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Monday, January 28, 2013
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Guest Post: Baines & Ernst ? Helping People Out Of Debt Since 1996
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Unmanageable debt can be an excruciating burden to carry alone and constantly trying to juggle creditors can be quite simply exhausting, especially if you aren?t entirely sure of how to handle the problem.
Professional debt management firms can provide an invaluable service, bringing expertise and much-needed relief to individuals unable to cope with their financial problems.
However, although many debt management firms do a first-class job, like any industry, there are a few whose standards are not as high as they should be. But with so many companies offering debt management services, how can you decide who you should trust?
Baines and Ernst ? part of the award-winning Paymex Group, have been providing debt management services since 1996 and, to date, have helped more than 140,000 people escape the pressures of debt. During this time, they have created professional relationships with more than 3,500 different creditors, making it potentially far smoother to try and negotiate a debt solution for individuals who are struggling to meet their commitments.
However, their longstanding history and excellent track record in helping individuals is only part of the story.
In any kind of financial services, it can be comforting to discover that a company is willing to follow a voluntary code of conduct, which ensures not just quality of service, but commitment to ethical practices.
DEMSA ? the Debt Managers Standards Association ? is a perfect example of this. The organisation was established almost 12 years ago and was set up to protect the interests of all parties involved in debt management negotiations ? both the lenders and members of the public.
DEMSA?s own published mission statement declares that they aim to ?encourage the highest standards within the debt management industry? and that all members of the public must not only be treated ?ethically? but also ?compassionately and effectively.?
Any member company which belongs to DEMSA must ensure that the customer?s interests are paramount at all times and that solutions which would be unsuitable or inappropriate are not recommended. Information provided to the customer must be clear and transparent without the unnecessary use of jargon.
The Office of Fair Trading has recently published guidelines about what it expects from the industry, setting out good practice for companies involved in providing debt advice. DEMSA has a code of conduct that all of its members must rigorously adhere to and this has been given the seal of approval by the OFT.
A debt management firm must apply to belong to DEMSA and membership is dependent on several factors, but in particular, adherence to the code, both on application and for the duration. DEMSA will carry out audits to ensure that all member firms continue to comply with the requirements and will take steps to discipline or eject any firms found failing to meet the standards.
Therefore, for any individual seeking to find a reputable debt management firm where they can be assured of receiving the best possible advice, it?s recommended that they choose a DEMSA member such as Baines & Ernst.
Baines & Ernst has played a pivotal role in the financial industry ? helping people with all levels of debt find a way to conquer their financial troubles.
As part of the Paymex Group, their excellence in this area has been recognised formally when the group was awarded ?Debt Management Provider of the Year 2010? and 2011 and 2012 finalists, at the prestigious Insolvency and Rescue Awards.
Having unmanageable levels of debt can be a very difficult situation to deal with. By picking a company such as Baines and Ernst, who are accredited members of DEMSA, you can be sure you will receive a sympathetic response, as well as the best practical help available, from the experts you really can trust.
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Holocaust items put on display for remembrance day
Holocaust survivor Stella Knobel's teddy bear on display at the memorial's "Gathering the Fragments" exhibit at Yad Vashem Holocaust memorial and museum in Jerusalem, Sunday, Jan. 27, 2013., Sunday, Jan. 27, 2013. When Stella Knobel's family had to flee World War II Poland in 1939, the only thing the 7-year-old girl could take with her was her teddy bear. For the next six years, the stuffed animal never left her side as the family wondered through the Soviet Union, to Iran and finally the Holy Land. "He was like family. He was all I had. He knew all my secrets," the 80-year-old now says with a smile. "I saved him all these years. But I worried what would happen to him when I died." So when she heard about a project launched by Israel's national Holocaust memorial and museum to collect artifacts from aging survivors - before they, and their stories, were lost forever - she reluctantly handed over her beloved bear Misiu - Polish for ?Teddy Bear?- so the fading memories of the era could be preserved for others. (AP Photo/Ariel Schalit)
Holocaust survivor Stella Knobel's teddy bear on display at the memorial's "Gathering the Fragments" exhibit at Yad Vashem Holocaust memorial and museum in Jerusalem, Sunday, Jan. 27, 2013., Sunday, Jan. 27, 2013. When Stella Knobel's family had to flee World War II Poland in 1939, the only thing the 7-year-old girl could take with her was her teddy bear. For the next six years, the stuffed animal never left her side as the family wondered through the Soviet Union, to Iran and finally the Holy Land. "He was like family. He was all I had. He knew all my secrets," the 80-year-old now says with a smile. "I saved him all these years. But I worried what would happen to him when I died." So when she heard about a project launched by Israel's national Holocaust memorial and museum to collect artifacts from aging survivors - before they, and their stories, were lost forever - she reluctantly handed over her beloved bear Misiu - Polish for ?Teddy Bear?- so the fading memories of the era could be preserved for others. (AP Photo/Ariel Schalit)
Holocaust survivor Stella Knobel, poses next to her teddy bear during a new exhibition of Israel's national Holocaust memorial and museum in Jerusalem, Sunday, Jan. 27, 2013. When Stella Knobel's family had to flee World War II Poland in 1939, the only thing the 7-year-old girl could take with her was her teddy bear. For the next six years, the stuffed animal never left her side as the family wondered through the Soviet Union, to Iran and finally the Holy Land. "He was like family. He was all I had. He knew all my secrets," the 80-year-old now says with a smile. "I saved him all these years. But I worried what would happen to him when I died." So when she heard about a project launched by Israel's national Holocaust memorial and museum to collect artifacts from aging survivors - before they, and their stories, were lost forever - she reluctantly handed over her beloved bear Misiu - Polish for ?Teddy Bear?- so the fading memories of the era could be preserved for others. (AP Photo/Ariel Schalit)
Holocaust survivor Stella Knobel, smiles as she speaks during a new exhibition of Israel's national Holocaust memorial and museum in Jerusalem, Sunday, Jan. 27, 2013. When Stella Knobel's family had to flee World War II Poland in 1939, the only thing the 7-year-old girl could take with her was her teddy bear. For the next six years, the stuffed animal never left her side as the family wondered through the Soviet Union, to Iran and finally the Holy Land. "He was like family. He was all I had. He knew all my secrets," the 80-year-old now says with a smile. "I saved him all these years. But I worried what would happen to him when I died." So when she heard about a project launched by Israel's national Holocaust memorial and museum to collect artifacts from aging survivors - before they, and their stories, were lost forever - she reluctantly handed over her beloved bear Misiu - Polish for ?Teddy Bear?- so the fading memories of the era could be preserved for others. (AP Photo/Ariel Schalit)
Holocaust survivor 83-year-old Shlomo Resnik and his wife attend the memorial's "Gathering the Fragments" exhibit at Yad Vashem of more than 71,000 items collected nationwide over the past two years in Israel's national Holocaust memorial and museum in Jerusalem, Sunday, Jan. 27, 2013. His item was the steel bowl that he and his father used for food at the Dachau concentration camp. His father Meir's name and number are engraved on the bowl, which serves as a reminder of how hard they had to scrap for food. "We fought to stay alive," he said. (AP Photo/Ariel Schalit
JERUSALEM (AP) ? When Stella Knobel's family fled World War II Poland in 1939, the only thing the 7-year-old girl could take with her was her teddy bear. For the next six years, the stuffed animal never left her side as the family wandered through the Soviet Union, to Iran and finally the Holy Land.
"He was like family. He was all I had. He knew all my secrets," the 80-year-old said with a smile. "I saved him all these years. But I worried what would happen to him when I died."
So when she heard about a project launched by Yad Vashem, Israel's national Holocaust memorial and museum, to collect artifacts from aging survivors, she reluctantly handed over her beloved bear Misiu, Polish for "teddy bear," so the memories of the era could be preserved.
"We've been through a lot together, so it was hard to let him go," said Knobel, who was widowed 12 years ago and has no children. "But here he has found a haven."
The German Nazis and their collaborators murdered 6 million Jews during World War II. In addition to rounding up Jews and shipping them to death camps, the Nazis also confiscated their possessions and stole their valuables, leaving little behind. Those who survived often had just a small item or two they managed to keep. Many have clung to the sentimental objects ever since.
On Sunday, Knobel's tattered teddy bear was on display at Yad Vashem, one of more than 71,000 items collected nationwide over the past two years. With a missing eye, his stuffing bursting out and a red ribbon around his neck, Misiu was seated behind a glass window as part of the memorial's "Gathering the Fragments" exhibit.
The opening came as other Holocaust-related events took place around the world.
In 2005, the United Nations designated Jan. 27 as International Holocaust Remembrance Day, marking 60 years to the liberation of the Auschwitz death camp.
Israel's main Holocaust memorial day is in the spring, marking the anniversary of the uprising of the Jewish ghetto in Warsaw, Poland, against the Nazis.
To coincide with the international commemorations, Israel released its annual anti-Semitism report, noting that the past year experienced an increase in the number of attacks against Jewish targets worldwide, mainly by elements identified with Islamic extremists.
At Sunday's weekly Cabinet meeting, Prime Minister Benjamin Netanyahu said the lessons of the Holocaust have yet to be learned. He accused Iran of pursuing nuclear weapons with the goal of destroying Israel.
"What has not changed is the desire to annihilate the Jews. What has changed is the ability of the Jews to defend themselves," he said.
Yad Vashem showcased dozens of items, each representing tales of perseverance and survival. They included sweaters, paintings, diaries, letters, dolls, cameras and religious artifacts that were stashed away for decades or discarded before they were collected and restored.
Yad Vashem researchers have been interviewing survivors, logging their stories, tagging materials and scanning documents into the museum's digitized archive.
Aside from their value as exhibits in the museum, Yad Vashem says the items are also proving helpful for research, filling in holes in history and contributing to the museum's huge database of names.
"Thousands of Israelis have decided to part from personal items close to their hearts, and through them share the memory of their dear ones who were murdered in the Holocaust," said Yad Vashem Chairman Avner Shalev. "Through these examples, we have tried to bring to light items whose stories both explain the individual story and provide testimony to join the array of personal accounts that make up the narrative of the Holocaust."
For 83-year-old Shlomo Resnik, one such item was the steel bowl he and his father used for food at the Dachau concentration camp. His father Meir's name and number are engraved on the bowl, a reminder of how hard they had to scrap for food. "We fought to stay alive," he said.
Approaching the glass-encased display, Tsilla Shlubsky began tearing. Below she could see the handwritten diary her father kept while the family took shelter with two dozen others in a small attic in the Polish countryside. With a pencil, Jakov Glazmann meticulously recorded the family's ordeal in tiny Yiddish letters. His daughter doesn't know exactly what is written and she doesn't care to find out.
"I remember him writing. I lived through it," said Shlubsky, 74. "Abba (Dad) wasn't a writer, but with his heart's blood he wrote a diary to record the events to leave something behind so that what had taken place would be known."
She said it pained her to part with the family treasure.
"I know this is the right place for it and it will be protected forever," she said. "Now is the time and this is the place."
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Follow Heller on Twitter at (at)aronhellerap
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Sunday, January 27, 2013
Teachers flip for 'flipped learning' class model
Mariah Arostigue, left, and Noah Reyes, 11th graders, chat as they work on their homework in a pre-calculus class at Segerstrom High School in Santa Ana, Calif., Wednesday, Jan. 16, 2013. A growing number of teachers are implementing what is known as "flipped learning," in which students learn lessons as homework, mostly through online videos produced by teachers, and use classroom time to practice what they learned. (AP Photo/Jae C. Hong)
Mariah Arostigue, left, and Noah Reyes, 11th graders, chat as they work on their homework in a pre-calculus class at Segerstrom High School in Santa Ana, Calif., Wednesday, Jan. 16, 2013. A growing number of teachers are implementing what is known as "flipped learning," in which students learn lessons as homework, mostly through online videos produced by teachers, and use classroom time to practice what they learned. (AP Photo/Jae C. Hong)
Students solve problems in Crystal Kirch's pre-calculus class at Segerstrom High School in Santa Ana, Calif., Wednesday, Jan. 16, 2013. A growing number of teachers are implementing what is known as "flipped learning," in which students learn lessons as homework, mostly through online videos produced by teachers, and use classroom time to practice what they learned. (AP Photo/Jae C. Hong)
Teacher Crystal Kirch, center, talks to her students in her pre-calculus class at Segerstrom High School in Santa Ana, Calif., Wednesday, Jan. 16, 2013. A growing number of teachers are implementing what is known as "flipped learning," in which students learn lessons as homework, mostly through online videos produced by teachers, and use classroom time to practice what they learned. (AP Photo/Jae C. Hong)
Marisa Wilkerson, 11th grader, and her classmate use their hands to make the shape of a conic section in Crystal Kirch's pre-calculus class at Segerstrom High School in Santa Ana, Calif., Wednesday, Jan. 16, 2013. A growing number of teachers are implementing what is known as "flipped learning," in which students learn lessons as homework, mostly through online videos produced by teachers, and use classroom time to practice what they learned. (AP Photo/Jae C. Hong)
Teacher Crystal Kirch greets her student in her pre-calculus class at Segerstrom High School in Santa Ana, Calif., Wednesday, Jan. 16, 2013. A growing number of teachers are implementing what is known as "flipped learning," in which students learn lessons as homework, mostly through online videos produced by teachers, and use classroom time to practice what they learned. (AP Photo/Jae C. Hong)
SANTA ANA, Calif. (AP) ? When Timmy Nguyen comes to his pre-calculus class, he's already learned the day's lesson ? he watched it on a short online video prepared by his teacher for homework.
So without a lecture to listen to, he and his classmates at Segerstrom Fundamental High School spend class time doing practice problems in small groups, taking quizzes, explaining the concept to other students, reciting equation formulas in a loud chorus, and making their own videos while teacher Crystal Kirch buzzes from desk to desk to help pupils who are having trouble.
It's a technology-driven teaching method known as "flipped learning" because it flips the time-honored model of classroom lecture and exercises for homework ? the lecture becomes homework and class time is for practice.
"It was hard to get used to," said Nguyen, an 11th-grader. "I was like 'why do I have to watch these videos, this is so dumb.' But then I stopped complaining and I learned the material quicker. My grade went from a D to an A."
Flipped learning apparently is catching on in schools across the nation as a younger, more tech-savvy generation of teachers is moving into classrooms. Although the number of "flipped" teachers is hard to ascertain, the online community Flipped Learning Network now has 10,000 members, up from 2,500 a year ago, and training workshops are being held all over the country, said executive director Kari Afstrom.
Under the model, teachers make eight- to 10-minute videos of their lessons using laptops, often simply filming the whiteboard as the teacher makes notations and recording their voice as they explain the concept. The videos are uploaded onto a teacher or school website, or even YouTube, where they can be accessed by students on computers or smartphones as homework.
For pupils lacking easy access to the Internet, teachers copy videos onto DVDs or flash drives. Kids with no home device watch the video on school computers.
Class time is then devoted to practical applications of the lesson ? often more creative exercises designed to engage students and deepen their understanding. On a recent afternoon, Kirch's students stood in pairs with one student forming a cone shape with her hands and the other angling an arm so the "cone" was cut into different sections.
"It's a huge transformation," said Kirch, who has been taking this approach for two years. "It's a student-focused classroom where the responsibility for learning has flipped from me to the students."
The concept emerged five years ago when a pair of Colorado high school teachers started videotaping their chemistry classes for absent students.
"We found it was really valuable and pushed us to ask what the students needed us for," said one of the teachers, Aaron Sams, now a consultant who is developing on online education program in Pittsburgh. "They didn't need us for content dissemination, they needed us to dig deeper."
He and colleague Jonathan Bergmann began condensing classroom lectures to short videos and assigning them as homework.
"The first year, I was able to double the number of labs my students were doing," Sams said. "That's every science teacher's dream."
In the Detroit suburb of Clinton Township, Clintondale High School Principal Greg Green converted the whole school to flipped learning in the fall of 2011 after years of frustration with high failure rates and discipline problems. Three-quarters of the school's enrollment of 600 is low-income, minority students.
Flipping yielded dramatic results after just a year, including a 33 percent drop in the freshman failure rate and a 66 percent drop in the number of disciplinary incidents from the year before, Green said. Graduation, attendance and test scores all went up. Parent complaints dropped from 200 to seven.
Green attributed the improvements to an approach that engages students more in their classes.
"Kids want to take an active part in the learning process," he said. "Now teachers are actually working with kids."
Although the method has been more popular in high schools, it's now catching on in elementary schools, said Afstrom of the Flipped Learning Network.
Fifth-grade teacher Lisa Highfill in the Pleasanton Unified School District said for a lesson about adding decimals, she made a five-minute, how-to video kids watched at home and in class, then she distributed play money and menus and had kids "ordering" food and tallying the bill and change.
A colleague who teaches kindergarten reads a storybook on video. The video contains a pop-up box that requires kids to write something that shows they understood the story.
The concept has its downside. Teachers note that making the videos and coming up with project activities to fill class time is a lot of extra work up front, while some detractors believe it smacks of teachers abandoning their primary responsibility of instructing.
"They're expecting kids to do the learning outside the classroom. There's not a lot of evidence this works," said Leonie Haimson, executive director of Class Size Matters, a New York City-based parent advocacy group. "What works is reasonably sized classes with a lot of debate, interaction and discussion."
Others question whether flipped learning would work as well with low achieving students, who may not be as motivated to watch lessons on their own, but said it was overall a positive model.
"It's forcing the notion of guided practice," said Cynthia Desrochers, director of the Center for Excellence in Learning and Teaching at California State University-Northridge. "Students can get the easy stuff on their own, but the hard stuff should be under the watchful eye of a teacher."
At Michigan's Clintondale High School, some teachers show the video at the beginning of class to ensure all kids watch it and that home access is not an issue.
In Kirch's pre-calculus class, students said they liked the concept.
"You're not falling asleep in class, "said senior Monica Resendiz said. "You're constantly working."
Explaining to adults that homework was watching videos was a little harder, though.
"My grandma thought I was using it as an excuse to mess around on the Internet," Nguyen said.
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Contact the reporter at http://twitter.com/ChristinaHoag .
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HMV, Mega and Social Networking News January 26, 2013 ...
The landscape of the music industry continued to shift this past week as labels and film studios announced efforts to rescue the bankrupt retailer HMV, and Kim Dotcom launched his controversial cloud sharing service. Also, the co-founder of the online music platform DIGIHUBB examined some of the ways artists are using social media well.
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The Music Industry Will Fight to Save HMV
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Music labels and film studios will most likely support an organized rescue plan for the recently bankrupt music retailer HMV. Major music companies such as Universal Music, Warner Music and Sony will reportedly extend very lenient credit terms to potential buyers and offer discounted CD and DVD prices to make HMV look desirable, reported The Sunday Times. And Universal, especially wants to see the company survive:? It acquired liability for rent for 16 HMV stores when it absorbed EMI in 2012.
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HMV has been in existence for 92 years and is the last existing retail chain that specializes only in music and entertainment. Many, especially those holding onto the old world order of the music business are terrified of the pressure its fall will put on the industry. They feel that brick-and-mortar supermarkets and online companies like Amazon will compete even more aggressively by cutting their prices dramatically.
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At the same time, 760 staff members at DVD and games rental firm Blockbuster in Britain lost their jobs as Deloitte announced it would be closing 129 of the 528 stores in Britain within the next few weeks. Both this event and the collapse of HMV hit the retail sector of the UK hard.
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Hilco, the owner of HMV Canada is one of the top buyers for HMV in the UK and reportedly began talks with administrators Deloitte on January 18. However, there are also another 50 possible buyers looking into the purchase of HMV. And CEO Trevor Moore stated he is ?convinced? that the company can be saved because of all the interest. Other bids could potentially come from Game, the private equity firm Endless and private equity veteran Jon Moulton/Better Capital. Hilco has already been successful at improving sales at HMV Canada since he bought it in 2011.
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Kim Dotcom to Cause More Piracy Controversy with Mega
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Notorious Internet entrepreneur Kim Dotcom launched his new online music and film locker service Mega on January 21, even though he and three of his colleagues are still waiting to be extradited from New Zealand to the U.S. And the site?s traffic so far has showed he is still a formidable force online, according to an article in The Huffington Post. His controversial service has once again opened up concerns for many in the music industry surrounding piracy issues.
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Mega hit one million registered members within 24 hours of its launch. The extreme traffic actually shut down servers several times as the site climbed quickly to the top website in New Zealand and the 141st most-visited site in the world as of last Sunday. The site presents new users with 50 GB of free cloud storage and has already hit higher daily visits than popular sharing services Dropbox and Rapidshare.
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Dotcom?s renowned file-sharing service Megaupload was shut down by the FBI in January of last year, and he was brought up on copyright and racketeering charges. The entrepreneur announced that the new site is totally legal because of encryptions that will make accessing its files difficult. He told Reuters, ?This is not some kind of finger to the U.S. government or to Hollywood ? Legally, there?s just nothing there that could be used to shut us down. This site is just as legitimate and has the right to exist as Dropbox, Boxnet and other competitors.?
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Jack Schofeld of ZDNet pointed out that the FBI has been integral in turning Dotcom into an ?Internet folk hero;? its high-profile investigation surrounding the shutdown of Megaupload gave him an ?endless supply of free publicity.?
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Despite Mega?s strong beginning, its success will still be dependent on Dotcom?s future. However, Dotcom?s extradition is now not likely to occur because of major blunders made by New Zealand law enforcement and the spy agency GCSB when Dotcom was first arrested.
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And the new site?s legality is still up for debate, despite its creator?s insistence that it is legitimate and its tagline ?the privacy company.? Jonathan Bailey of Plagiarism Today said that committing acts of piracy using the service is inhibited by client-side encryption, which forces downloaders to need a link and an encryption key to get at files from the uploader. However, experts have already pointed out some potential problems with security and safety. Dan Goodin of Ars Technica said that Steve ?Sc00bz? Thomas has already created a product that can pull passwords from Mega?s encrypted confirmation emails. ?
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Mega has already acknowledged this bug and promised password changes in the near future.
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Maximizing the Power of Social Media
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DIGIHUBB co-founder Tom Fazakerley shared some insights about how mega-artists like Katy Perry, Jessie J and Common are successfully marketing through social media and how artists of all shapes and sizes can follow their examples in The Guardian last week. He also talked about which platforms are working particularly well.
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As he pointed out, MySpace and to an even greater degree, YouTube have enabled artists to throw their music out to a massive audience and removed boundaries within the music industry. And continuing technological shifts within the business along with the constant release of new platforms and apps are helping to make ?getting heard? easier for artists, producers and promoters and have been responsible for the careers of people like Justin Bieber. ??
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Fazakerly offered up some tips for those that want to harness the power of social networking:
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- ?Understand the mainstream music industry and read into what?s popular. Follow trends but make them your own; that differentiation is what separates the special few from the crowd.?
- He also suggested that bloggers and vloggers need to really highlight their personalities:? ?For example, you could start a tour video diary or use a vlog to show your life outside music ? Separate your personal recordings from your professional ones by creating an account for each.?
- He also noted that Twitter is key, because it keeps things short and is very easily digested by fans and potential fans:? ?Treat Twitter as if it were an online networking event; respond to as many people as you can with a personal message, engage with your fans, regularly retweet and generally build relationships.?
- As he noted, Facebook is still the top social network as well as the #1 photo-sharing place on the Web, so it represents a critical visibility point:? ?Create an artist or band page to keep your work and personal life a little separate ? It?s about building a relationship with your fans and enabling as many people to discover your music.?
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Above all, he advised that artists actually have to be social on social media and check out the work of other musicians, comment and offer up helpful advice and support when appropriate. All the most successful artists on social media platforms engage in this way.
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Fazakerley concluded, ?You need to show you are innovative and understand the growing market and latest developments; only then can you let your talent and music production fly.?
Tags: HMV, Kim Dotcom, Mega, new music industry, social media marketer, Social Networking
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Source: http://musiciancoaching.com/music-news-2013/hmv-mega-social-networking/
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Wednesday, January 9, 2013
Studying MSc Marketing at the VU ? The road to success | Study at ...
After finishing my Bachelor degree in ?European Business Programme? in M?nster (GER) and Portsmouth (UK) in 2010, I decided to undertake an international Master in Marketing. However, the search for an appropriate Master programme?wasn?t?easy. Through a recommendation I finally found the Marketing programme of the Vrije?Universiteit Amsterdam, which seemed to be excellent from an academic point of view. It turned out to be true. It was an intense one-year programme giving the students insights into consumer?behavior,?business models and academic research. The professors provided us with state of the art academic techniques and knowledge, which proved to be very helpful during my job search and current profession.
In hindsight it was a successful and exciting year in the heart of Amsterdam. The VU is a university?that provides you with great career prospects and is situated in a European city worth exploring. I appreciated the individual support and consulting from the professors and the small practical seminars. The effort we put into academic related case studies (?Fa? from Henkel e.g.) definitely paid off. My group and I were lucky to receive the first price in a business challenge in Consumer Marketing.
During the year I met a lot of amazing, clever and fun people from all over the world. A group of my international friends still meets once a year for a reunion ? our next reunion will take place in Berlin.
After my studies in 2011 and a short trip to China I went back to Berlin and applied for a Management position in Online Marketing. With some luck I found a great job as a Junior Marketing Manager at Wine in Black (www.wine-in-black.de), a start-up company selling premium wine online. Not only the product is very attractive, but so are my position and the responsibilities that come with it. My main tasks involve Search Engine Advertising (SEM; Adverts on Google), Conversion rate?Optimization?and Business Intelligence. The tutorials in statistics during the Masters were definitely helpful for the early stages of my job. While learning for statistics, students usually don?t want to admit the usefulness of this field of study. However, in my case, it opened up new possibilities.
Recently, the company expanded to the Netherlands. It is great and much fun working together with my Dutch colleagues. I can also keep up my knowledge and memories about the?lovable?Dutch culture.
Maybe those memories will make me return someday to the country of good cheese and remarkable artists?
For further questions or contact feel free to e-mail me at: Susi_langkau@t-online.de.
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Tuesday, January 8, 2013
VGCC to hold Creative Writing Camp for high school students
Area high school students interested in creative writing have until Feb. 9 to sign up for a unique opportunity offered by Vance-Granville Community College. The Spring 2013 VGCC Creative Writing Camp is scheduled for Saturday, March 2 from 9 a.m. until 3 p.m. at the college?s Main Campus in Vance County.
Students in the ninth, tenth and eleventh grades who love to write ? whether poetry or prose, fiction or nonfiction ? and would like to see their work in print ? are encouraged to attend. ?The campers will get a chance to write and to learn about participating in a writing group,? said David Wyche, head of VGCC?s English department and one of the instructors involved in the camp. ?They?ll create, design, lay out, and publish an anthology of their own writing, all in one day.?
All four VGCC English instructors who will lead the camp are also published writers. Wyche, who received a B.A. in English from Appalachian State University and an M.A. in English with a concentration in Fiction Writing from N.C. State University, has published fiction, poems and literary criticism. Longtime VGCC English/humanities instructor Wendy Frandsen is the author or co-author of two textbooks currently used at the college, ?Speaking Southern, Writing English? and ?Southern Culture: An Introduction.? She received a B.A. in College Scholars with an emphasis in Poetry and an M.A. in English with an emphasis in Creative Writing from the University of Tennessee. Instructor Dr. Tanya Olson holds the M.A. in Anglo-Irish Literature from University College, Dublin and the Ph.D. in 20th Century British Literature from UNC-Greensboro. Olson is an award-winning poet whose work has been published in numerous periodicals and whose first book is set to be published this year. Finally, Bridget Bell is not only a VGCC instructor but also an associate editor for Four Way Books, a literary press in New York City. Bell studied French and journalism at Ohio University and earned her M.F.A. in creative writing from Sarah Lawrence College. Her poetry has been published in numerous literary journals.
The cost to attend the camp is $35. Lunch and a t-shirt are provided.
For more information, contact David Wyche at (252) 738-3364 or wyche@vgcc.edu.
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