Dont Do Due Diligence

Dont Do Due Diligence Don’t Do Due Diligence Don’t Do Due Diligence By Maeve Maddox Not so very long ago, the only people I heard talk about â€Å"due diligence† were realtors. Due diligence is a legal term that refers to the exercise of proper care and attention to avoid committing an offense through ignorance. For example, a realtor must trace previous ownership and make sure that a property is free and clear before selling it to a new owner. In another context, due diligence is the comprehensive appraisal of a business undertaken to evaluate the commercial worth of a business. Due diligence is exercised to investigate such matters as assets and liabilities. Since the 1980s, the expression â€Å"due diligence† has migrated from legal and business use to the general vocabulary, where it has become an inflated synonym for â€Å"comparison shopping.† comparison shopping: comparing the same or similar products or services as offered by different retailers, manufacturers, etc. in order to find the best value at the lowest price. A few users do seem to understand that â€Å"due diligence† is a specialized term in need of explanation: Prudence would dictate that such an important decision [choosing a college] be preceded by a serious period of what on Wall Street is called due diligence. By going through the above information-gathering activities [i.e., researching colleges], you are performing your due diligence in making a final choice.   More commonly, writers use of the expression as if it were simply another way of saying â€Å"research a subject,† â€Å"compare prices,† â€Å"shop around,† or â€Å"think things through†: Always use your due diligence when researching DHT blockers/inhibitor [in shampoos] I never make a decision on ANYTHING without first doing my Yelp due diligence.    Due diligence in the running shoe  arena can make a huge difference between success and failure. A bride that has done her due diligence in her quest to truly find the best wedding dress always asks the question, â€Å"where else can I go to compare this particular dress style?† [Before buying a dog] practice due diligence by researching dog breeds, asking family, friends or neighbours who have dogs, and consulting experts. Using the verb do with â€Å"due diligence† creates a mildly comic effect because of the juxtaposition of the â€Å"do† sounds: Dont Wing It To Strategically Position Yourself, Do Your Due Diligence Do You Do Due Diligence? Who are we to get in the way of mamas who want to do their due diligence and sample lots more of our clothing? â€Å"Do due diligence† echoes the humorous euphemism â€Å"doo-doo.† I even found a headline that deliberately plays on the doo-doo effect: Doo Your Due Diligence when Using a Kennel The story under the headline has nothing to do with doo-doo, but I don’t think that the spelling is a typo. The site is run by a business called ScooperDude; it offers a weekly clean-up service to dog owners who don’t want to pick up after their own dogs. When it comes to â€Å"due diligence,† it’s better to exercise it or practice it than to do it. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:8 Writing Tips for BeginnersThe Uses of â€Å"The†

Journals Coursework Example | Topics and Well Written Essays - 4250 words

Journals - Coursework Example I understood that where the generation that preceded it was about conformity, this generation was about breaking the rules and exploring new psychological and social spaces for the rest of us. I could not wait to get started on the materials and the discussions and to participate, reflect and learn. Mostly too at that point I was eager to dive into the books and films. I also understood at this point that the perspectives for viewing the time period and the generation included not just the artistic, but also other relevant perspectives that hopefully would broaden my understanding of the era and give me a rounded overall understanding. The historical, business, and cultural viewpoints are important too, and I understood that these takes on the era would be explored in depth in the coming weeks (â€Å"Hollywood Rebels†). The ground rules and expectations for class performance and participation were also clearly laid down during this first week. I learned what was expected of me, and this learning was valuable, because I knew that if I participated in class and applied myself to the tasks in earnest that I would do fine. Moreover, I also appreciated how my inputs were important not only in terms of being able to get good marks but also in terms of the being able to get truly learn and get genuine insights into the subject matter. Taking the high road, I understood that to be able to learn as much as I can from this era, I need to take the class discussions seriously and really try to assimilate the materials as much as I could (â€Å"Hollywood Rebels†). Etiquette and attendance were discussed. Etiquette was mostly about respecting the class and giving full attention during lectures. Attendance rules were clearly laid out, to make sure that students knew when they would be marked as late or absent, and what absences mean in terms of passing or failing the class. The syllabus and assignments and their

Oslo Peace Initiative Essay Example | Topics and Well Written Essays - 1500 words

Oslo Peace Initiative - Essay Example For the Palestinians, the peace agreement of Israel with Egypt served to increase their desperation. This led to the intensification of struggle by the Palestine Liberation Organization (PLO) under Yassir Arafat. Though the United States entered the scene and made it a personal agenda to restore peace in the Middle East, only limited progress was made in the 1978 Camp David negotiations because of mutual distrust and suspicion between the two parties. Even though this eventually brought about the 1979 Israel-Egypt Peace Treaty, dissatisfaction and stalemate in the situation led to the First Intifadaor the Arab Revolt in 1987-91 in Gaza Strip and West Bank. There was change in leadership in Israel and Yitzhak reversed his nation's stand and tried to negotiate with the PLO and participated in the secret talks in Oslo, Norway (MERIP 2006:3); as the result Israel-PLO Declaration of Principles, was signed in Washington in September 1993, which is otherwise known as the Oslo Accord. Through this PLO recognized Israel and Israel the authority of PLO. It is clear from the above that, suspicion and mistrust ruled high here from the beginning. The main issue of contention was not one of religion, but more an issue of home-land. The Palestinians needed more areas for their large population, who had lost their homes during the wars and were living as refugees elsewhere. In one estimate their numbers were close to three million (MERIP 2006: 6). The entitlement status to be given to the Palestinians and the treatment of Israeli settlements (Israel evacuated all Israelites from the West Bank and Gaza Strip over the next few years) were other significantly unresolved issues that led to frustration. Rights to the Jordan River waters, on which was another important reason for animosity. Finally, Jerusalem with its historical places of worship was also a point of dispute, with both sides refusing to give up claim (Mideastweb 2006:1). While the Israelites consider Jerusalem as their "eternal capital" ((MERIP 2006:8), Arabs also want it as their capital because of its association with Prophet Mohammed. According to some, in first place the agreement itself was "deeply flawed" because it did not find many takers in the Arab nations (MERIP 2006:3). Importantly, the accord did not find support amongst the radical Islamist leaders in the two strategic places of Gaza Strip and West Bank. The infighting in the Palestinian camp, spurts of violence of the HAMAS and Jihad, ensured that the Oslo Peace Initiative was hardly allowed a chance. Israel did not want to allow the return of Palestinian refugees because it would undermine their majority status and reduce their population. In a nutshell, after the Oslo Peace Accord More than seven years have gone by and Israel has security and administrative control of 61.2% of the West Bank and about 20% of the Gaza Strip and security control over another 26.8% of the West Bank. This control is what has enabled Israel to double the number of settlers in 10 years..and to seal an entire nation into restricted areas, imprisoned in a network of bypass roads meant for Jews only... (ifAmericansknew.com 2006) Why is there conflict between the two peoples (now) still in 2007! To a keen observer, it may be clear that there are no easy solutions to a problem of this

Cliffside Orchards Case Study Example | Topics and Well Written Essays - 2500 words

Cliffside Orchards - Case Study Example Cliffside Orchards generated its first profit in the year 1989. Then, the Hermans were operating as wholesalers. By the end of the year 1990, however, the Orchard recorded fewer profits as a result of a decline in crop yields. The Hermans decided to venture into farmer markets such as Sandpoint, Codalaine and Spokane. Jeff Herman stated that this â€Å"was a big change, emotionally and spiritually.† The couple states that when they began, 32 years ago, they lacked the technological advantages and technical knowhow that is enjoyed by many farmers today. Jeff, however, acknowledges Phil Unterschuetz’s publication on Organic Integrated fertility Management publication as a crucial guide that helped them through the numerous challenges that they faced over the past 32 years such as the Alar scare of 1989. The couple has witnessed firsthand the effects of unsustainable agriculture and the use of extreme chemicals in crop growth. As such, they have endeavored to adopt healthy crop growth practices for the sake of their children and the environment. The Cliffside Orchards has been a success story for farmers all over fighting for the cause of purely organic agricultural practices. Part of the couple’s objectives is to provide an example of how maintained organic practices can yield healthy and nutritious tree ripened fruit that is sweet.

Focus Paper on Grand Conversations Essay Example for Free

Focus Paper on Grand Conversations Essay Grand conversations are effective instruments of instructional design and learning, which may be easily integrated into any type of curriculum content. Mark Twain’s Huckleberry Finn is an excellent example of the book that can be used in elementary school grand conversations. To make grand conversations even more effective and interactive, they may also be combined with shared reading. In grand conversations, elementary school learners develop necessary interactions, which lead them to developing extensive reading and comprehension skills. Focus Paper on Grand Conversations Introduction Grand conversations are effective instruments of instructional design and learning, which may be easily integrated into any type of curriculum content. Grand conversations are particularly important for the development of communicative skills in learners. The use of grand conversations is integrally linked to student-centered approaches, providing students with additional opportunities to speak, express their thoughts and opinions, and study the most problematic curriculum topics in depth. In elementary classroom, grand conversations may be used as the means for studying literary texts and developing extensive connections between literature themes and student realities. Elementary school teachers pay special attention to the development of literacy and communicative skills in young learners. By linking reading to discussion and exploration, education specialists are trying to develop more effective approaches that would motivate young learners to read, and communicate their views in classroom. â€Å"Grand conversations are discussions held by the entire class community. What makes grand conversations different from other forms of whole group activities is that the teacher does not direct grand conversations† (Buis, 2004). Thus, the teacher’s task is to choose the content which is the most appropriate for classroom discussion, and to set the tone of the group conversation, which will further be directed by learners and will help them investigate the plot, the theme, the characters, and the setting of the original text in more detail. Unfortunately, teachers tend to use more traditional standardized strategies in text analysis; a short-lived conversation is a widely acceptable teaching technique that may save time during the lesson but does not improve student knowledge in class. However, it is not enough for a teacher to understand the importance of grand conversations in class; it is essential that elementary school teachers develop effective and multifaceted approaches, to give students an opportunity for practicing their communicational skills. As teachers, we cannot guarantee that our small students will be able to understand all literary implications of particular texts. That is why it is important to develop meaningful chains that would help learners understand the content, the context, and the idea of a literary work. The book to be discussed should be written in simple language and should be close to what children feel, see, and do in their daily lives. â€Å"The book should be enjoyable, of superior literary quality, engage student interests, allow for good discussions and invite students to revisit them over and over again† (Buis, 2004). Mark Twain’s Huckleberry Finn is an excellent example of the book that can be used in elementary school grand conversations. To make grand conversations even more effective and interactive, they may also be combined with shared reading of the most interesting passages. A sample grand conversation may start with a simple question: â€Å"Do you think that Huckleberry Finn could live in our society? † This question may further be extended to discussing the similarities between Huckleberry Finn’s realities (clothes, behaviors, thoughts), and those of contemporary learners. It is expected that students’ answers will not be limited to â€Å"yes† or â€Å"no†, but will encourage other students to express their thoughts and develop reliable connections between their personal experiences and those of a literary character. Children will be free to discuss their best impressions, feelings, or their favorite clothes. It is expected that by the end of the discussion session, children will be able to determine, what makes Huckleberry Finn different from them. Choosing a picture book would also facilitate the discussion and drive learners’ imagination, giving elementary students a special feeling of â€Å"reading joy† (Buis, 2004). As teachers, we should also be prepared to the situation when learners’ experiences and opinions differ and are even be opposite to each other; as a result, we will need to use available instruments for turning this opposition into the subject of a detailed discussion. Grand conversations will further engage all learners into a risk-free environment, and expose them to the world of classic literature through the prism of their most pleasant life experiences. It should be noted that â€Å"participation in a discourse community is crucial for the cultivation of deeper levels of vocabulary knowledge. Language learning is fuelled by students’ curiosity and their desire to connect and communicate with others† (Buis, 2004). For grand conversations to be effective, it is important that the teacher does not limit the discussion to one single interpretation of the book. Children should be encouraged to express their ideas about the plot, the meaning, and the importance of particular passages. Although grand conversations are not directed by the teacher, some scaffolding may be appropriate to motivate and encourage young learners. Traditionally, students are not involved into active group discussions in class; they are used to the situation where teacher carries the main load of talking. As a result, students may be prevented from supporting conversation at deep levels. Several grand conversations will be required to ensure that students have fully understood the meaning of Twain’s text and that they are able to formulate their thoughts as applied to the context, structure, and the meaning of the plot. Every new text distracts students from digging deeper into particular literary elements, but attracts their attention to new events within the story; that is why several literary conversations will help young learners concentrate on particular meaningful elements that will gradually lead them to understanding the real or virtual place of Huckleberry Finn in his and in our time. Conclusion Grand conversations reveal the new facets of elementary students’ communicative skills and abilities. This type of instructional methodology helps revisiting the most interesting literary texts and exploring them through the prism of learners’ personal experiences. In grand conversations, elementary school learners develop necessary interactions, which lead them to developing extensive reading and comprehension skills and provide them with unlimited opportunities for sharing their comments and offering new ideas in classroom-wide discussions. References Buis, K. (2004). Making words stick: strategies that build vocabulary and reading comprehension in the elementary grades. Pembroke Publishers Limited.

The Apollo 11 Space Flight: Man Explores the Moon and Gains Perspectiv

The 1960's brought cultural transformation through outbreaks of violence and contention. The "Love and Peace" slogan led to a bloody fear of "War and Hate." It was an era of protest and revolt. The decade began with the assassinations of John F. Kennedy and Martin Luther King Jr., escalated with the viciousness of Vietnam, and ended with the suspicion of Watergate. And somewhere in the terror of freedom, we saw two Americans walk on the moon. It was while staring at that crystalline sphere hovering above us that we pondered the scope of our opportunity. On that warm summer night it was a miracle of technology, a step into a new world, a celebrated triumph. We engaged in a political race to the moon against the Communists with a democratic pride that launched us to a new age of scientific exploration. They were footsteps that would be talked about for centuries bringing information that would influence us for decades. America's Race for the Moon Following the Atomic Bomb of World War II, the United States was a recognized "Superpower," the technological king of advancement. Through our new Elvis albums and poodle skirts, we were enjoying the satisfaction of being the "winning team." However, in 1957, our pride was pierced when news hit that Russia had successfully launched "Sputnik," the first artificial satellite to circle the earth. As President Kennedy said, "We are behind and will be for a period in the future" (Sullivan 142). We were no longer the superior champions we once were. The Soviet Union seemed unstoppable; by 1961 Russian Major Yuri Gagarin became the first man to orbit the earth in a spaceship. Less than two months later, the United States publicly announced their 20 billion dollar space program, Project... ...s. By viewing the Earth as a whole, we discovered truths about humanity that sparked a new perspective of thought and understanding for our generation and the generations to come. "We touched the face of another world, and became people without limits" (Chaikin ix). Works Cited Chaikin, Andrew. A Man on the Moon: The Voyages of the Apollo Astronauts. New York: Penguin Books, 1994. Folger, Tim, Sarah Richardson, and Carl Zimmer. "Remembering Apollo." Discover July 1994: 38-58. Spirit of Apollo: A Collection of Reflective Interviews. AIAA (American Institute of Aeronautics and Astronautics, 1989. Sullivan, Walter, ed. America's Race for the Moon: The New York Times Story of Apollo. New York: Random House Publishers, 1962. Wilford, John Noble. We Reach the Moon; the New York Times story of Man's Greatest Adventure. New York: Bantum Books, 1969.

English as a Second Language Essay

It has been said that the Earth is shrinking. Not only has air travel reduced the time it takes to get from one country to another, but the internet has also served to shrink our planet. With new technology like email, Skype and Facebook bridging people together in spite of how far apart they may be, it is more likely than ever that a person will need to speak a second language. If one is interested in taking advantage of our shrinking planet, and using these new technologies to acquire information then I would recommend learning English as a second language. For the time being at least, I believe English is the language that doors to information and opportunities. Many of the new technologies that allow people to connect from across the world are primarily conducted in English, Facebook, Tumblr, Linked In and other networking sites cater to English speaking users. The speaker of another language who can master English will have a whole array of communicative networking sites at their disposal. The speaker of English would also have many sources of information open to him. News sources like the BBC, CNN as well as less popular but still thought provoking sources like Slate, Salon and The Huffington Post, Furthermore, research sources like J-Stor and LexisNexis would be there to provide papers, articles and research materials on thousands of different topics and areas of study. If you look at many of the job search sites on the internet, it is becoming increasingly apparent that knowledge of a second language is primary qualification for job seekers. As companies have become more global, their desire for bilingual speakers has become more urgent. The applicant who speaks English as a second language has significant advantage over other applicants. In conclusion, I believe it is clear that there are many advantages to speaking English as a second language. More networking is possible, more information is available and job prospects are better. Many rewards await the person wh o takes the time to learn English as a second language. For these reason I would advice someone who is considering learning a second language to choose English.