Saturday, February 23, 2019

Why Is 9/10 Added To Gas Prices?

Fractions abound in U.S. gas prices, thanks to a 1932 tax that never expired. MCCAIG/E+/Getty Images

In a country where people vigorously debate the merits of keeping the penny around, it seems odd to pull up to a gas station and see a fraction of a cent included in the price.

The practice of tacking 9/10 of a cent on the end of a gas price goes back to when gas cost only pennies per gallon and was a tax imposed by state and federal governments. Gas stations added the fraction of a cent on the end of the price instead of rounding up the price. Back then, a full penny would have been a budget-buster for customers. The federal tax was implemented in 1932 as part of the Revenue Act of 1932 and was supposed to expire in 1934 — except it never did.

Marketplace wrote the tax was intended to help prop up budgets for roads and infrastructure during the Great Depression. Gizmodo reported the tax was supposed to reduce overall budget deficits. In any case, instead of killing off the tax, Congress raised the fraction a little more. By then, it was clear that consumers weren't really deterred by it.

That 9/10 remains decades later, even though gas taxes are well over a penny. As of January 2017, federal, state and local taxes accounted for 19.5 percent of the price of a gallon of gas, according to Investopedia. On average:

  • Federal tax is about 18.4 cents.
  • State tax is about 27.3 cents.
  • Local tax is about 4.3 cents.

Still fractions of a cent, but the 9/10 figure to account for it is long outdated.

Today, U.S. gas prices tend to fluctuate between two and three bucks a gallon. Consumers have tons of options for buying gas and innovative technology options to help them find the cheapest prices, via smartphone or built right into the car's infotainment system. Rounding up that fraction to a full extra penny would barely matter to most drivers. So why is it still there?

Look at it this way. If you're shopping for other products, like groceries or clothes, you probably tend to disregard the cents after the dollar price. Even if the price ends in .99, most consumers mentally round down instead of up. The practice of ending prices with ".99" dates back to the 1860s, according to Gizmodo.

Gas prices benefit from the same phenomenon, except on an even smaller scale, fractions of a penny instead of fractions of a dollar. Most consumers disregard the 9/10 completely, as it only adds 13 cents to the cost of filling up a 15-gallon tank.

So how much of a difference does that extra 9/10 of a cent make across the industry as a whole? Marketplace reports those extra penny fragments add up to half a billion dollars per year.

Now That's Interesting :- An intersection may have several gas stations, but not all of them are competitors. Typically, station owners say, they're concerned only with other stations on the same side of the road. Many consumers will drive longer to find a cheaper station on the same side of the street, but generally won't cut across heavy traffic just to save a few cents a gallon, particularly if there's a median.

Thanks to Cherise Threewitt / HowStuffWorks / 12 February 2019
https://auto.howstuffworks.com/fuel-efficiency/fuel-consumption/why-is-9-10-added-to-gas-prices.htm

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Friday, February 22, 2019

The Effective Use Of Detentions

The Events In This Article Are Based On Actual Occurrences. The Names And, In Some Instances, The Genders Of Individuals Have Been Changed To Protect The Individuals’ Privacy.

He opened his laptop and started playing around, again. I hadn’t quite noticed until I’d gotten the rest of this Year 7 class to get their books open and start completing the questions that were on the whiteboard.

It took a good five minutes for them all to settle down.

They’d just been learning about the human body in the best way I could think of: They took apart a life-sized model of a human female (filled with plastic, life-sized organs) and completely rebuilt it.

It had gotten them quite excited; especially the boys, who thought that the mammary glands inside a female breast were completely hilarious!

The class then had to cut and stick a paper human body together – organs included. But he was taking too long.

Christopher was a happy and talkative kid, but his work-rate was slow. On two occasions that lesson I walked over to his desk to help out and remind him to speed up, as everyone else was ahead of where he was. He should have been able to get that work done quickly. He had no Special Educational Needs and his English proficiency had increased so much in three months that he had graduated from the E.L.D. programme.

The only thing slowing him down was his chattiness.

I should have moved him sooner in the lesson – my mistake. 15  minutes before the end of the class I moved him to the front to sit next to me, where he couldn’t chat with friends and be distracted.

It wasn’t enough time.

I pondered the idea of giving him a detention. Break-time was straight after this lesson, so it would be easy for me to keep him behind for ten minutes to get that work done. 

The Concept And Purpose Of Detentions

Before we can fully understand how to use detentions effectively, we must first remind ourselves of what detentions are and, therefore, what their purpose should be. 

A detention is a period of time that is purposefully taken away from a student’s extra-curricular or non-curricular time. It may involve a teacher-supervised activity during a morning break, lunch or after school. 

Detentions are given to students for a wide-variety of reasons; some of which are more logical than others. Reasons for detentions (starting with the most logical and useful) can include:

  • Failure to complete homework or classwork
  • Poor attendance
  • Persistent lateness/lack of punctuality
  • Disruption to class activities through poor behavior
  • Receiving a certain, set number of ‘warnings’ or ‘demerits’

Christopher’s Case As An Example To Follow

The most logical and useful way to use detentions is time-for-time: time not spent completing homework or classwork should be compensated by time spent on detention.

In Christopher’s case I decided to give the break-time detention. Here are the reasons for my choice:

  1. The Science lesson ended at break-time, so it was convenient for me to keep him behind in my class (I didn’t have the problem of, say, giving him a lunchtime detention for the next day and then having to remember that he is coming and maybe chase him up if he doesn’t come along). 
  2. Christopher would be exchanging his breaktime for time spent completing his classwork. He must do this, as he will fall behind if he doesn’t.
  3. The detention serves as a reinforcement of the teacher’s authority, and a stern reminder that a poor work-ethic just won’t be tolerated. It turns out that after only two such break-time detentions, Christopher pulled up his socks and began working at a reasonable pace during lessons. 

General Tips For Detentions That Will Save You Many Problems

Every detention must attempt to address or solve the problem that it was given for.

Consider the following:

  • Detentions eat up the teacher’s time as well as the students, so we really should only be giving out detentions when it is absolutely necessary (as in Christopher’s case above)
  • For homework that’s not done on time: call the perpetrating student or students to your desk for a quick one-to-one discussion at the end of class, or during a class activity. Express your disappointment, and why meeting deadlines is important. Relate it to the world of work, for example “If I didn’t write your reports on time, what would happen to me? That’s right, I’d be in big trouble”. Allow the students an extra day or so to get the work done. No need for conflict, no need to spend your precious lunch time giving a detention.
  • If students still don’t hand in the homework even after extending a deadline, then it is necessary to give a detention. CRUCIALLY, however, the purpose of the detention MUST be to complete that homework. Print the sheet again if necessary, provide the necessary resources and get the student to complete the work. This makes the detention less confrontational and reinforces the reason why it was given in the first place. 
  • The same goes for classwork: give students the chance to take their books home and complete classwork if it isn’t done on-time in class. Persistent slow work-rates in class, if not caused by reasonable circumstances (such as Special Educational Needs), should be met with detentions that allow the student to catch up. In almost every case you’ll find that the students will cotton-on to the fact that they can’t get away with distraction and laziness in class, and they’ll soon improve. For those that don’t improve even after focused detentions, further action will be needed and may involve parents and senior/middle management. 
  • For poor behavior, detentions need to be planned and crafted really well. Remember: the detention should attempt to address or solve the problem that it was given for. I remember a couple of years back when two boys got involved in a bit of a scuffle in the science lab. It wasn’t anything major, but one kid said a nasty word to the other and that kid decided to punch his mate in the arm quite hard. As a Science Teacher, this is something I must absolutely nip-in-the-bud because safety in the lab is paramount, and kids just can’t scuffle or fight in there: period. I gave them both a detention for the next day at 1pm. They came, and I spent the time explaining to them why their behavior was unacceptable. They wrote letters of apology to me and each other, and left the detention understanding exactly why I had taken their time away from them. I didn’t have a problem with them again.
  • Lessons that end at break times work well for giving detentions if necessary, as you can easily retain the students when the bell rings. If you do assign detentions for the next day or at a later time, then pencil those into your diary – this will serve both as a useful reminder and as a record of who’ve you’ve given detentions to and how often. 

Recurring Work 

I’m a massive believer in the power of recurring work and journaling, and have written about it in detail here and here

Learning journals are just great for giving regular recurring feedback and for consolidating and reviewing cumulative knowledge gained throughout an academic year. But did you know that Learning Journals save you many a supervised detention too?

Many schools provide homework timetables for students and teachers to follow. With the very best of intentions, these timetables aim to distribute student and teacher workload evenly and fairly. However, they can prove difficult to follow when units include different intensities of work, and when school events get in the way.

That’s where Learning Journals come in!

Set Learning Journals as homework each week. The basic idea is that students buy their own notebook and fill it with colorful revision notes on a weekly basis (although they can be done online too: through Google Sites, for example). Perhaps your Year 10 class could hand-in their learning journals in every Wednesday, and collect them from you (with feedback written inside, see the articles cited above) every Friday. By setting up a register of collection that the students sign, you can easily see who hasn’t handed in their journal that week.

Then……follow the guidelines given above for dealing with late or un-submitted homework. You’ll find that after a few weeks of initiating Learning Journals you’ll get a near 100% hand-in rate, because the students are really clear about what is expected each week, because it is a recurring homework. 

Whole School Considerations

Many schools adopt a popular (but massively problematic) ‘mass-detention’ system of some sort, which works something like this:

  1. The student receives the requisite number of ‘warnings’ in a particular lesson which lead to a break or lunch time detention being given
  2. The student is sent to a room with other students from the school who’ve also received detentions
  3. Teachers supervise the ‘detention room’ on a rotating basis, thereby (in theory), sharing the workload across the staff body
  4. The students are given generic tasks to do during the detention time, which may include filling in a form, completing homework or in the very worst cases just sitting still and being quiet for twenty minutes or so.

The problem with systems like this is that they are not personal to the students receiving the detentions. They do not follow the ‘golden rule’: that detentions should address or solve the problem that they were given for.

What’s much more effective in the long-term is to trust individual teachers to administer their own detentions. Perhaps provide a quick training session based on good practice (feel free to use this article if you wish), and allow the teachers to then use their judgement to decide when and how detentions should be given.

Conclusion

Student detentions are only effective when they have the ‘personal touch’. When detentions address the original issue by allowing more time to complete homework or classwork, or allow for a one-on-one discussion about behavior, the following magical things happen:

  • The detention is given from a standpoint of care and concern, not confrontation and aggression
  • Students realize the reason why the detention was given as this reason is reinforced by the activities given during the time of the detention
  • Students improve. It’s that simple. Mass detention systems rarely work because they don’t pinpoint the personal reasons behind why the student is under-performing. Detentions with the ‘personal touch’ cause students to realize their errors and most, if not all, will improve in a short space of time. 

Thanks Richard James Rogers (Author of The Quick Guide to Classroom Management) / RichardJamesRogers
https://richardjamesrogers.com/2018/05/13/the-effective-use-of-detentions/

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Thursday, February 21, 2019

Got The Monday Blues?

Recently, I spoke to a job seeker who had been with her company for 13+ years. The Monday Blues started a year ago when there were some major management changes in her organization.

Instead of getting ready to job search when things became stressful and less than fun, she chose to stick it out, HOPING things would change when permanent management moved in.

Last I checked, hope is not a strategy.

And, now this poor woman is facing a 2-hour commute, one way, starting next month because she didn’t get prepared to search until now.

Unfortunately, her story is not unique. I speak to job seekers all the time who are fairly miserable in their job but can’t seem to escape it.

The Risk Of Staying Too Long

The truth is the longer you stay in a position where you’re not performing at your best, the easier it will be for your employer to get rid of you.

Not only that but the longer you stay in a position where you feel like you are no longer growing and learning, the harder it will be to change because your skills will start to get stale.

Often times what I see is the perfect storm combination of these things. The job seeker tolerated the Monday Blues too long, and then found themselves with a pink slip. Now they have to play catch up just to compete on even ground with their peers.

Look, I get why people stay:

  • They fear they won’t find anything else at their level.
  • They justify it’s not that bad and decide to wait and get a package.
  • They think things will improve with a management change.

In reality, these are just excuses because change is hard. The longer you stay, the more likely it will affect your mental health. Just the other day I spoke to a director of marketing who actually told me he felt demoralized at work.

It’s not just your mental health that suffers either. Your financial health suffers too even if you think you’re being paid fairly.

The Real Cost Of Staying With An Organization Too Long

So when you look at the average salary increase when you change jobs it’s 15%. The woman I mentioned earlier was currently at $160K, so that means she lost out on $24K if she had switched jobs a year ago when her Monday Blues started. Heck even if she decided to start looking a year ago and it took her 6 months to land, she would still be $12K ahead.

This is the real cost of staying too long in an organization regardless of the reason you chose to stay at any organization for a long time.

People who switch jobs earned 48% higher annual pay increases in 2018 than those who stay in their jobs (Federal Reserve Bank of Atlanta/Business Insider).

And, this is not just going to affect people now, it affects the rest of your career because your future raises will be based on your new salary. It’s a little like compounded interest.

As an example, let’s say two colleagues are being paid the same salary of $120,000.

Sue leaves the organization and negotiates a $20,000 increase on her starting salary and a raise of 4 percent every three years.

Sam stays with the organization and only sees a standard 1 percent raise every year.

After just 6 years Sue’s total earnings will be $118,558 more than Sam’s.

That is like getting paid for an extra year of work without actually working the year!

Imagine what will happen to Sue’s salary if she switches again.

Are you now rethinking your “wait it out until it gets better” strategy?

Get Ahead Of The Monday Blues

The one thing that is constant in business is change. This is why you should always keep a file of accomplishments so updating your resume is easy. It’s why you should always keep tabs on your network.

When you’re prepared for the change you won’t be making excuses. You’ll be out there investigating other opportunities.

About the Author :- Self-proclaimed job search geek, Michelle Robin takes the often frustrating and miserable task of job search and makes it more enjoyable, perhaps even fun, for her clients. An award-winning dual-certified resume writer (NCRW, CPRW) and founder of Brand Your Career, Michelle helps sales and marketing executives transform their career marketing materials into a package that wows their target employer. Click HERE to register for Michelle’s free training, The 5-Step Game Plan to Land 6-Figure Marketing Roles Without Resumes or Attending Networking Events.

Thanks to Michelle Robin / IvyExec
https://www.ivyexec.com/career-advice/2019/got-the-monday-blues/?utm_source=Sailthru&utm_medium=email&utm_campaign=Insights%20-%2019-02-20%20-%20Regular%20%28HEC%20Webinar%20%232%29&utm_term=Insights%20-%20Regular%20-%20Smartlist

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Wednesday, February 20, 2019

Official And Spoken Languages Of European Countries

List Of Official, National And Spoken Languages Of Europe

Europe is a continent with many countries (about 50) and almost each country has its own language, known as the national language. Some countries have even more than one national language.

At the fringes of the countries languages may overlap and used interchangeable, this means, people in the border regions of countries might understand and speak the language of the neighboring country.

Is there a common language in Europe so that all Europeans can talk to each other?

Eh, no, not really. There are Europeans who have learned Spanish, French, German, English, or even Latin as a second language, so they might be able to use it in the country where those languages are spoken.

On the other hand, English is on the rise used not only in Europe as a lingua franca, especially by the younger generation of Europeans, even so France tried hard to protect its citizens from the unwanted influence of English on French (language) culture.

However, the EU, the European union of 28 member states has 24 official languages, but in practice only two are used most often: English and French.

 

European Countries


Country


Official and national Languages


Other spoken Languages

 

Albania

Albanian (Shqip, Tosk (Toskë) is the official dialect)

Shqip-Gheg dialect (Gegë), Greek, Italian

Andorra

Catalan

French, Castilian, Portuguese

Austria

German, Slovene (official in Carinthia), Croatian and Hungarian (official in Burgenland)

 

Belarus

Belarusian, Russian

 

Belgium

Dutch 60%, French 40%, German less than 1%

 

Bosnia & Herzegovina

Bosnian, Croatian, Serbian

 

Bulgaria

Bulgarian

Turkish

Croatia

Croatian (hrvatski)

 

Cyprus

Greek, Turkish, English

 

Czech Republic

Czech (cestina)

 

Denmark

Danish (dansk)

Standard German

Estonia

Estonian (eesti keel)

Russian, Ukrainian, Finnish

Faroe Islands

Faroese, Danish

 

Finland

Finnish (suomi) 93.4%, Swedish 5.9%

small Sami- and Russian-speaking minorities

France

French (français)

 

Germany

German (Deutsch)

 

Gibraltar

English

Llanito (a mixture of Spanish and English), Spanish

Greece

Greek (elliniká, the Koine-Demotic version)

Turkish (Northern Greece)

Greenland

Greenlandic Inuktitut (Kalaallisut), Danish

 

Hungary

Hungarian (magyar)

German, Romanian

Iceland

Icelandic

English, Nordic languages, German widely spoken.

Ireland

Irish (Gaeilge), English (generally used),

 

Italy

Italian (italiano)

 

Latvia

Latvian (latviesu valoda)

Lithuanian, Russian

Liechtenstein

German

 

Lithuania

Lithuanian (lietuviu kalba)

Polish, Russian

Luxembourg

Luxembourgish (LÎtzebuergesch, the everyday spoken language), French (administrative language), German (administrative language)

 

Macedonia, Rep. of

Macedonian 68%, Albanian 25%

 

Malta

Maltese (Malti)

English

Moldova

Moldovan (virtually the same as the Romanian language),

Russian, Gagauz (a Turkish dialect)

Monaco

French

Monegasque, English, Italian,

Montenegro

Serbo-Croatian (Ijekavian dialect - official)

 

Netherlands

Dutch (Nederlands, official language), Frisian (official language)

 

Norway

Norwegian (nynorsk and bokmal)

small Sami- and Finnish-speaking minorities

Poland

Polish (polski)

 

Portugal

Portuguese (português)

 

Romania

Romanian (romana)

Hungarian, German

Russian Federation

Russian

 

San Marino

Italian

 

Serbia

Serbian 95%, Albanian 5%

 

Slovakia

Slovak (slovensky jazyk)

Hungarian

Slovenia

Slovenian (slovenski jezik)

 

Spain

Spanish (español - the Castilian version) 74%, Catalan 17%, Galician 7%, Basque 2%

note: Castilian is the official language nationwide; the other languages are official regionally.

Sweden

Swedish (svenska)

small Sami- and Finnish-speaking minorities.

Switzerland

German 63.7%, French 19.2%, Italian 7.6%, Romansch 0.6%

 

Turkey

Turkish (türkçe)

Kurdish, Arabic, Armenian, Greek

Ukraine

Ukrainian

 

United Kingdom

English

Welsh (about 26% of the population of Wales), Scottish form of Gaelic (about 60,000 in Scotland)

Vatican City State

Latin, Italian

French and various other languages.


Sources: Ethnologue, ISO Country Names (ISO 3166-1), ISO Languages Names (ISO 639-1), and others.

Thanks to NationsOnline
https://www.nationsonline.org/oneworld/europe_map.htm

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