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By June Campbell What colors have you chosen for your marketing materials? What were your reasons for making that particular choice? Was it because you liked those particular colors, or did you have a particular marketing message in mind? While visual appeal is an important consideration, your color choices could be sending a specific message to the people who view them. Are you sure you know what that message is? You’d be wise to consider the psychology of color when designing your marketing materials. Be it business card, brochure, web site, posters or other material, you’ll be making color choices. Colors not only enhance the appearance of the item — they also influence our behavior. You will do well to consider the impact that the colors you use will have on your target audience. For instance, have you noticed that most fast food restaurants are decorated with vivid reds and oranges? It’s no accident that these colors show up so frequently. Studies have shown that reds and oranges encourage diners to eat quickly and leave — and that’s exactly what fast food outlets want you to do. It’s also no accident that you see a lot of reds and blacks on adult web sites. These colors are thought to have sexual connotations. Ever notice that toys, books and children’s web sites usually contain large blocks of bright, primary colors? Young children prefer these colors and respond more positively than they do to to pastels or muted blends. Market researchers have had a field day identifying the colors and the likely effect they have upon us. However, the effects of color differ among different cultures, so the attitudes and preferences of your target audience should be a consideration when you plan your design of any promotional materials. For example, white is the color of death in Chinese culture, but purple represents death in Brazil. Yellow is sacred to the Chinese, but signified sadness in Greece and jealousy in France. In North America, green is typically associated with jealousy. People from tropical countries respond most favorably to warm colors; people from northern climates prefer the cooler colors. In North American mainstream culture, the following colors are associated with certain qualities or emotions: Red –excitement, strength, sex, passion, speed, danger. Blue –(listed as the most popular color) trust, reliability, belonging, coolness. Yellow –warmth, sunshine, cheer, happiness Orange — playfulness, warmth, vibrant Green — nature, fresh, cool, growth, abundance Purple –royal, spirituality, dignity Pink — soft, sweet, nurture, security White –pure, virginal, clean, youthful, mild. Black –sophistication, elegant, seductive, mystery Gold — prestige, expensive Silver — prestige, cold, scientific Market researchers have also determined that color affects shopping habits. Impulse shoppers respond best to red-orange, black and royal blue. Shoppers who plan and stick to budgets respond best to pink, teal, light blue and navy. Traditionalists respond to pastels - pink, rose, sky blue. Want to test some of this out? Check out web sites belonging to companies with marketing budgets that allow for extensive research into what sells best. Jaguar (http://www.jaguar.com) A luxury car with a luxury web site. There’s a predominance of black (sophistication) and silver (prestige). Jaguar markets to people with high incomes who view themselves as sophisticated and look for a prestigious vehicle. Volkswagon Microbus (http://www.vw.com/microbus/) Check out the predominance of yellow (happiness) and orange (playfulness). Matches the type of owners that Volkswagon is trying to attract, don’t you think? So how can you put this information to use? First, think about your target market. Let’s say that you are selling books for young children, but you are marketing to grandparents. You’d probably design the books in bright, primary colors (reds, blues, yellows) to appeal to the children who will use them. However, the marketing materials (web site, brochures, etc.) would be designed with grandparents in mind. You might decide to go with blues (trust, reliability), pinks (nurture, sweet, security) and yellow (happy, playful). Of course, you would test your ads and colors on a small market segment before rolling out a large scale campaign. Give some thoughts to the message you want to send and to the psychology of the recipient. Then choose your colors accordingly. ================================================ How to Write Business Plans, Business Proposals, JV Contracts, Human Resource Package, More! No-cost ebook “Beginners Guide to Ecommerce”. 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By Alvin Chan The L.E.A.D.E.R. Way INTRODUCTION In June 1997,the Prime Minister of Singapore unveiled the Governments vision of Thinking Schools, Learning Nation (TSLN). This vision was forged to improve Singapores education system in the light of the rapid changes around the world. The Government foresees that Singapore, with its limited natural resources, can only continue to progress by nurturing a knowledgeable workforce that is adaptable to the changes in the world economy. More importantly, the Government realized that it had to start preparing the nation for these inevitable changes by revamping the education system in accordance with the vision of TSLN. The Ministry of Education (MOE) in Singapore, the state agency responsible for the undertaking of this vision, states the goals of TSLN as follows: Thinking Schools ensure that we equip students with skills and knowledge and values and instincts to face future challenges, while Learning Nation aims to promote a culture of continual learning beyond the school environment. (MOE, 1998,p.16) In order to realize the vision, the MOE has introduced changes to the curriculum, the training of teachers, assessment modes and the development of resource packages. Furthermore, all schools will have students spending at least 30% of their curriculum time accessing electronic resources and working on computers. (MOE, 1998,p.17) The changes in the curriculum include the infusion of thinking skills and the reduction in the contents of the curriculum. Schools are strongly encouraged to set up their own thinking programs and teachers are to enroll in courses to learn how to infuse thinking skills in their teaching. With the restructuring taking place to realize the vision, most teachers fear that the changes will burden them by increasing their already-heavy workload and tight time schedule due to increased training hours. The principal, being the main disseminator of the MOEs mission of TSLN in the school, has the unenviable task to articulate this vision to overcome the resistance to the changes especially from the schools teachers. The main objective of the paper is to explore the perceptions of teachers as to the effectiveness of principals in leading a change programs (in this case, a Thinking Programs). Since teachers are directly responsible for the learning outcomes of the students, their perceptions of their principals effectiveness and concomitant actions are vital to the success of the vision of TSLN. As part of the paper, a case study of a primary school, which has embarked on a Thinking Programs, has been carried out. REVIEW OF LITERATURE In the hope of improving the existing system, schools face many problems when introducing well-meaning changes. Restructuring would, inevitably, involve people within the organisation to absorb new ideas and ideals that usually result in many uncertainties (Heckman, 1990). A schools principal, thus, has the uphill task to manage the level of resistance to change and align the staff to work towards a common vision, amidst the turbulence. To reiterate, the author is focussing on teachers perceptions of their principal in leading change, more specifically, the process of creating a Thinking Programme for the school. The importance of teachers perception of their leaders in the success of a school has been documented in various researches. Researchers (such as Bhella, 1992) suggested that teachers morale is related to student achievement. And, in turn, the principal has the strongest influence on teachers satisfaction in the workplace. (Vanderstoepe et al, 1994) From that perspective, the teachers satisfaction and perceptions of the principal in leading the change process would directly have an impact on the success rate of the new programme of boosting students achievement. In the process of writing, the author discussed with many teachers on what they expect their leaders to do when introducing a new programs to their schools. The author has summarized the teachers opinions for inclusion in this paper. Previous research and literature would be used to illuminate the factors that are critical to the success of a principal in leading a change programs. To further enhance clarity of exposition, I have presented systematically the ideas encapsulated in previous research by using the acronym of L.E.A.D.E.R as a model to elucidate the steps in leading a successful change programs in a school. The acronym of L.E.A.D.E.R stands for: Leading by example Empowering vision Adaptive change Developing people Evaluating the system Recharge The above model does not try to be prescriptive or attempt to imply that it will cover all the salient factors of an effective change programme. Due to the prescribed length of the paper, the author hopes that the model will shed more light in the topic of research in a more methodical manner. Leading by Example In most organisations that have embarked on a change programme, one of the more common complaints by the employees is that the leader does not walk the talk. In a school, if a principal is not willing to learn and adapt to changes, there are no compelling reasons for the staff to do so. The Scouts motto, Lead by Example, is a major criteria of what a principal must do to succeed in leading change. In order to create a thinking and learning organisation, principal will become researchers and designers rather than controllers and overseers. They should also be a model of learning to the rest of the organisation and encourage the staff to be life-long learners. (Senge, 1990) More importantly, a principal must not merely communicate in words, but by deeds to convince the staff that the change is happening at all levels. These build a sense of esprit de corp in the school that will help in lessening the pressures that change brings to organisations. In short, a principal has to be perceived to be capable in leading school educational development by his or her own example. (Dunning, 1993; McHugh & McMullan, 1995) Unless the staffs are convinced, they will not work co-operatively towards the success of the change programme. Empowering Vision A change programme requires a change of vision. According to Kotter (1995, p.10), A vision says something that clarifies the direction in which an organisation needs to move. The Ministry of Education developed the vision of TSLN in the middle of 1997. In the schools, banners are put up to herald the vision of TSLN and school principals were expected to align the teachers towards this shared vision for the betterment of the schools. The principals are expected to modify culture through skill in communication of the necessary shared values for a changed vision. (Campbell-Evans, 1993). Adaptive Change In most organisations change programme, the appropriate pace of change is often ignored. Most leaders are impatient to see results and thus apply unwarranted pressures on those involved in the process .In Singapore schools; such a situation is a commonplace. With the MOEs intention of creating a world-class educational system in Singapore, many new initiatives are introduced within a short period of time. Most of the initiatives will require much time and effort of the teachers, on top of their already-heavy load. Such a situation often causes distress and the principal has to address the issues. A good leader, therefore, must be capable of regulating the distress by sequencing and pacing the work required of the change process. Unfortunately, this is not the case in most change programme. Most leaders start new initiatives without stopping other activities or they start too many initiatives at the same time. They overwhelm and disorient the very people who need to take responsibility for the work. (Heifetz & Laurie, 1997,p.180) Developing People The people who are directly involved in a change programme have to be suitably trained to meet the challenges. A good principal would ensure that the staffs potential is developed for many reasons. Firstly, if the staffs are not trained well to undertake the new responsibilities of the initiative, the programme will not be a success. Secondly, a principal who develops and empowers the staff in the concerned change programme will be more able to convince them to commit to it. By doing so, a principal can demonstrate leadership by sharing leadership with the staff in the school. Through empowering others, the principal can also elevate his/her status and power. (Blas, 1987) A principal can also develop the staff potential by opening up channels of communication within the school. Setting up committees and encouraging peer learning could do this. External agencies with expertise in the areas of change can also be consulted to help smoothen the process of change. A principal who is a people developer would benefit as solutions to adaptive challenges reside not in the executive suite but in the collective intelligence of employees at all levels.(Heifetz & Laurie, 1997,p.173) Thus, by doing so, the principal would have increased the level of success of the new initiative and also the hearts of his/her followers. Evaluating the System The principal must constantly monitor the process of a new school initiative. The initial enthusiasm that has been built up the principal may wane due to the lack of a good evaluation system .An effective evaluation system would allow the principal to see the flaws and to refine the programme due to changing circumstances. A good evaluation system for a thinking programme would consist of classroom observations on the teaching of the thinking tools and feedback from those who are involved in the change process. This includes the teachers, pupils and their parents. This is important as constant feedback allows the principal to refine the programme due to changing circumstances. (Hargreaves, 1995) To further enhance the evaluative aspect of the programme, the principal could brainstorm with the staff on the criteria of what are considered to be desired outcomes of the new initiatives. To be more specific, an effective change leader would spell out what are the short and long-term desired results of the programme and base the evaluations on such targets. The evaluative process must be realistic and fair by including appropriate time frames for achieving them. This would calm down the fears of the teachers and to ensure that they would not resort to cosmetic measures in the process of change. A principal must also be self-reflective and be able to take criticism if the programme is not moving according to plan. He or she must rely on the teachers who are directly involved with the pupils to give honest feedback. Though, this may raise questions of the credibility of the principals initial plans, a good head would allow the subordinates to point them for further improvements to a new initiative. This is especially so if the head is seeking to create a thinking and learning organisation. Recharge An effective evaluation system would also be used to ensure the continuing momentum of a change programme. Most change programmes may start out enthusiastically but they usually lose steam at the end. The ability to maintain the initial enthusiasm and commitment to the vision is, thus, an important criterion of an effective principal. He or she must be able to recharge the interest of the teachers by constantly reminding them and encouraging them to achieve desired outcomes. In a thinking programme, a principal could hold monthly meetings to talk about the progress and to share success stories of the programme to maintain the interest of the teachers. If the interest and enthusiasm of the staff to the initiatives can be maintained throughout, more change programmes will be successful in schools. CONCLUSION During the process of writing this paper, the author felt that certain issues should be addressed. One of the main problems seems to lie in the pacing of new initiatives introduced by the Ministry of Education. Due to this, a principal is stretched for time and effort in juggling with the new initiatives. This, as shown in the case study, usually leads to other good school programmes going through a roller-coaster ride of enthusiasm. The principal would then resort to cosmetic efforts to convince the parents, visitors and the Ministry that a programme is in place as in this case study. The author hopes that this is just an isolated case but feels the Ministry should really look into the issue of whether principals are overloaded with the projects in progress before launching into another initiative. Another issue connected to the above is the need to improve the evaluation and appraisal methods of the principals by the Ministry. At present, the evaluation tends to be inaccurate, as the Ministry does not really know the inner workings of the school. There should be a 360 degrees Feedback Survey whereby the staff (especially the teachers); pupils and parents are to evaluate the effectiveness of the principal in leading a programme. It may be considered time-consuming but it will ensure that principals do not adopt cosmetic measures to hide weaknesses of any new programmes. This also allows schools to be opened to ideas and suggestions for further refinements of the programme. In this way, the Ministry will have a more accurate picture whether the initiatives that had been introduced are articulated in a proper manner. The author reiterates that the success of leading a change programme in schools is largely dependent on the principals ability to influence the perceptions of the teachers. Trust, thus, is an important ingredient that has to be built up by the principal, as the principal-teachers relationship will have an impact on other future initiatives. The paper has also included a self-evaluation questionnaire (Appendix 3) for principals who are in the process of leading a change programme in their schools. In closing, the author wants to emphasise that in order to reap the full benefits, a change programme should be nurtured and not enforced. About The Author Dr.Alvin Chan is an Innovation Research Specialist in Asia. He has consulted for and aid in the development of managerial innovations and effective learning methodologies in several organizations. Please email to Dr. Chan at alvinchan@firstquatermain.com as a courtesy if you are reprinting the article online or in print. Article Source: http://EzineArticles.com/?expert=Alvin_Chan http://EzineArticles.com/?Principalship:-Leading-Change-in-Schools&id=32680 bad credit get personal loan copy of nyc paycheck online loan applications no credit check apartments in austin tx

By A Chatfield There are, in Protestant weddings, more than a few different traditions allowing the bride and groom to show their families a symbolic representation of their union and devotion to each other. The unity candle is one of those very traditions, steeped in only a few decades of history, but incredibly popular in todays wedding ceremonies. The unity candles birth wasnt the first, nor the last ceremony to instill in a wedding the gravitas of commitment. Not only is there a definite focus on the importance of the candle, by couples as well as candle makers, theres a sure gravitation towards the use of other unity ceremonies both new and old that allow both bride and groom to show their dedication to the union. The unity candle itself is a fairly elaborate affair. One can buy a unity candle from any gift store or bridal shop, complete with a brilliantly crafted unity candle and often the two lighting candles that the bride and groom use to light the central flame. A candelabra for carrying all three is usually also available. Options, including engraving of the couples names on the candle or similar keepsake additions make the package perfect for the ceremony. There are however, other simpler unity ceremonies involving the sharing of a common object, food, or drink that accomplishes the same effect. Probably the simplest of these is the Rose Ceremony, in which the couple might exchange a single rose to show unity. Other such exchanges include the Garland or Lei exchanging ceremonies in which Indian or Hawaiian brides and grooms exchange a ring of flowers to symbolize their unity. Other similar variations include the pouring of wine or water into a communal glass, or the simultaneous tearing of a loaf of bread to be shared. The purpose of all of these is to display the way in which the couple is giving a part of themselves to complete a new whole. Appropriately, in the unity candle ceremony some couples choose to keep their individual candles burning as a sign of the individuality that they will retain beside the new entity created in their marriage. The unity candle traditions growth then, is not as surprising as some might think. The concept of symbolically showing to your friends and relatives how you will become a new person and join with your spouse in a united marriage is a common procedure. The manner in which it is done is the only way in which it varies. ***You may use this article on your website as long as the two URLs are hyperlinked.*** Anthony Chatfield is a professional author who writes for Candles 4U, where you can find information on unity candles and much more! Article Source: http://EzineArticles.com/?expert=A_Chatfield http://EzineArticles.com/?The-Unity-Candle-and-Other-Ceremonies-of-Commitment&id=466011 payday loan purchases cash advance texas bad credit used car loan help to find a phone number for cmg group llc payday loan

By Craig Ballantyne Cardio exercise is NOT needed for the best weight loss workout routines. In fact, to get the most fat loss, you don’t need cardio at all. Instead, you need to focus on strength training and fat burning exercise. Whenever a client starts using strength, interval, and bodyweight exercises, I introduce them to the 3 biggest factors in fat loss. First up, is social support. A study from Stanford University showed that social support is the #1 factor for success in female fitness programs. I’d bet that its also important in male fitness programs - no matter how much guys would be unwilling to admit it. And this should come as no surprise…just look at the popularity of Internet message boards dedicated to fitness and fat loss. And while the social support can come from your spouse, family members, friends, or co-workers, the Stanford study showed that individuals have a greater chance of sticking to an exercise program when they have to be accountable to an authority figure - such as a doctor, lifestyle coach, or trainer. Regardless, don’t feel that you need to do this on your own. Get some social support and watch your success rate soar. (I also encourage everyone to do a lifestyle review with his or her physician, especially if you are over 30 years of age and previously sedentary. Better safe than sorry. And it’s also great to get your doctor into your social support group.). Good communication and professional instruction will significantly increase your chances of success. The second most important factor is nutrition. That’s right, what you eat is more important than how you exercise. It’s always tough for me to admit this, but its true. No matter how great a strength and interval workout can be, it’s no match for eating a large pizza or scarfing down a huge piece of chocolate cake. Nutrition will always have the final word on your fat loss success. So make sure you know how many calories you are eating and have an expert check to make sure that you aren’t eating something that you think is healthy, but in reality is actually an obstacle to your success. And finally, the 3rd most important factor in fitness is exercise. And the more customized your program is for you, the better your results will be. When you combine a great workout program with proper nutrition and accountability, you can make incredible changes…you can even feel like you are reversing the aging process. And now there are less than 12 weeks until the first long weekend of the summer. Will you be ready? You have permission to publish this article in your web sites, ezines or electronic publication, as long as the piece is used in its entirety including the resource box, all hyperlinks (HTML clickable) and references and copyright info. Craig Ballantyne is a Certified Strength & Conditioning Specialist and writes for Men’s Health and Oxygen magazines. His trademarked Turbulence Training for Fat Loss have helped thousands of men and women with weight loss and fat burning in less than 45 minutes three times per week. Turbulence Training for Fat Loss workouts help you burn fat without long, slow cardio sessions or fancy equipment. Craig’s bodyweight workouts for fat loss help you lose fat without any equipment at all. Article Source: http://EzineArticles.com/?expert=Craig_Ballantyne http://EzineArticles.com/?The-3-Biggest-Factors-for-Weight-Loss&id=531145 payday a finance simulation goodheart-wilcox royal bank personal loan rate how to calculate taxes for paycheck in sc bad credit personal loans

By Mike Bromley When you come to choose a wedding gift it’s no wonder that marrying couples issue a wedding gift registry. It’s how to get exactly what you want; here are some true-life stories of the worst wedding gifts ever. A person was attending their cousins wedding and had not got around to buying a present, so she stopped at a drug store on the way to the wedding and bought some shower gel and deodorant. To finish it off she wrapped the gift up in a plastic bag! Needless to say she was horrified the following morning when all the family sat round and watched the bride and groom open up their presents. Lesson Learned Plan ahead; buy the gift at least one month before the wedding. Never leave it to the last minute. How about the wedding where the mother of the bride gave the happy couples an IOU. Seriously! The mother found herself short of funds as the wedding neared and thought that an IOU (on a blue post it note) would be just the thing. Needless to say six months later the mother of the bride had not even made good on her IOU, I can feel another lesson coming here… Lesson Learned Plan ahead, budget for your gift well in advance. Not getting the Bride and Groom a gift can be the sort of event that remains with them for a long time. There was another occasion where the brother in law of the Groom brought a tin of paint for the happy couple. First of all a tin of paint! Now it happened that the Bride and Groom needed some paint as they had moved into a new house. However, the Bride was not keen at all on the colour and after some ‘interesting discussions’ the brother in law agreed to return the paint and provide a gift certificate instead. You guessed it - the gift certificate never arrived. And the lesson is Lesson Learned It is definitely not advisable to get a gift for a wedding where you could be risking a clash with personal taste. My advice - stick to the Gift Registry. Wedding Party Gifts is a resource site for all things wedding gifts. http://www.1weddinggifts.co.uk Article Source: http://EzineArticles.com/?expert=Mike_Bromley http://EzineArticles.com/?Why-You-Should-Buy-that-Wedding-Gift-from-the-Gift-Registry—OR,-the-Wedding-Gifts-from-Hell!&id=56034 approved electronic cash fast business organization get a home loan with bad credit and no money therell be a payday calculating federal tax withheld from paycheck