are in high demand on the internet, and there are plenty companies and marketers that will pay you for quality articles. We are talking 300-500 word articles in most cases. You can find business in forums, online ads, and places like AssociatedContent.com and Elance.com. Top writers make upwards of 00/month, but keep in mind they've been doing it awhile. If you can write quality articles and you are consistent you can probably pull in 00-00 per month after you get going in it.

#3 - Paid Surveys

Yes, you can make money doing online surveys. No, it's not going to make you rich. Finding the right survey companies and participating in focus groups is the key. You will find a lot of products that claim to have the best resources for finding quality survey companies, but it's been my experience that you can pretty much find them on your own by doing some research online. Check out forums and blogs related to paid surveys. You can probably pull in 00/month if you do your homework and at least 3-5 surveys a day.

Conclusion

My personal recommendation out of the list above is #1. The reason being, that you can put in the same amount of work as #2 and #3 and have residual income flowing in from your work. It's working smart in my opinion. Additionally, the income you can make is virtually unlimited. You can start small, get some cash flowing, and then start generating multiple streams of income.

No matter what your decision, good luck, and I applaud your hard work getting a higher education. Knowledge is power!

Where to Find Online Jobs For College Students
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Sunday, January 20, 2013

Legitimate Work From Home Jobs With No Startup Fees

The key to getting started in an internet business is understanding which costs are truly needed and which costs you can make do without. While finding legitimate work from home jobs with no startup fees is nearly impossible, getting started for very little out-of-pocket expenses can be done. Examples of some of the expenses you may incur are: reserving a domain name, this will cost - per year; and website hosting, this will cost - per month. Even if you are going to build your own website, these are basic expenses you will have.

In the spectrum of what is possible, though, these costs are minimal. Most of the work must be done by you no matter the business you are looking to get into. One example of a promising work from home business is affiliate marketing. This is literally a business that you can run in your pajamas from the comfort of your home. It is great for stay at home moms, baby boomers and retirees looking for some extra income, or those with disabilities which may keep them from acquiring a "normal" job - whatever that is!!

Affiliate marketing is a legitimate work from home job with no startup fees in that you don't have to purchase anyone's packaged deal promising all manner of riches. You will have the small costs I mentioned earlier, though. For those not familiar with affiliate marketing, it works by you finding a company which has a specific product to sell. If that company has an affiliate program, you sign up and begin marketing that product through many different ways. These methods are easily researched online. When someone buys that product, you get a commission from the company of which you are an affiliate. What is great about this is you can have many different products on your website or blog and as long as you get people to come to your site, you will continue to make money. Driving users to your site or blog is the key. It will require some research and time to learn how, but there are many resources online to show you the most common ways, the ways which require the least time investment, and the ways which require the least capital investment. You have to figure out what is best for you and your situation. If you have been looking to start a legitimate home business, now is the time. People are making lots of money on the internet, cut yourself a piece of the pie!!

Legitimate Work From Home Jobs With No Startup Fees
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Friday, January 11, 2013

Teaching Christian Religious Education - A Review

In ten chapters or one hundred and eleven pages, the author presents a compendia of methodology of teaching Christian religious education. The purpose of the study, countless misconceptions of students, the etymology of the word 'methodology', definition and reason for religious education, kinds of research methods and hints of note taking are discussed in the first chapter. These give students the opportunity of revising when writer rather than presenting new information to them. The importance of the second chapter is that it gives a systematic approach to finding research/project problems, approach to find a research topic, formulating the research topic, sources of information, reviewing relevant literature, sources of information, reviewing relevant literature, hypothesis and format for research writing. Like the first chapter, the dimensions are not new but serve as a useful guide. The Nigerian approach to moral and religious instruction as stated in the 1981 Revised National Policy on education moved from rote memory of biblical passages to affect the psychomotor and affective domains. Approaches to the study of Christian religious education discussed in Chapter 3 include the Bible-centered or salvation history approach, the phenomenological approach, teacher-centered approach, and the Bible to life, life experiences and life-centered approaches. New life was therefore injected in teaching religious education as students discovered the religious implication of their actions.

Working on the premise that there are several teaching methods in each discipline, the writer identifies some methods and factors that determine their suitability and the right time to use them in the fourth chapter. He rightly observes that the Christian religious studies teacher should not be dogmatic but should apply a method as the situation demands. These methods are divided into teacher centered (lecture, questioning), learner centered (project, assignment) and joint (drama, field trips, story telling, role play) methods.

In Chapter 5, the writer successfully defines technical terms like teaching and teaching practice. Parameters used to identify the competency of the teacher are discussed. The section of preparing to teach is in consonance with Hendrick's law of readiness. The discussion on the management, organization and administration of teaching practice and micro-teaching and its advantages are geared towards enabling the teacher to teach effectively especially if the assessment instruments at the end of the chapter are implemented.

Teaching Christian Religious Education - A Review

The sixth chapter clearly traces the history of the religious studies curriculum which protects the child from receiving any instruction that is contrary to the wishes of his parents. The origin and objective of the word 'curriculum' and the vital role of parents, learners, teachers, local community, religious bodies, ministries of education and other national bodies are discussed. The seventh chapter expands on the discussion in earlier chapters. The sample of a syllabus is a useful reference material to every Christian religious education teacher.

The eighth chapter on lesson plan logically follows the seventh since the classroom experience tests what has been planned. The writer realistically observes that the success of the teacher is dependent on the mastery of the subject and his/her job is incomplete until evaluation is done. The importance of educational objectives, the cognitive, psychomotor and affective domains cannot be overemphasized.

Commenting on the application of teaching materials, the writer observes that a good material among others should relate to the objective and age of the learners, match their ability and elicit interest in them. The penultimate chapter presents a vivid description of the use of instructional materials in teaching. The impact of visual and audiovisual materials is amazing. Although they create an opportunity for students to come face to face with reality, they should be seen as a means to an end.

The last chapter clearly presents justification for moral education in the school in an era of moral decadence. The aim of religious education therefore is to facilitate desirable changes in an individual since it encompasses theoretical, practical, moral, spiritual, human and divine aspects. The entire society - the home, school, church, voluntary organizations, mass media- has a role to play.

Although the book presents a rather interesting evaluation of Christian religious education methods, the author himself admits that he is not trying to offer new dimensions in the first two chapters. Even though he presents a format for research writing, the technical terms are not defined leaving the reader in a difficult position to see the relationship among them. Several typographical errors undermine the richness of the presentation. The above notwithstanding, this illustrative text of the Nigerian educational experience has graphic illustrations and review questions which stimulate critical thinking. A commendable insight is the lucid distinction made between the curriculum and syllabus which are treated as synonymous terms. The clear presentation of Bloom's taxonomy of educational objectives is also imperative. Perhaps another insight is how the wrong use of textbooks could hinder self-initiative and transforms learning merely into a routine.

Teaching Christian Religious Education - A Review
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AUTHOR SIGNATURE Oliver L.T. Harding, who obtained his GCE O & A Levels from the Sierra Leone Grammar School and the Albert Academy respectively, is currently Senior & Acting Librarian of Fourah Bay College, University of Sierra Leone. He is a part time lecturer at the Institute of Library, Information & Communication Studies (INSLICS), Fourah Bay College and the Extension Program at the Evangelical College of Theology (T.E.C.T) at Hall Street, Brookfields; Vice President of the Sierra Leone Association of Archivists, Librarians & Information Scientists (SLAALIS); a member of the American Theological Library Association (ATLA) and an associate of the Chartered Institute of Library & Information Professionals (CILIP). His certificates, secular and sacred, include: a certificate and diploma from the Freetown Bible Training Center; an upper second class B.A. Hons. Degree in Modern History (F.B.C.); a post-graduate diploma from the Institute of Library Studies (INSLIBS, F.B.C) a masters degree from the Institute of Library, Information & Communication Studies (INSLICS, F.B.C.) and a masters degree in Biblical Studies from West Africa Theological Seminary, affiliate of the University of Nigeria, Nsukka, where he won the prize for academic excellence as the Best Graduating Student in 2005. Oliver, a writer, musician and theologian, is married (to Francess) with two children (Olivia & Francis).
Email: oltharding@yahoo.com
Mobile: 232-2233-460-330

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Saturday, January 5, 2013

History of the Media, Radio, and Television

When were the forms of media created? When did advertising first show up? Who owns the media?

Creation of the various forms of media

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History of the Media, Radio, and Television

Newspapers & Magazines ~ 1880

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Movies ~ 1910

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Television ~ 1945

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Cable Television ~ 1980's

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Satellite Television, Internet, Digital Communication ~ End of the 20th century

In 1920, radio was first developed, primarily for use by the military, strictly for sendingHistory of the Media - Old Radios messages from one location to another. David Sternoff, the then-president of RCA, first had the idea to sell radio sets to consumers, or what were then called radio receivers. However, consumers needed a reason to buy radios, so RCA was the first to set up radio stations all over the country. Between 1920 and 1922, 400 radio stations were set up, starting with KBKA in Pittsburgh. Stations were also set up by universities, newspapers, police departments, hotels, and labor unions.

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By 1923, there were 600 radio stations across the United States, and million worth of sets had been sold.

The biggest difference in radio before and after 1923 was that the first advertising was not heard on the radio until 1923. RCA at the time was made up of four companies:

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AT&T

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General Electric

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United Fruit

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Westinghouse

United Fruit was one of the first global corporations, and one of the first to advertise on the radio. The AT&T division of RCA first thought about selling time on the air to companies, which marked the start of "toll broadcasting." WEAF was the first station to operate this way, causing widespread outrage, and accusation of "polluting the airwaves."

Because of this controversy, the practice of selling advertising time was called "trade name publicity." Sponsors linked their name with a program on the air, rather than advertising a specific product in a 30 second "commercial" as we know it today.

Why did AT&T decide to experiment with charging companies for air time?

AT&T was not making any money from broadcasting at the time since they only made transmitters, not receivers. They only made money when new radio stations bought the equipment required to broadcast. They did not make money from consumers buying radios.

AT&T also started the practice of paying performers for their time on the air, rather than only volunteers, which was standard practice for radio content up until that point.

The first radio network

In 1926, RCA set up the first radio network, NBC. They decided it was more effective and efficient to produce shows in New York City, and then link the main radio station with stations all across the country, connected by AT&T (another RCA company) phone lines. (Now television networks are linked by satellite to their affiliates).

This was the beginning of the network affiliates system. The ideal network makes sure everyone in the country is capable of listening to their signal. NBC at the time had two philosophies:

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Radio content was a "public service," whose function was to sell radios.

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Radio content was designed to generate income from advertising.

History of the Media In 1927, the second network was formed. It was CBS, started by William Paley. Paley was the first to think that networks could make money strictly from advertising, not even getting involved in the sales of radios. Like AT&T, CBS did not make radios. From the start, they made their money from selling advertising.

The rising of radio networks caused the Radio Act of 1927 to be passed, which established the FRC, or what is now known as the FCC, to allocate broadcast licenses. The need for such an organization was brought on by the fact that airwaves are limited resources, and broadcasting itself is a scarce public resource. By the 1930's, the structure of radio have been set by the commercial format, although advertising never dominated radio like it would television later on.

In the 1920's and '30's, radio programs were divided into two groups. Sponsored shows, which had advertisers, and unsponsored shows, which did not. The radio station paid for the unsponsored shows. The sponsored shows, on the other hand, were created entirely by the company sponsoring the show; advertisers were totally in charge of the radio station's content. The content became advertising. Radio set the precedent for television, in that the same companies that controlled radio early on went on to control television.

Soon thereafter, television inherited the structure of radio. In the '40's, during the rise of television, RCA also held a monopoly on all television sets sold. By 1945-1955, advertising had taken over all of television. Television was organized around the premise of selling things. The entire television industry was creating a political atmosphere of suspicion and fear. Senator Joseph McCarthy, the founder of McCarthyism, which was based on the fear of Communism, and the HUAC (House Un-American Activities Committee, began to question people involved in television about their beliefs and associations.

What affected television in its early stages?

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Politics (McCarthyism / HUAC).

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Blacklists: From almost the inception of television, many writers, directors, and actors were considered to be pro-Communist and/or un-American.

Certain topics were totally off-limits at the time for television, particularly issues of race relations in the 1960's. Overall, networks were not happy with the political situation for television in the 1960's, both in terms of the blacklists, and of the fact that when every show had one sponsor, that sponsor controlled the entire program. Networks preferred to control the program, by way of moving to multiple sponsors/advertisers, where networks would retain control of the show, and advertisers would buy time in between the programming.

In the 1950's, networks decided to eliminate the practice of sponsors controlling the shows with a move to spot selling, or advertisements between programs, as we know it today. What caused the move to spot selling?

1.

Discovery of fraud in the quiz shows on television. Quiz shows were extremely popular at the time, and were liked by the networks, the sponsors, and the viewers alike. It turned out, however, that quiz shows were largely fixed. Charles Van Doren on "21" became a huge star due to his repeated wins, until it came out that the whole thing had been fixed. In the case of "The ,000 Question," the owner of Revlon was personally hand-selecting the winners and losers on the show.

2.

It was becoming financially difficult for just one advertiser to support an entire show.

Around this same time came the inception of ratings to measure a show's popularity. Ratings, quite simply, measure the number of people watching a show. To understand why ratings are so important, it's crucial to understand how the television industry works, through three questions, and their respective answers:

1.

Who owns television? [The networks]

2.

What is sold on television? [Viewer's time, not television shows]

3.

Who are the customers of television? [Advertisers, not viewers]

This might be a counterintuitive concept for some. The networks, which own television, areHistory of the Media - Old Television the buyers of shows, not the sellers. On the other hand, they sell our eyeballs, so to speak, to advertisers. Networks want the maximum possible profit from buying and selling time, both viewers' time, and advertisers' time.

The primary measure of television ratings, which determine the price of that time being bought and sold, is AC Nielsen, an independent company which provides information as to who watches what on television. Currently, about 4,000 households are used to represent the national viewing of television. In the 1980's, only 1,200 households were used. Some households have an electronic device installed on their television which tracks what they watch, while others keep a diary of viewing habits.

There are two measures for determining a show's audience. One is the rating, and the other is the share.

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Rating: Percentage of total homes with televisions tuned into a particular show.

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Share: Percentage of those watching television at a particular time who are tuned into a particular show.

The share is always greater than the rating. Ratings are more important for advertisers, and share is more important to the networks.

Example:

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Total households with televisions: 150 million

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Total households watching television at 8pm on Monday nights: 90 million

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Total households watching American Idol at 8pm on Monday nights: 45 million

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Therefore: Rating: 30, Share: 50

It's important to note how many factors can skew the results. Shows cost producers much more than the networks typically pay them for those shows. The way for producers to make money is by getting the networks to renew the show, in order to have a shot at making money from syndication on other channels, also knows as reruns. That is the case when individual stations (say for example, the Miami affiliate of ABC wants to carry Seinfeld), buy the rights to a show from the producers of that show. Shows that last only one season, for the most part, lose millions of dollars. One of the most important factors in whether shows will be renewed or not is their rating.

This brings us to how ratings can be skewed. For example, if a show has a 20 share, and it needs a 25 share to be renewed for another season, what might the producers do? In principle, they need to convince another 5% of the people watching television when their show is on to watch their show; this is no simple task, as that involves convincing millions of people. However, since the ratings are based on those 4,000 Nielsen households, that means that they could convince just 200 Nielsen households to watch their show, which would increase the share from 20 to 25. This is why Nielsen households must be kept totally secret from the networks. When the Nielsen households have leaked to the networks, one way which they got people to watch their show was by offering viewers a small sum of money for filling out a survey about a commercial which they were told would play only during a particular show. Since they had to watch that channel while their show was on, this would boost the share.

Once ratings are determined, advertising prices are set by two factors:

* The size of the audience.

* The demographics (income, age, gender, occupation, etc) of the audience.

In short, the job of television programs is to collect our time as a product, which they then sell to advertisers. Programs have to support the advertising, delivering viewers in the best possible state of mind for buying when the time for the commercials comes, which brings us to the Golden Age of Television.

The 1950's are considered the "Golden Age of Television." During this time, something called the "Anthology Series," where different actors each week took part in a show gained History of the Media - I Love Lucypopularity across the board...that is, with everyone except for advertisers. The anthology series format was not right for advertisers, as it covered topics which involved psychological confrontations which did not leave the viewers in the proper state of mind for buying the products shown to them between program segments. The subject matter of the anthology series was of the type that undermined the ads, almost making them seem fraudulent.

This brought up the question of what to network executives actually want shows to do? The answer is not to watch a program that makes them feel good, makes them laugh, or excites them, but rather to watch the television for a set amount of time. With so many new shows being proposed, standards began to be intentionally, or unintentionally, laid out for what shows could and couldn't do. Risks could only be taken at the beginning and/or end of shows. Laugh tracks were conceived to tell the audience when to laugh. Programs began being tested with audiences prior to being put on television and/or radio. Show writers now had to write shows that would test well.

Naturally, this caused many of the same elements and themes to appear in all shows. This was the beginning of recombinant television culture, where the same elements are endlessly repeated, recombined, and mixed.

This same culture is what perpetuated the idea that people watch television, not specific shows. While people certainly choose to watch certain shows instead of others, people less commonly choose to watch television instead of other things. People watch television. Regardless of what was on, television viewing rates were extremely stable.

History of the Media, Radio, and Television
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David Pakman is editor/adminstrator of politics and media website Hear the Issues ([http://www.heartheissues.com]), a website frequented and praised by many mainstream journalist and pundits.

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