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When running your business it can often be difficult to know where to start to market your services and how to sell your product. Just because you are a great builder, accountant or dog groomer doesnt mean that you are a great salesperson!

Marketing you business effectively can be a daunting task, but you know you need to make sales for your business to succeed. So where do you start?

Using case studies to market your business is one option. A case study is an examination of events that allows the reader to understand the reality of a situation. Case studies have often been a popular tool for teaching in law schools and medicals schools. The cases look at how decisions where made, the steps of the plan implemented and the outcome of a course of action taken.

The beauty of a case study is that it describes a situation that an individual or group was in, and how the situation was resolved. Case studies tell a story about how this resolution was achieved. Usually a personal case study will show the background to the situation, the steps taken to implement change and the successes or failures that arose from this.

How do case studies help with sales? Well the answer to this is that they evoke emotion. By engaging the consumer emotionally case studies can compel action. Whilst you may be able to spout a lot of numbers, figures and jargon relating to your business, if you put your customer to sleep instead of getting them revved up to buy, your business is just not going to make it, no matter how great your product.

Sales are all about getting the customer to sign on the dotted line. Ultimately your sales pitch needs to be persuasive and your marketing needs to sell the features and benefits of your products. However, when you have done this a case study is just the thing to make these features and benefits real. Personal experiences of other customers are what move your buyer from a casual observer to an empathizer. When they can see themselves in other case studies then the product you are marketing becomes more tangible, more real.

Closing a deal requires a call to action and case studies are a great way to achieve that. As a sales tool the case study helps create a little drama and by engaging the customers emotions they can turn a looker into a buyer!

Before we actually dive into this vast subject, I would like to touch on a few things. Firstly, studying history is like studying any other type of subject in that it demands participation and a big amount of patience. The successful student forces him or herself to study, of course there are certain tactics to make the whole thing go by easier and more effective.

Having that said, you should know that the following advice is what I feel is the most appropriate approach to studying history, it does not imply (by any means) that it is the only way to study history, we should have this issue clear. Secondly, if this way of studying does not fit your way of learning, throw it out and never look back! What! Did I just tell you to dismiss my own advice? Well, yes, but only if you find it reprehensive enough to the degree that you feel that the advice will actually give you worse result than benefit. Albeit, here it goes:

Studying history is often perceived as boring… I have to disagree, it’s not just boring it is really boring if you don’t know how to tackle it! Here’s my take on the two elements you should always look at when studying history:

a) The Reasons/Causes behind an event.

b) The Consequences that followed.

By understanding why things happened and what the events led to, you have in fact answered most of the questions. This is what any person studying history should look at, in contrast to getting caught on all the details. So the first action you need to take when you’ve received a new history assignment is to write down all the possible causes to the event and the consequences that erupted due to the causes.

You will find that most of the time, finding the consequences is by far easier than trying to understand why it happened in the first place.

Ask most college students if they have experienced hypnosis, and they’ll tell you about a hypnosis show they saw in high school or college. It was funny, and intriguing, but they haven’t thought about it since.

Yet hypnosis can give students far more than entertainment. Some know this personally. They’re just not saying much about it.

In fact, you may be surprised to learn that among top students who want to get the most from their studies, many have recognized hypnosis as one of the most effective secondary study aids available. If you have students in your own household, hypnosis can do more for their success than you or they might have expected.

Hypnosis can:

- Double, triple, or even quadruple understanding and retention of subject matter

- Make studying faster and easier

- Dial down anxiousness during exams, and while studying, supercharging their success

- Enhance test-taking skills, essay writing, attention span, and much more

- Increase confidence in delivering oral reports or speeches and defending theses

- Help develop leadership potential

- Improve athletic ability

- Boost confidence in most areas of student life, including social aspects

- Increase desire to further one’s education and career aspirations

- Decrease self doubt and improve future outlook

- And these are just the beginning. Because once a student is familiar and comfortable with hypnosis, he or she will naturally think up new ways it can help.

(In fact, we are discovering new possibilities all the time.)

Does any of this sound like something you, or the student in your life, could use? Please realize the above list is not exhaustive; there are likely more areas amenable to the assistance of hypnosis that I have neglected to include.

As you read on, and think of others you’d like to suggest, or inquire about, and feel free to write me; contact information can be found in the author box.

Here is more about how hypnosis can impact education at almost any age:

- Self Hypnosis for High School, College, and Grad Students

I was certified in hypnosis more than 10 years ago, but it was only when I co-taught a creativity class with a colleague at a college that I discovered what hypnosis can do for higher-education.

On that day, upon my co-lecturer’s urging, I hypnotized everyone in the class who chose the experience, for improved performance in studies, and greater ease in test taking.

Although the hypnosis itself was the real excitement that day, later conversations with students revealed that they were experiencing less stress, better memory of their subject matter, and a greater sense of well being.

After that, although I no longer taught regularly, I started coming in once a semester to talk about and deliver hypnosis to those interested. The instructor tells me it is the most highly-anticipated and best-attended class session every semester.

- Self Hypnosis for Ongoing Support As Needed

You may be interested to know that a student over 12, all the way up to graduate school and beyond, can also be taught to hypnotize him or herself on a regular or as-needed basis any time a need arises.

Naturally, if self-hypnosis is used to study more efficiently or develop better recall, it’s easy to see the power it and bring to any student’s education.

But even a brief, generic self-hypnosis session can have health benefits and an ongoing influence on self trust and emotional balance.

And any student who is seeing a mental-health professional can empower his therapy himself: if he will simply capture the positive self-talk his counselor recommends and use it in his next self-hypnosis session.

- Hypnosis as New Tool For Education

In my private practice, more parents are understanding the value of hypnosis in education, and marveling at what self-hypnosis can do for their college student.

As one parent said, “Do you know what it used to be like in this house the night before a final? Now, the night before the test, she hypnotizes herself for ten minutes and she’s asleep the minute her head hits the pillow, and she doesn’t wake up till morning.”

The result: a clearer mind and more confidence the next day.

Do students also recognize the possibilities? It’s my experience as a practitioner that when students are simply directed toward the information-like this article and others about hypnosis-they quickly develop interest in the subject as it is inherently interesting to young people.

As a parent, it is important not to force it on them, however, or to connect it with current poor performance. Rather, it should be strictly voluntary and offered as a possibility, useful and fun.

Frankly, a student who learns self hypnosis goes beyond improving poor performance. She is a step ahead in taking responsibility for her performance, her future, and her ability to achieve precisely what she desires.

How relaxing for the parent to let go of worry, force, and nagging, and watch his child take her future into her own hands-and succeed!

It is my experience, incidentally, that the best students are the ones most eager to learn self-hypnosis because they want to take their abilities even further, and do so without added stress.

- Hypnosis for Those Returning To School Years Later

After graduation-whether high school or college-many adults thought they had seen the end of classrooms and papers. But many find themselves returning to school years later, whether for a graduate or post-graduate degree, or a certificate program needed for their field.

If you are among them, do find yourself feeling unsure about your study skills? Or intimidated by younger classmates with better memories or simply more time to study?

Hypnosis can help with all of that, including the confidence that you’ll want to supercharge your progress.

- Finally, the Question Of Unfairness

Until now, I have been begging the question this article poses: Is the use of hypnosis in education an unfair advantage for the students using it?

Well, let’s consider that:

Is getting a tutor’s help unfair because not everyone is willing or able to do the same?

What about a coach helping your child, after school and on your dime, in her athletic pursuits?

Are prep courses unfair-for SATs, GREs, GMATs, etc.?

Or getting extra help from an instructor after class?

Is participating in a study group unfair? What if it’s run by a professional?

And how about simply choosing to join with the smartest group of people studying for a particular exam?

I would argue that hypnosis to empower education is both practically and morally akin to these others.

Yes, hypnosis is acutely effective at focusing the abilities of the subconscious mind on the subject matter, maximizing every moment of study time, and often producing greater, longer-lasting results. But the intention of creating an advantage via time, effort, and money is equivalent to that of prep courses and tutorials.

When you give your child (or yourself) an advantage that will improve her abilities, her standing, and ultimately benefit the lives of those who will reap the advantages of contact with her, is there is real reason to feel guilty? ©2008 by Wendy Lapidus-Saltz. All rights reserved.

Your initial freelance writing assignments are the best way to present yourself to your client for repeated work. If you provide for them a good product, at a good price, they are likely to come back time and time again. The goal of any career, particularly as a freelancer, is to have steady business. Instead of continually needing new clients or another job to fill your day, why not utilize repeat business? When you make the most of your freelancing time you are helping yourself to gain more business and maintain that which you already have.

For many people getting that first job is the key to success. It is the hardest part of working because more and more people want quality providers and want to use someone who is proven and worth the risk. You cannot get these jobs if you are new. But look at it another way. When you do get to that point, it is important to make the most out of all assignments so that you get return business from that client. This could be any number of things, but should always focus on maintaining a strong working relationship with the client. Providing them with good work, timely work, and listening and meeting their needs will have them coming back to you time and time again.

There is another, even more important, reason to build your business like this. That is referrals. When you do an outstanding job for people, they return time and time again with more business. But, they also tell people about your talents. This can be an outstanding way to use the jobs you get to create more jobs for yourself.

Now, that is not to say that you can not search for new writing job vacancies in other realms as well. But, you must strive to maintain the employment that you already have. By building strong relationships with your clients, you can help them continuously meet their needs while building your business.

Assigning homework serves various educational needs. It serves as an intellectual discipline, establishes study habits, eases time constraints on the amount of curricular material that can be covered in class, and supplements and reinforces work done in school. In addition, it fosters student initiative, independence, and responsibility and brings home and school closer together.

Homework is the time students spend outside the classroom in assigned activities to practice, reinforce or apply newly-acquired skills and knowledge and to learn necessary skills of independent study.

Practice assignments reinforce newly acquired skills.(Doyle, M. and B. Barber ). For example, students who have just learned a new method of solving a mathematical problem should be given sample problems to complete on their own. Preparation assignments help students get ready for activities that will occur in the classroom. Students may, for example, be required to do background research on a topic to be discussed later in class. Extension assignments are frequently long-term continuing projects that parallel classwork. Students must apply previous learning to complete these assignments, which include science fair projects and term papers.

Like mowing the lawn or taking out the garbage, homework seems to be a fact of life. Families play a vital role in educating children. What families do is more important to student success than whether they are rich or poor, whether parents have finished high school or not, or whether children are in elementary, junior high, or high school. Every school will promote partnerships that will increase parental involvement and participation in promoting the social, emotional, and academic growth of children.

But the value of homework extends beyond school. We know that good assignments, completed successfully, can help children develop wholesome habits and attitudes. Homework can help parents learn about their children’s education and communicate both with their children and the schools. And it can encourage a lifelong love of learning.

Research in the last decade has begun to focus on the relationship between homework and student achievement and has greatly strengthened the case for homework. Although there are mixed findings about whether homework actually increases students’ academic achievement, many teachers and parents agree that homework develops students’ initiative and responsibility and fulfills the expectations of students, parents, and the public. Studies generally have found homework assignments to be most helpful if they are carefully planned by the teachers and have direct meaning to students.

In addition to helping with homework, there are many other important ways that parents can help their children learn. Parents can encourage children to spend more leisure time reading than watching television. They can talk with their children and communicate positive behaviors, values, and character traits. They can keep in touch with the school. And they can express high expectations for children and encourage their efforts to achieve.

Homework is an opportunity for students to learn and for parents to be involved in their children’s education. A parent’s interest can spark enthusiasm in a child and help teach the most important lesson of all—that learning can be fun and is well worth the effort.

Teachers assign homework for many reasons. Homework can help children:

• review and practice what they’ve learned;

• get ready for the next day’s class;

• learn to use resources, such as libraries, reference materials, and encyclopedias; and

• explore subjects more fully than time permits in the classroom.

Homework can also help children develop good habits and attitudes.

It can teach children to work independently; encourage self-discipline and responsibility (assignments provide some youngsters with their first chance to manage time and meet deadlines); and encourage a love of learning.

Homework can also bring parents and educators closer together. Parents who supervise homework and work with their children on assignments learn about their children’s education and about the school.

Homework is meant to be a positive experience and to encourage children to learn. Assignments should not be used as punishment.

Teachers assign homework for many different reasons, and students may not always endorse – or even understand – their teachers’ goals. However, the fact that students don’t always understand or agree with us doesn’t give us the luxury of ignoring their views. Several factors argue against dismissing their complaints.

For one thing, all of us act based on our own perceptions of the world, not on the perceptions of others. Adults often refuse to follow the advice of doctors to lose weight if they are not convinced losing weight is as important as the doctor thinks it is. Simply telling students they have to do homework because it’s important is never going to be effective if we can’t convincingly counter their complaints that it’s not.

For another, the reasons teachers give for assigning homework often match up badly with the specific assignments they make, another case of “talking the talk” without “walking the walk.” For example, assigning homework to increase student mastery of the subject isn’t going to work if the assignments are simply repetitions of skills a student has already mastered. Moreover, reasons that go beyond academic achievement, such as teaching students to work without supervision, are suspect in any event. In an exhaustive review of research on homework, Harris Cooper found that “no study has examined whether noninstructional purposes (e.g., creating parent awareness, punishment) have their intended effects” and concludes that “most problematic [in the research on homework] is the number Of homework outcomes that remain unresearched . Implied questions about policy are important ones: Who decides what kind of out-of-school student habits and child-parent interaction should be promoted? And why should the school be doing such promotion? And how do we know that homework is a good tool for noninstructional goals, anyway?

Some policymakers are, in fact, beginning to listen to student voices. As a result, they are beginning to ask questions about factors such as how much free time students actually have. In California, for example, a school board member in the Cabrillo school district made national headlines when he proposed banning homework entirely.

What to do about homework remains unclear, although this research implies that overnight assignments may not be the ideal norm and that all assignments ought. to be thoughtfully designed and clearly valued by the teacher.

What is clear is that we should stop thoughtlessly assigning homework out of habit, assuming that students can and will do it, assuming that something good will come out of it, no matter what we assign. Too much harm – rebellious or indifferent students, angry parents and teachers – results when students refuse to do as they’re told. Or, docile obedience breeds an expensive form of cynicism among students who do “play the game” knowing that the point is not learning, but earning the teacher’s good opinion and good grades. It’s time to stop dismissing students’ criticisms as irrelevant excuses for laziness, to ask ourselves if we deserve their criticism, and to start thinking critically about exactly what we assign, under what conditions, and why.

Homework helps children do better in school when assignments are meaningful, are completed successfully, and are returned with constructive comments from the teacher. An assignment should have a specific purpose, come with clear instructions, be fairly well matched to a student’s abilities, and designed to help develop a student’s knowledge and skills.

In the early elementary grades, homework can help children develop the habits and attitudes described earlier. From fourth through sixth grades, small amounts of homework, gradually increased each year, may support improved academic achievement. In seventh grade and beyond, students who complete more homework score better on standardized tests and earn better grades, on the average, than students who do less homework. The difference in test scores and grades between students who do more homework and those who do less increases as children move up through the grades. (Easton, J. and A. Bennett)

What’s the Right Amount of Homework?

According to some researchers, two ways to increase students’ opportunities to learn are to increase the amount of time that students have to learn and to expand the amount of content they receive. Homework assignments may foster both these goals. Reforms in education have called for increased homework, and as a result, reports show that students are completing considerably more homework than they did a decade ago.

According to statements by the National PTA and the National Education Association (NEA), the following amounts of homework are recommended:

• From kindergarten to third grade, no more than 20 minutes per day.

• From fourth to sixth grade, 20 to 40 minutes per day.

• From seventh to twelfth grade, the recommended amount of time varies according to the type and number of subjects a student is taking. In general, college-bound students receive lengthier and more involved homework than students preparing to enter the workforce immediately after graduation.

Children need to know that their parents and adults close to them think homework is important. If they know their parents care, children have a good reason to complete assignments and turn them in on time. There is a lot that you can do to show that you value education and homework.

Homework can bring together children, parents, and teachers in a common effort to improve student learning. Helping your child with homework is an opportunity to improve your child’s chances of doing well in school and life. By helping your child with homework, you can help him learn important lessons about discipline and responsibility. You can open up lines of communication—between you and your child, and you and the school. You are in a unique position to help your child make connections between school work and the “real world,” and thereby bring meaning (and some fun) to your child’s homework experience.(Paaletin)

Bibliography:

• Doyle, M. and B. Barber (1990). Homework As a Learning Experience. What Research Says to the Teacher, 3rd ed. Washington, DC: National Education Association. 319 492.

• Easton, J. and A. Bennett (1990). “Achievement Effects of Homework in Sixth Grade Classrooms.” Paper presented at the Annual Meeting of the American Educational Research Association. 320 675.

• Murphy, J. and K. Decker (May-June 1989). “Teachers’ Use of Homework in High Schools.” Journal of Educational Research, 82 (5), 261-269.

• Murphy, J. and K. Decker (February 1990). “Homework Use at the High School Level: Implications for Principals.” NASSP Bulletin, 74 (523), 40-43.

• Paaletin, 72 (507), 14-17.

• Rutherford, W. (1989). “Secondary School Homework Practices: Uses and Misuses.” Paper presented at the Annual Meeting of the American Educational Research Association.

A-Level coursework assignments can be prepared on several topics related to Science, Business and Arts, Law and many other academic fields. A-Level coursework assignment (especially for UK students) involves a lot of research and can be quite a challenge for new students. A-Level coursework assignments can be prepared by using various research approaches such as the qualitative or quantitative research approach.  In the UK A-Level coursework assignments are taken mostly by teenage students. A-Level coursework subjects will cover a variety of topics, for a comprehensive knowledge base. This also helps UK students to find many career paths. All A-Level coursework assignments must be completed before entering the next academic level.

It is necessary that all A-Level coursework assignments should be researched, organized and structured in the best possible manner. No matter how difficult UK students A-Level coursework assignments is there are expert writing services that can provide students the best A-Level coursework assignment in the shortest deadline and can also provide on time A-Level coursework info.

UK Students must possess at least adequate skills in all these areas to receive acceptable grades. A- Level coursework assignments can include literature reviews, reports, case studies, budgets, outlines, proposals and schematics. UK Students must learn how to prepare or develop the various types of Coursework assignments.

These writing services provide a forum that works as a link between writers and students to discuss details. All A-Level coursework assignments provided by such writing services are made by using authentic research, proper citation and well developed subject content. Moreover A-Level coursework assignments available from these services are 100 percent compliant and plagiarism free.

In conclusion we can say that most UK students require expert assistance for completing their A-Level coursework assignments. There are many professional writing services that can help UK students to complete their A-Level coursework assignments of all categories and can be very beneficial for UK students.

 

When sleep deprivation is suspected, your doctor will want to order a sleep study to test for apnea or other sleep disorders.

The sleep study takes a comprehensive look at your sleep dynamics. Some of the things it measures are how long it takes you to get to sleep, how many times you wake during the night, the quality of your sleep, and blood oxygen levels during sleep.

There are three common types of sleep studies:

Multiple Sleep Latency Test (MSLT) - There are two versions of this test. The daytime one tests for narcolepsy by measuring the degree of sleepiness during the daytime. The nighttime test measures how long it takes for someone to fall asleep.

Multiple Wake Test (MWT) - Measures if you can stay awake during normal activities when a person would be expected to remain awake.

Polysomnogram (PSG) - This is general evaluation and monitoring. There are two versions. One version is a two night test. The first night includes monitoring of sleep activities.

The second night is to find proper corrections for problems found on the first night. The second type of PSG is the split night.

The first half of the test is monitoring and recording, the second half is finding proper corrections especially during a sleep study for apnea.

Sleep studies look for the severity of apnea events. How long they last and how often they happen are important to assess. Airflow drops are considered apnea events. 5-15 apnea events an hour is considered mild sleep apnea. Moderate sleep apnea is 15-30 events an hour. Severe apnea is 30 or more an hour.

The other way to diagnose the severity of sleep apnea involves assessing when sleepiness occurs and how often. This method is accurate, but subjective to provided information.

Brain waves are measured during a sleep study for apnea. There are four different types recorded during the study - alpha, beta, delta, and theta. Each one represents a different sleep stage. The study will measure the amount of time spent in each stage of sleep.

A typical nights sleep will include a progression through the four different stages of sleep, then 60-90 minutes of REM sleep. This cycle is normally repeated around four times a night. Any deviation in this cycle can result in sleep deprivation issues.

Blood pressure, pulse and respiration rates are recorded. It is not unusual to see blood pressure spikes as high as 220/130 during a sleep study for apnea.

As an apneic event happen and the blood vessels constrict, the heart will race and cause pounding against the narrowed vessels thus increasing blood pressure.

After breathing resumes, respirations are increased in an effort to restore normal oxygen levels. This can have a devastating effect on overall health if it continuously happens over a period of time.

Sleep tests are crucial when sleep disorders such as sleep apnea are suspected. They will record valuable information that will be used in diagnosis and treatment plans.

The tests are performed by trained sleep technicians and the results are read by an experienced doctor specializing in sleep disorders.

Sleep studies for apnea may include same night treatment for severe cases. This is one test you will want to make every effort not to miss.