Tag: About

About: About stand used after verbs of the move and drive, such as travel, talk, speak, and trip. A definition is a statement of the means of a term (a word, word, or different units of symbols). You will gain using having a top or positive individual.

A desirable personal character will improve your potential to attain dreams and entire hard duties. If you have got an effective social person, you may stand depended on and even exist sought after through other human beings. By following the policies of your lifestyle or religion, you will match in and be normal within the group.

You will approximately through having a good person. Your precise personal person will help you obtain tough dreams and duties. A positive social individual permits you to be depended on and well-known with the aid of others. Following the rules of your way of life or faith consequences in being capable of matching in and being commonplace inside the organization.

  • 14 Principles of Management by Henri Fayol

    14 Principles of Management by Henri Fayol

    Explain, What is 14 Principles of Management by Henri Fayol?

    Meaning; Business administration is the management of a business. It includes all aspects of overseeing and supervising business operations and related field which include Accounting, Finance, and Marketing. Management consists of the interlocking functions of creating corporate policy and organizing, planning, controlling, and directing an organization’s resources in order to achieve the objectives of that policy. Definition of Management “To manage is to forecast and to plan, to organize to command, to coordinate and to control; by Henri Fayol.” Read Many Definition of Management. Also learn, 14 Principles of Organization, 14 Principles of Management by Henri Fayol!

    Following the 14 Principles of Management by Henri Fayol are:

    • Division of Work: Specialization allows the individual to build up experience, and to continuously improve his skills. Thereby he can be more productive.
    • Authority: The right to issue commands, along with which must go the balanced responsibility for its function.
    • Discipline: Employees must obey, but this is two-sided employees will only obey orders if management plays their part by providing good leadership.
    • Unity of Command: Each worker should have only one boss with no other conflicting lines of command.
    • Unity of Direction: People engaged in the same kind of activities must have the same objectives in a single plan. This is essential to ensure unity and coordination in the enterprise. Unity of command does not exist without unity of direction but does not necessarily flows from it.
    • Subordination of individual interest (to the general interest): Management must see that the goals of the firms are always paramount.
    • Remuneration: Payment is an important motivator although by analyzing a number of possibilities, Fayol points out that there is no such thing as a perfect system.
    • Centralization & Decentralization: This is a matter of degree depending on the condition of the business and the quality of its personnel.
    • Scalar chain & Line of Authority: A hierarchy is necessary for the unity of direction. But lateral communication is also fundamental, as long as superiors know that such communication is taking place. Scalar chain refers to the number of levels in the hierarchy from the ultimate authority to the lowest level in the organization. It should not over-stretch and consist of too many levels.
    • Order: Both material order and social order are necessary. The former minimizes lost time and useless handling of materials. The latter is achieving through organization and selection.
    • Equity: In running a business a ‘combination of kindliness and justice’ is needed. Treating employees well is important to achieve equity.
    • Stability of Tenure of Personnel: Employees work better if job security and career progress are assured to them. An insecure tenure and a high rate of employee turnover will affect the organization adversely.
    • Initiative: Allowing all personnel to show their initiative in some way is a source of strength for the organization. Even though it may well involve a sacrifice of ‘personal vanity’ on the part of many managers.
    • Esprit de Corps: Management must foster the morale of its employees. He further suggests that: “real talent’s need to coordinate the effort, encourage keenness, use each person’s abilities, and reward each one’s merit without arousing possible jealousies and disturbing harmonious relations.”
    14 Principles of Management by Henri Fayol - ilearnlot
    Thanks, Also, Photo Credit to pixabay.com/ More free Images!

  • Indian Rupee

    Indian Rupee

    The Indian rupee (sign: ₹; code: INR), is the official currency of the Republic of India. The Indian one rupee is equal to 100 paise (like singular paisa). In India, only the 50 paisa remains legal in 2016. The issuance of the currency is controlled by the Reserve Bank of India. The Reserve Bank manages currency in India and derives its role in currency management on the basis of the Reserve Bank of India Act, 1934. The Indian Rupee is named after the silver coin, Rupiya, first rupee issued by Sultan Sher Shah Suri in the 16th century & later continued by the Mughal Empire.

    Indian rupees symbol was officially Changed In 2010, a new symbol ‘₹‘. It was derived from the combination of the Devanagari consonant “र” (RA) and the Latin capital letter “R” without its vertical bar (similar to the R rotunda). The parallel lines at the top (with white space between them) are said to make an allusion to the tricolor Indian flag. An equality sign that symbolizes the nation’s desire to reduce economic disparity. The first series of coins with the new rupee symbol started in circulation on 8 July 2011.

    Indian Rupee Exchange to other Country Currency

    1 Indian Rupee equals
    1. 0.015 US Dollar
    2. 0.020 Australian Dollar
    3. 0.012 British Pound
    4. 0.014 Euro

    Indian Rupee Exchange to other Country Rupee

    1 Indian Rupee equals
    1. 1. 0.53 Mauritian Rupee
    2. 1.60 Nepalese Rupee
    3. 1.54 Pakistani Rupee
    4. 0.20 Seychellois Rupee

    History of Indian Rupee

    The history of the Indian rupee traces back to Ancient India in circa 6th century BCE, ancient India was one of the earliest issuers of coins in the world, along with the Chinese wen and Lydian staters.

    During his five-year rule from 1540 to 1545, Sultan Sher Shah Suri issued a coin of silver, weighing 178 grains (or 11.53 grams), which was termed the Rupiya. The silver coin remained in use during the Mughal period & Maratha era as well as in British India. Among the earliest issues of paper rupees include; the Bank of Hindustan (1770–1832), the General Bank of Bengal and Bihar (1773–75, established by Warren Hastings), and the Bengal Bank (1784–91).

    Indian Rupees Per Currency unit averaged over the Year

    Currency ISO code 1947 1966 1995 1996 2000 2004 2006 2007 2008 2009 2010 2013 2014 2015 2016
    Australian dollar AUD 27.69 26.07 33.28 34.02 34.60 36.81 38.22 42.00 56.36 54.91 48.21 49.96
    Bahraini Dinar BHD – 164.55 170.6 178.3
    Bangladeshi taka BDT – – 0.84 0.84 0.77 0.66 0.63 0.57 0.71 0.66 0.68 0.80 0.88 0.84 0.85
    Canadian dollar CAD 26.00 30.28 34.91 41.09 42.92 44.59 52.17 49.53 47.94 52.32
    Chinese Yuan CNY – 5.80 9.93 10.19 10.15
    Emirate dirham AED – – 17.47 18.26
    Euro EUR – – 44.40 41.52 56.38 64.12 68.03 60.59 65.69 70.21 72.60 75.84
    Israeli shekel ILS 13.33 21.97 11.45 10.76 10.83 17.08 16.57 17.47
    Japanese Yen JPY 1015.5 1.76 32.66 32.96 41.79 41.87 38.93 35.00 42.27 51.73 52.23 60.07 57.79 53.01 62.36
    Kuwaiti Dinar KWD – 17.80 115.5 114.5 144.9 153.3 155.5 144.6 161.7 167.7 159.2 206.5 214.3 213.1 222.4
    Malaysian Ringgit MYR – 18.59 18.65 16.47 16.37
    Maldivian rufiyaa MVR 1.00 1.33 2.93 2.91 4.58 4.76 5.01 5.23
    Pakistani rupee PKR 1.00 1.33 1.08 0.95 0.80 0.77 0.75 0.67 0.61 0.59 0.53 0.57 0.60 0.62 0.64
    Pound sterling GBP 13.33 17.76 51.14 55.38 68.11 83.06 80.63 76.38 71.33 83.63 70.63 91.08 100.51 98.11 92.00
    Russian rubled RUB 6.60 15.00 7.56 6.69 1.57 1.05 0.99
    Saudi riyal SAR 1.41 17.11 17.88
    Singapore dollar SGD – – 23.13 25.16 26.07 26.83 30.93 33.60 34.51 41.27 33.58 46.84 45.86 46.67 48.86
    Sri Lankan rupee LKR 1.33 0.63 0.64 0.58 0.47 0.46 0.45 0.46
    Swiss franc CHF 1.46 27.48 43.95 66.95 66.71 66.70 68.40
    U.S. dollar USD 3.30 7.50 32.45 35.44 44.20 45.34 43.95 39.50 48.76 45.33 45.00 68.80 66.07 66.73 67.19

    Note: All Countries Currency exchange rate into Indian rupees, 28 December 2016.

  • Many Definitions of Management

    Definitions of Management:

    It is very difficult to give a precise definition of the term ‘management’. Different scholars from different disciplines view and interpret management from their own angles. The economists consider management as a resource like land, labor, capital and organization. The bureaucrats look upon it as a system of authority to achieve business goals. The sociologists consider managers as a part of the class elite in the society.

    The definitions by some of the leading management thinkers and practitioners are given below:

    (i) Management consists in guiding human and physical resources into dynamic, hard-hitting organization unit that attains its objectives to the satisfaction of those served and with a high degree of morale and sense of attainment on the part of those rendering the service. —Lawrence A. Appley.

    (ii) Management is the coordination of all resources through the process of planning, organizing, directing and controlling in order to attain stated objectives. —Henry L. Sisk.

    (iii) Management is principally the task of planning, coordinating, motivating and controlling the efforts of others towards a specific objective. —James L. Lundy.

    (iv) Management is the art and science of organizing and directing human efforts applied to control the forces and utilize the materials of nature for the benefit of man. —American Society of Mechanical Engineers.

    (v) Management is the creation and maintenance of an internal environment in an enterprise where individuals, working in groups, can perform efficiently and effectively towards the attainment of group goals. —Harold Koontz and Cyrill O’Donnell.

    (vi) Management is the art of knowing what you want to do and then seeing that it is done in the best and cheapest way. —F.W. Taylor.

    (vii) To manage is to forecast and to plan, to organize to command, to coordinate and to control. —Henry Fayol.

    (viii) Management is the function of executive leadership anywhere. —Ralph C. Davis.

    (ix) Management is concerned with seeing that the job gets done; its tasks all center on planning and guiding the operations that are going on in the enterprise. —E.F.L. Breach.

    (x) Management is a distinct process consisting of planning, organizing, actuating and controlling performed to determine and accomplish the objectives by the use of people and resources. —George R. Terry.

    (xi) Management is guiding human and physical resources into dynamic organizational units which attain their objectives to the satisfaction of those served and with a high degree of morale and sense of attainment on the part of those rendering services. —American Management Association.

    (xii) Management is a multi-purpose organ that manages a business and manages Managers and manages Workers and work. —Peter Drucker.

    Question & Answers:

    • Write Definitions of Management?
    • Write Definitions of Management by Writer?
    • Write Basic Definitions of Management?
    • What is Definitions of Management?

    Note: Every Definition wrote by the different writer!

  • Types of Business

    Types of Business:

    There are three major types of businesses:

    1. Service Business

    A service type of business provides intangible products (products with no physical form). Service type firms offer professional skills, expertise, advice, and other similar products.

    Examples of service businesses are schools, repair shops, hair salons, banks, accounting firms, and law firms.

    1. Merchandising Business

    This type of business buys products at wholesale price and sells the same at retail price. They are known as “buy and sell” businesses. They make the profit by selling the products at prices higher than their purchase costs.

    A merchandising business sells a product without changing its form. Examples are grocery stores, convenience stores, distributors, and other resellers.

    1. Manufacturing Business

    Unlike a merchandising business, a manufacturing business buys products with the intention of using them as materials in making a new product. Thus, there is a transformation of the products purchased.

    A manufacturing business combines raw materials, labor, and factory overhead in its production process. The manufactured goods will then be sold to customers.

    Hybrid Business

    Hybrid businesses are companies that may be classified in more than one type of business. A restaurant, for example, combines ingredients in making a fine meal (manufacturing), sells a cold bottle of wine (merchandising), and fills customer orders (service).

    Nonetheless, these companies may be classified according to their major business interest. In that case, restaurants are more of the service type – they provide dining services.

    Forms Types of Business Organization:

    These are the basic forms of business ownership:

    1. Sole Proprietorship

    A sole proprietorship is a business owned by only one person. It is easy to set-up and is the least costly among all forms of ownership.

    The owner faces unlimited liability; meaning, the creditors of the business may go after the personal assets of the owner if the business cannot pay them.

    The sole proprietorship form is usually adopted by small business entities.

    1. Partnership

    A partnership is a business owned by two or more persons who contribute resources into the entity. The partners divide the profits of the business among themselves.

    In general partnerships, all partners have unlimited liability. In limited partnerships, creditors cannot go after the personal assets of the limited partners.

    1. Corporation

    A corporation is a business organization that has a separate legal personality from its owners. Ownership in a stock corporation is represented by shares of stock.

    The owners (stockholders) enjoy limited liability but have limited involvement in the company’s operations. The board of directors, an elected group of the stockholders, controls the activities of the corporation.

    In addition to those basic forms of business ownership, these are some other types of organizations that are common today:

    Limited Liability Company:

    Limited liability companies (LLCs) in the USA, are hybrid forms of business that have characteristics of both a corporation and a partnership. An LLC is not incorporated; hence, it is not considered a corporation.

    Nonetheless, the owners enjoy limited liability like in a corporation. An LLC may elect to be taxed as a sole proprietorship, a partnership, or a corporation.

    Cooperative:

    A cooperative is a business organization owned by a group of individuals and is operated for their mutual benefit. The persons making up the group are called members. Cooperatives may be incorporated or unincorporated.

    Some examples of cooperatives are water and electricity (utility) cooperatives, cooperative banking, credit unions, and housing cooperatives; This is simple types of business read and understanding, around world many many types of business run.

  • What is a Business? Introduction, Meaning, and Definition

    What is a Business? Introduction, Meaning, and Definition

    A business (also known as an enterprise, a company or a firm) is an organizational entity involved in the provision of goods and services to consumers. Businesses as a form of economic activity are prevalent in capitalist economies, where most of them are privately own and provide goods and services to customers in exchange for other goods, services, or money. Businesses may also be social non-profit enterprises or state-owned public enterprises charged by governments with specific social and economic objectives.

    What is a Business? Introduction, Meaning, and Definition.

    Businesses owned by multiple individuals may form an incorporated company or jointly organized as a partnership. Countries have different laws that may ascribe different rights to various business entities.

    An organization or economic system where goods and services are exchanging for one another or money. Every enterprise requires some form of investment and enough customers to whom its output can sale consistently to make a profit. Businesses can privately own, not-for-profit or state-owned. An example of a corporate business is PepsiCo, while mom-and-pop catering businesses a private enterprise.

    An enterprise is an organization or enterprising entity engaged in commercial, industrial or professional activities. A company transacts enterprise activities through the production of a good, offering of a service or retailing of already manufactured products. An enterprise can be a for-profit entity or a nonprofit organization that operates to fulfill a charitable mission.

    Nature:

    The term business comes from busyness or the state of being busy—any ac­tivity a man is busy about. Businesses an economic activity with the object of earning an income i.e. profit and thereby accumulate wealth. The eco­nomic activity must be regular and continuous.

    It involves:

    • Production of goods to sell them at a profit or
    • Merely purchase of goods to resell at a profit.

    The real object of any enterprise, as pointed by Peter Drucker is to create a customer and to ensure repeat sale which is possi­ble only when the customer can get due service and satisfaction in the market place where the exchange takes place in monetary terms.

    Concept:

    The following concept below are;

    History of Concept:

    In the old days, the enterprise was conceiving merely in terms of busi­ness. The enterprise of business is business. In those days the sole and exclusive objective of busi­ness was the maximization of profit at any cost.

    The business began merely as an institution for the pur­pose of making money. So long as man-made money and kept himself out of jail he was considering successful.

    He felt no particular obligation and acknowledge no responsibility to the community. As he was the owner of the enterprise he thought he has the perfect right to do with it what he, please.

    Modern Concept:

    The modern busi­ness enterprise is a social and economic institu­tion. It does not live in a vacuum. Enterprise by it­self is not an end but a means to achieve an end – i.e., public welfare. Urwick has rightly pointed out that profit can no longer be the main objective of a business than eating is the main objective of living.

    According to Peter Drucker, the objective of the business is to create a customer.

    The first business of every business is to se­cure customers. The customer is the master and to serve him well is the only purpose of business. An enterprise cannot survive without customers. Mod­ern business aims at a profit through service.

    What is a Business Introduction Meaning and Definition
    What is a Business? Introduction, Meaning, and Definition #Pixabay.

    Basic Definitions:

    • A person’s regular occupation, profession, or trade, an activity that someone engages in a person’s concern, work that has to finish or matters that have to attend to.
    • Commercial activity, trade considered in terms of its volume or profitability, a commercial house or firm.
    • A situation or series of events, typically a scandalous or discreditable one, a difficult matter. Action on stage other than dialogue. A very enjoyable or popular person or thing.

    Definition of Business:

    According to well-known professors William Pride, Robert Hughes, and Jack Kapoor, business is,

    “The organized effort of individuals to produce and sell, for a profit, the goods, and services that satisfy society’s needs.”

    A business, then, is an organization which seeks to make a profit through individuals working toward common goals. The goals of the business will vary based on the type of business and the business strategy being uses. Regardless of the preferred strategy, businesses must provide a service, product, or good. That meets a need of society in some way.

  • Management in Types of Manager

    Management in Types of Manager:

    Even with all the efforts, employees may put forth to salvage a once positive work environment, at the core of every toxic working environment is the toxic boss, manager, or supervisor. All roads go back to the manager. And if the manager isn’t willing to change, then it’s a safe bet that nothing will.

    That’s why to impact long-lasting change, managers need to upgrade their style and approach.

    • The Passive Manager

    Also referred to as Parenting Managers or Pleasing Managers, Passive Managers take the concept of developing close relationships with their team and coworkers to a new level. These managers have one ultimate goal: to make people happy. While this is certainly an admirable trait, it can quickly become a barrier to leadership efforts if not managed effectively. Although wholesome and charming, this type of boss is viewed as incompetent, inconsistent, and clueless, often lacking the respect they need from their employees in order to effectively build a championship team. You can spot a Passive Manager by looking at their team and the number of people who should have been fired long ago. Because all Passive Managers want to do is please, they are timid and passive in their approach. These managers will do anything to avoid confrontation and mistake holding people accountable with confrontation and conflict.

    • The Perfect Manager

    Perfect Managers possess some wonderful qualities. These managers are open to change, innovation, and personal growth with the underlying commitment to continually improve and evolve as sales managers, almost to a fault. This wonderful trait often becomes their weakness. In their search for the latest and greatest approach, like Pontificating Managers, Perfect Managers never get to experience the benefit of consistency. This manager is a talking spec sheet. Their emphasis on acquiring more facts, figures, features, and benefits has overshadowed the ability of Perfect Managers to recognize the critical need for soft skills training around the areas of presenting, listening, questioning, prospecting, and the importance of following an organized, strategic selling system. Perfect Managers rely on their vast amount of product knowledge and experience when managing and developing their salespeople. Because of this great imbalance, these managers often fall short on developing their interpersonal skills that would make them more human than machine.

    • The Pitchfork Manager

    People who manage by a pitchfork are doing so with a heavy and often controlling hand: demanding progress, forcing accountability, prodding and pushing for results through the use of threats and fear tactics. This style of tough, ruthless management is painful for people who are put in a position where they are pushed to avoid consequences rather than pulled toward the desired goal.

    • The Pontificating Manager

    These managers will readily admit they don’t follow any particular type of management strategy. Instead, they shoot from the hip, making it up as they go along, often generating sporadic, inconsistent results. As a result, they often find themselves in situations that they are unprepared for. Interestingly, the Pontificating Manager thrives on situations like this. Often adrenaline junkies themselves, these managers are in desperate need of developing the second most essential proficiency of a coach: masterful listening. The Pontificating Manager is the type of manager who can talk to anyone and immediately make people feel comfortable. This character strength becomes a crutch to their leadership style, often blinding them to the need to further systemize their approach. As a matter of fact, the only thing consistent about these managers is their inconsistency.

    • The Presumptuous Manager

    Presumptuous Managers focus more on themselves than anything else. To them, their personal production, recognition, sales quotas, and bonuses take precedence over their people and the value they are responsible for building within each person on their team. Presumptuous Managers often put their personal needs and objectives above the needs of their team. As you can imagine, Presumptuous Managers experience more attrition, turnover, and problems relating to managing a team than any other type of manager. Presumptuous Managers are typically assertive and confident individuals. However, they are typically driven by their ego to look good and outperform the rest of the team. Presumptuous Managers breed unhealthy competition rather than an environment of collaboration.

    • The Problem-Solving Manager

    This boss is task-driven and focused on achieving goals. These problem solvers are constantly putting out fires and leading by chaos. The paradox here is this: It is often the manager who creates the very problems and situations that they work so hard to avoid. Continually providing solutions often results in the lackluster performance that they are working so diligently to eliminate.

    • The Proactive Manager

    The Proactive Manager encompasses all of the good qualities that the other types of managers possess, yet without all of their pitfalls. Here are the characteristics that this ideal manager embodies, as well as the ones for you to be mindful of and develop yourself. The Proactive Manager possesses the

    • Persistence, edge, and genuine authenticity of the Pitchfork Manager
    • Confidence of the Presumptuous Manager
    • Enthusiasm, passion, charm, and presence of the Pontificating Manager
    • Drive to support others and spearhead solutions like the Problem-Solving Manager
    • Desire to serve, respectfulness, sensitivity, nurturing ability, and humanity of the Passive Manager
    • Product and industry knowledge, sales acumen, efficiency, focus, organization, and passion for continued growth just like the Perfect Manager

    The Proactive Manager is the ultimate manager and coach, and a testimonial to the additional skills and coaching competencies that every manager needs to develop in order to build a world-class team.

  • What is an Organization?

    What is an Organization?

    An organization or organisation (see spelling differences) is an entity comprising multiple people, such as an institution or an association, that has a collective goal and is linked to an external environment.

    The word is derived from the Greek word organon, which means “organ“.

    • An organized group of people with a particular purpose, such as a business or government department.
    • The action of organizing something. And the quality of being systematic and efficient.
    • The way in which the elements of a whole are arranged.

    Basic Definition of Organization:

    • Basically, an organization in its simplest form (and not necessarily a legal entity, e.g., corporation or LLC) is a person or group of people intentionally organized to accomplish an overall, common goal or set of goals. Business organizations can range in size from one person to tens of thousands.
    • There are several important aspects to consider about the goal of the business organization. These features are explicit (deliberate and recognized) or implicit (operating unrecognized, “behind the scenes”). Ideally, these features are carefully considered and established, usually during the strategic planning process. (Later, we’ll consider dimensions and concepts that are common to organizations).

    Definition of Organization:

    A social unit of people that is structured and managed to meet a need or to pursue collective goals. All organizations have a management structure that determines relationships between the different activities and the members, and subdivides and assigns roles, responsibilities, and authority to carry out different tasks. Organizations are open systems they affect and are affected by their environment.

  • Studying the Verb

    Studying the Verb

    Unlock the secrets of studying the verb in diverse languages. Explore the significance of influxive languages and their impact on linguistic precision.

    Studying the Verb: Unraveling Language Structures

    Each language has distinct qualities that will require unique and specific exercises.  Many languages are inflexive and use declensions in which certain words indicate agreement or specialized meaning.  Inflexive languages have well-developed verbs with numerous forms.  If your target language is inflexive, you will need to use carefully developed verb exercises.  (English, however, is not an inflexive language.)

    Many modern languages add a great deal of precision by their use of these linguistic constructions.  For example, an adjective may definitively identified with the noun that it modifies by its agreement in gender and number, thus setting it apart from other adjective/noun combinations within the same context.  Since written language derived from spoken language, the focus of this chapter is primarily the variations of meaning that result from manipulation of the spoken language.  The following two definitions are important here:

    • An inflexive language is one that adds one phoneme — or one moneme in its written form — to a verb to denote case, number, gender, person, tense, etc. A phoneme is the smallest linguistic sound carrying meaning, whereas a moneme is the smallest linguistic unit (typically a letter in a phonemic alphabet) identifying a specific phoneme.
    • Declension is the occurrence of inflection in nouns, pronouns, and adjectives, indicating such features as number (typically singular vs. plural), case (subject, object, and other case functions), and gender. Declension occurs in a great many of the world’s languages.

    This post will demonstrate how specialized exercises which focus on unique qualities in a language can constructed.  It is easy to demonstrate this type of exercise by using the English verb as an example.  Probably nothing marks adults struggling to learn English quite as much as their improper use of verbs in regard to person and tense.  Therefore, when teaching English to adults, it is necessary to use specialized English verb drills.

    Of course, you will need to adapt these examples of English verb exercises to your own needs as you begin learning your target language.  Inasmuch as English adjectives seldom modified in order to agree with gender and number, we cannot give sample exercises for that purpose, though you could certainly develop them for French, Spanish, and many other languages.  Other languages would require extensive exercises for the case within the verb.  And were you to be studying Cantonese, you would certainly need to develop exercises using its six tons.

    A short introduction to verb drills:

    All of these illustrations taken from the Spoken English Learned Quickly language course.  In my own personal experience with language learning, I was frustrated when I would learn a present tense, then a week or two later learn its past or future tense, only to come back to it again a few months later to learn its subjunctive form.  I would have done much better had I learned each verb as a complete unit.  When I was studying French, the verb “etre” (to be) evolved into at least four verbs. 

    First I learned the present tense etre, later the past tense etre, still later the future tense etre, and finally, an entirely new etre verb form called the subjunctive.  It would have been much more effective for me to have learned one verb having four tenses than to have learned four separate tenses as though each was a new verb.

    Of course, I am exaggerating to make a point.  Yet, if we make a single package out of each verb, learning it in all its forms simultaneously, it becomes a far simpler memory task.  In addition, full use of each verb as it learned gives greater initial command of the language.  I said many things incorrectly until months later when I finally learned the subjunctive form.  Then I wasted additional time retraining my mind to use the subjunctive form in place of the tenses I had previously thought I was using correctly.  I spent more time learning and then unlearning incorrect verb constructions than had I learned fewer verbs initially but learned them in their entirety.

    There is, however, another equally forceful argument for learning all forms of the verb at one time.  As I have taught the Spoken English Learned Quickly course, I have discovered that in a relatively few week of learning all new verbs in their entirety, adult students who have no previous knowledge of English are able to conjugate verbs which they have never before encountered.  I have experimented with this many times.  I choose an obscure regular verb and find a student who does not know its meaning. 

    Then I have the student conjugate it in all of its persons and tenses.  Only after they have successfully conjugated the verb do I tell them what it means.  It is an amazing process to see.  (Spoken English Learned Quickly was designed to used as a self-study course.  Most students study on their own.  However, I have often conducted a weekly two-hour group session as a means of encouraging the students.  It is during the group sessions that I have used these spoken conjugation drills.)

    We strongly encourage you to learn all forms of each verb the first time you encounter them in your study.  Verbs will become much more useful to you in a shorter period of time.

    In traditional language instruction, once a particular verb tense supposedly learned, it is then assumed that the students know that form and no longer need to review it.  Yes, the students may be able to write all the present tense forms of a particular regular verb, but that is not the objective.  Can they use all of those forms in spontaneous spoken English? In the Spoken English Learned Quickly course, the instruction does not stop when students are able to write the endings of certain verbs.  The goal is to help the students reach a level of fluency in which they can correctly use the verb in all of its tenses and persons in normal speech.

    That will be your objective as you learn to speak your target language.  Do not satisfied by simply learning verb tense and the person in written form.  You will not know a particular verb until you can use it fluently in spontaneous conversation.

    For the same reason that you were encouraged to learn cognate forms of words in Selecting a Text, you encouraged to learn all of the individual forms of a single verb at one time.  This will greatly reduce the time required to learn verb vocabulary.  Depending on your target language, this could include tenses, persons, imperatives, declensions, etc.  Combining all forms of each verb as you learn them will also improve your intuitive understanding of that particular verb.  You will be better able to use the verb in its different forms when you want to use it to convey a similar meaning.

    All of the above comments relate to spoken language.  You may find it helpful to write tables.  But you must learn to use the words in the tables as spoken vocabulary, not merely as written tables.

    Four types of verb drills:

    The Spoken English Learned Quickly lessons use four verb table forms.  In the early lessons, only the following form used.  It will called an “A” format for this illustration:

    An “A” format English verb drill.

    TO OWN (to own) / She promised to own it.  (She promised to own it.) Own.  (Own.) / Please own it.  (Please own it.) owning (owning) / He is owning it.  (He is owning it.) owned (owned) / it is owned (it is owned) / it was owned (it was owned) / it will be owned (it will be owned)

    • I own (I own) / he owns (he owns) / she owns (she owns) / it owns (it owns) / you own (you own) / we own (we own) / they own (they own)
    • I owned (I owned) / he owned (he owned) / she owned (she owned) / it owned (it owned) / you owned (you owned) / we owned (we owned) / they owned (they owned)
    • I will own (I will own) / he will own (he will own) / she will own (she will own) / it will own (it will own) / you will own (you will own) / we will own (we will own) / they will own (they will own).

    Since all of the exercises recorded as audio lessons, the students respond by repeating the words enclosed in the ellipses (. . .).  A Student Workbook is provided that contains the written text for all spoken drills.  The parenthetical phrases included in the written text.  Thus, the narrator says, “to own” and the students respond, “to own.” The narrator says, “She promised to own it,” and the students respond, “She promised to own it.” Everything is spoken, and as soon as the students understand a new exercise, they put the written text aside and complete the exercise by using only the audio recording without the text.

    Repeated use of this format allows the students to conjugate an unknown verb correctly.  Can you see how their fluency increases when they can correctly use English verbs so early in their language learning experience? That is the same fluency you will want to develop as you study your target language.

    Quite early in the lesson series, another verb table format introduced.  Throughout the Student Workbook, all irregular verb forms appear in bold type.  A drill for the irregular verb “to meet” looks like this:

    A sentence completion English verb drill.

    First, Complete the following sentences with “them here every evening.”

    • I always meet (I always meet them here every evening.) / He always meets (He always meets them here every evening.) / You always meet (You always meet them here every evening.) / We always meet (We always meet them here every evening.) / They always meet (They always meet them here every evening.)

    Second, Complete the following sentences with “them here after work.”

    • I always met (I always met them here after work.) / She always met (She always met them here after work.) / You always met (You always met them here after work.) / We always met (We always met them here after work.) / They always met (They always met them here after work.)

    Third, Complete the following sentences with “them all before evening.”

    • I will meet (I will meet them all before evening.) / She will meet (She will meet them all before evening.) / You will meet (You will meet them all before evening.) / We will meet (We will meet them all before evening.) / They will meet (They will meet them all before evening.)

    Though the sentences are simple, this format teaches the verb conjugation in the context of the spoken language.  It also forces the students to be more mentally alert during the exercise.  Later in the lessons, the third type of verb table is added that identified here as a “B” format table.  It looks like this:

    “B” format English verb drill.

    • TO TEST (to test) / He promised to test it.  (He promised to test it.) Test.  (Test.) / Please test it.  (Please test it.) testing (testing) / He is testing some.  (He is testing some.) tested (tested) / it is tested (it is tested) / it was tested (it was tested) / it will be tested (it will be tested)
    • I test (I test) I tested (I tested) I will test (I will test) He tests (he tests) he tested (he tested) he will test (he will test) she tests (she tests) she tested (she tested) she will test (she will test) it tests (it tests) it tested (it tested) it will test (it will test) you test (you test) you tested (you tested) you will test (you will test) we test (we test) we tested (we tested) we will test (we will test) they test (they test) they tested (they tested) they will test (they will test)

    In this format, students forced to move from tense to tense using the same person, rather than from person to person using the same tense as they did in the A format drills.  Language requires both skills, so students taught to do both at normal conversation speed.

    However, by this time in the lessons, students should be able to do both.  Consequently, they alternate between table formats in the same exercise.  That is, the first verb uses the A format, the second verb uses the B format, the third verb uses the A format, the fourth uses the B format, and so on to the end of the exercise.  This increases the students’ abilities to use the verb with all tenses and persons while, at the same time, forcing them to develop spontaneity while using verbs.

    Again, this will be your objective in learning your target language.  You want to be able to manipulate the spoken verb quickly and accurately, using all persons and tenses in addition to any other verb functions in your target language.  You should also be able to see the great advantage of learning all tenses and persons of a verb at one time.  If you learn all the forms of the entire verb each time you encounter a new verb, you will have learned one meaning with multiple forms rather than a mix of verb forms and meanings.  Learning all forms of a single verb in this way will take you less time than learning the same material using a traditional method.

    Most importantly, if you use spoken exercises as a means of learning verb tables, you will find that the conjugation you are learning for one verb will quickly transferred to other verbs.

    The same transfer of knowledge will also be true with any kind of word or sentence construction you learn as you use this table format.  Once you are familiar with that exercise, you will always study the information in the table as a spoken exercise without reading from the text.

    There is a final verb exercise format used in the Spoken English Learned Quickly course.  The exercise with its spoken introductory explanation looks like this:

    Tense or person selection English verb drill.

    Say each sentence using the word I will give you.  I will tell you if the sentence should be in the present, the past, or the future.  Use the word “to ride.”

    Present.  The children in that family always _________ the bus; The children in that family always ride the bus.

    The children in that family always ride the bus; The children in that family always ride the bus.

    Present.  That family with three children always _________ the bus; That family with three children always rides the bus.

    That family with three children always rides the bus; That family with three children always rides the bus.

    This verb table format used frequently with a large number of regular and irregular verbs.  It uses all tenses and persons and incorporates as much vocabulary from each new lesson as possible.  In Making the Proprioceptive Method Work, you will learn more about the process of recording these written tables as audio exercises.

    Manipulating language:

    Development of the ability to manipulate language easily illustrated.  Imagine that four-year-old Ryan lives next door to his best friend.  The boys frequently go on each other’s family outings together.  On one occasion, the two boys rode a miniature train that circled a picnic area at the zoo.  When Ryan returned home, he excitedly told his parents, “. . . and we rode the train.”

    As a young child, Ryan’s developing language skills include his growing ability to manipulate language.  He can correctly use “…ed” to signal past tense with regular verbs.  In time, he will learn the correct conjugation of the irregular verb to ride and will be able to report that they rode the train.  We often hear young children doing this.  Probably the most frequently made mistake is attaching “…ed” to irregular verbs to create the past tense.  Other instances include “gooder” or “baddest” for the words good or bad that do not follow convention, even though the child is using the correct pattern (“tall/taller/tallest” or “large/larger/largest”). 

    Thus, prior to attaining maturity in language, growth is evident as a child develops the ability to manipulate language.  The child is intuitively attempting to express unknown, yet grammatically correct thoughts.  As adults, we may detect a mistake in conjugation.  Yet, how often have we heard a child incidentally use a past tense correctly, when we did not realize that the correct conjugated form itself was not yet a part of that child’s recall vocabulary?

    Thus, when the Feedback Training Method teaches students to manipulate language in a way that can used to create the new vocabulary, it closely replicates a child’s language development.  As far as we know, no studies have been conducted to evaluate this process.  Nonetheless, it seems reasonable that the best way to teach a new language is to group cognitive and the tenses and persons of verbs in a way that mirrors a child’s progression in language development.

    The proprioceptive influence:

    Notice how the emphasis on the proprioceptive sense in language learning has influenced this method.  Verb usage is important in English, as it likely is in all languages.  In order to use verbs properly in English, the speaker must use tense and person correctly.

    However, tense and person have multiple components.  There are cognitive components that essentially controlled by memory.  So drills that retain memory will needed.  This is accomplished by using a great deal of repetition.  These verb forms will be repeated thousands of times throughout these lessons.

    During cognitive learning, however, students should also develop the proprioceptive sense that will retrain their mouths to pronounce the words correctly.  After all, the difference in knowing whether to use “ride” or “rides” is a function of pronunciation as far as the tongue and hearing are concerned.  Therefore, in all of these exercises, the students’ cognitive, proprioceptive sense, and hearing have simultaneously been retrained by forcing them to speak aloud, listening to both the narrator and their own voice, and experiencing the feedback from their own mouth as they speak.

    Something else has also been done that is extremely important.  For the entire time the students work on the exercises, everything they hear the narrator say has been an example of perfect English.  It is perfect in both its pronunciation and syntax.  The students could use this lesson from which these sample exercises were taken for two hours a day for five days a week.  If the students repeat exactly what the narrator says, they could speak perfect English for 10 hours during that week, even though they are studying by themselves.

    These same students could probably do a written exercise using the same material.  It would be a cognitive exercise, but it would not involve any retraining of their mouths or hearing.  They would probably work on it for two hours or less during the week.  The results would be negligible in terms of producing fluent spoken English.

    You will want to establish an effective training experience when you study your target language.  If you want to be successful, you must avoid complacency with written exercises.  Your goal is to advance to effective spoken language learning.

    However, it will be difficult.  There is no way that you can repeat the same sentences enough times to retrain your mind, mouth, and hearing without becoming weary in the process.  That is the price you must be willing to pay in order to efficiently learn to speak a new language fluently.

  • Comprehensible Input

    Comprehensible Input

    Improve your language skills with comprehensible input. Learn how to speak English fluently and understand complex language structures.

    Comprehensible Input:

    A suggest that you will acquire language best when you study in such a way that you 1) listen to large amounts of comprehensible input, 2) have opportunities to use the target language to communicate with others, and 3) support your learning with some grammatical learning (focused on making input comprehensible and developing awareness). The Way you want Improve Your Spoken English and  better understanding How to Speak Fluently English in Week.

    A Brief History of Linguistic Theory:

    For much of the 20th century in the West, language researchers thought that children learned the language simply by forming habits, by imitating what was heard. In response to this, Noam Chomsky declared that language was too complex to be learned simply through imitation. Furthermore, if children were simply imitating what they heard, how could researchers explain the mistakes of children? It appeared that children were making mistakes because they were applying “rules” where they did not belong, producing speech like “you hurt me.” A phrase they would never hear in their environment.

    Apparently, children did not simply imitate speech but were actively constructing “rules” in their mind from the input they received to govern their speech. More importantly, they did not receive enough information about language in their environment to give them all the knowledge they needed to know the things that they knew about language. How could children do this? Chomsky hypothesized that humans are born with a “language acquisition device.” This device is a part of the brain designed specifically for language acquisition and is separate from its other parts. He believed all that was needed to get this device to start working, was input, exposure to the language.

    Later, researchers began noticing that second language learners also produced language that contained mistakes, yet these mistakes were not arbitrary but governed by “rules.” However, these “rules” could neither simply be attributed to the influence of the native language nor the target language. Researchers refer to this system of rules as “interlanguage.” This interlanguage is transitional. As learners grow in the language, their interlanguage system becomes more and more similar to the target language. In other words, as they make progress their language becomes more and more correct. This “series of interim systems that a learner constructs in the process of acquiring an L2 [second language]” is called the “interlanguage continuum”.

    Listening:

    Stephen Krashen (1985) proposed the Input Hypothesis. The Input Hypothesis claims that learners make progress in English acquisition through exposure to comprehensible input. Comprehensible input is defined as “understanding input that contains structures at our next ‘stage’ – structures that are a bit beyond our current level of competence”.

    This is often designated with the equation “i + 1”. The “i” represents the learner’s current competence in the second language; the “+ 1” symbolizes the features of the input that are beyond the learner’s competence, and which he is developmentally ready to acquire. Accordingly, input that is either too simple or complex will not help a learner make progress in spoken English.

    To explore this, asked the following questions with the following results: 

    Question: On an average day of study, how much time did you spend LISTENING to spoken English?Less than 1 hour  1 hour or more
    Successful Learners 36.36 %63.64 %
    Non-Successful Learners 81.81 %18.18 %

    The results are clear. The great majority of successful English language learners in this study 1) listen to English for 1 hour or more and 2) listen to the right kind of input, input where they can understand the main idea but not some parts. There are many aspects of the full Input Hypothesis that are seriously questionable. Nevertheless, I believe it is safe to claim that exposure to comprehensible input greatly benefits the language learner.

    On the other hand, 57.58 % of non-successful learners are listening to this same type of input. Why are they still poor speakers? Most likely, the amount of time spent listening to this kind of input is insufficient to achieve a higher level of proficiency, as indicated by the previous question. Finally, 42.42% of non-successful students are not only spending too little time listening, the time they do spend is not much use because the input is too difficult for them to comprehend.

    Gaining Access to Comprehensible Input:

    Perhaps you are convinced that comprehensible input is indeed important, but you think “How can I gain access to comprehensible input?” There are many things you can do.

    1. The Internet:

    The internet can be a rich source of free input. The following websites loaded with input:

    • Randall’s ESL Listening Lab – http://www.esllab.com/index.htm. This website has short passages, grouped by level (easy, medium, and difficult). It has pre-listening warmups and questions to quiz your comprehension.
    • The English Listening Lounge – http://www.englishlistening.com/. This website also has short passages grouped according to difficulty with comprehension questions. However, only a few passages are available for free. To get full access, you must pay $20 dollars a month.
    • Brian Teaman’s Virtual University – http://home.hiroshima-u.ac.jp/~teaman/vu/index-e.html. This website is really cool. It has video interviews with English-speaking people from all over the world. It is full of vocabulary, comprehension questions, and more.
    • Story Archives – http://literacynet.org/cnnsf/archives.html. This website has many news stories. Perhaps more appropriate for high-intermediate or advanced students. It has audio and video options. Contains both vocabulary and comprehension questions.
    • Arlyn Freed’s ESL/EFL Listening Resources – http://www.eslhome.com/esl/listen/#nonauthentic. This website does not contain listening resources but provides information about several websites that contain listening resources. Some designed for EFL students and some are not.

    2. Radio:

    Many students in my study, both successful and non-successful speakers, listened to radio broadcasts, such as the VOA (Voice of America). This can be a good thing, especially for very advanced students, but one must be careful. The stories on the VOA are often very difficult; and since they are on the radio, you only get to hear them once. Most students will not comprehend enough of each story for this activity to be helpful. Of course, one can still listen to the VOA, but it should not be the primary source of listening input.

    3. TV/Movies:

    Many students also watch English TV and movies. Sometimes these are better than radio because they contain pictures. Pictures are helpful because they can help make the input more comprehensible. The problem with TV and movies is that they often long and difficult, so that you may lose concentration and comprehend little of what said. Perhaps the best way to view TV shows and movies are to view them in short periods.

    With friends, you can predict what you think will happen, then watch the segment, and finally discuss it. You can watch the segment again and again. Also, if you have a transcript of the program, you can read it to check your comprehension.  Also, you must not simply read the Chinese subtitles while trying to comprehend spoken English in movies. If you do, most likely you will ignore the English input and severely weaken the benefits of the activity.

    4. Wild English:

    Many students also listen to wild English. These are great short segments of language concerning topics that many students interested in. The great thing is that you can listen to the passages as many times as you need to. Plus, the transcript is available with English grammar tips.

    5. Purchased Materials:

    Perhaps some of the greatest (but also most expensive) forms of comprehensible input are instructional books with cassettes/CDs. For example, when I first came to China, I did not even know how to count to ten in Chinese. Soon, however, I bought Chinese for Beginners with the accompanying listening book and cassettes from the Beijing University and Cultural Press. These materials are wonderful. They provided me with vocabulary and grammar support to understand the reading and listening passages.

    For one lesson, the same vocabulary, and grammatical features would reinforced through several different listening passages about a similar topic, such as “going to dinner” or “Chinese history.” Then the next lesson would build on this knowledge and introduce new vocabulary and grammatical features while reinforcing the old ones. I studied my book, listened to the cassettes, and answered the questions every day and made great progress in the Chinese language. My progress was greater than many foreigners in China. However, I would not have progressed nearly as far if I did not have these materials. If I only watched TV or listened to stories on the internet, I do not believe I would now speak Chinese as well as I do.

    6. A Word of Caution:

    All of these: radio, TV, movies, and wild English, can be wonderful sources of comprehensible input. However, you must keep in mind your level and what comprehensible input truly is. If you find yourself simply hearing sounds and not comprehending the main idea of the passages, then you’re listening to practice is not helping you as much as it should. You can still engage in these activities, but you need to use more strategies to help you understand what you hear. Perhaps you need to look new vocabulary up in the dictionary or listen to shorter sections of the passage.

    The bottom line is that if you are not comprehending the main idea of your input, you either need to employ more strategies (i.e. dictionary, repetition, shorten the length, etc.) to make it comprehensible or find different, simpler sources of input.

    Strategies for Understandable:

    Strategies are helpful for comprehending a listening passage. Listening is part of Improve Your Spoken English; When you are listening, try the following:

    Before Listening:

    1. Look at the title of the passage and any pictures.
    2. Ask yourself questions: What do you know about this topic? What do you think this passage will be about? What information do you hope this passage will tell you?

    During Listening:

    1. Focus your attention on what is being said.
    2. Listen to the main idea.
    3. Listen for key words and ideas.
    4. Relate what you hear to what you already know. (Amato, 1996, p55)

    After Listening:

    1. Ask yourself: a) Did the passage match my guess? b) What did I learn from this passage? c) Summarize the main idea of this passage in 1-2 sentences.
    2. Write down any new words you feel are important.
  • Speak Fluently English Week

    Speak Fluently English Week

    Want to speak English fluently week? This guide will show you how to achieve basic fluency in just one week through practice and hard work.

    How to Speak Fluently English in Week? 

    Now you may be thinking that learning English during the week is impossible…but with some hard work and practice, you can. This guide is your bible to learning how to speak and understand “basic” phrases so that you can carry out a conversation. This guide will not make you sufficient in every area of the English language. This takes a lot of practice. But if you follow the exercises contained within this book, you will be on your way to basic fluency!

    “This is a beginner’s guide and is not meant to teach you advanced conversational techniques.”

    English was brought to Britain from Germany and Netherlands. It originated from West Germanic Language and the Anglo-Frisian dialect. It has gone through various phases of evolution. There is the huge difference between Old English, Middle English, and Modern English. Middle English came about after the invasion of the German and the Norman’s.

    The language you are about to learn has a lot of German, Greek, Latin, Spanish, Hindi, French and Old Norse, just to name a few. It is a mix of languages. A huge number of words have originated from Greek and Latin. This eBook is based on the assumption that you are an intermediate learner and can read English. You are here because you have been trying to learn the language but cannot speak it well, or understand English speakers properly. I shall explain the fundamental principles governing the language and point out the common mistake that you should avoid. The end of each chapter will have an action you shall perform.

    Learning English involves listening, speaking, reading and writing. There are four components essential to learning English.

    Phonetics:

    Phonetics is a branch related to sound. Phonology is a branch related to the systematic organization of sounds in the English language. A phoneme is the smallest unit making up a language. The English language consists of 41 phonemes. Phonemes combine to make up words and syllables. According to Wikipedia, a phoneme can be described as “The smallest contrastive linguistic unit that may bring about a change of meaning”. Phonics is the method of teaching people to recognize different sounds.

    Reading Fluency:

    Fluency is the ability to read and speak without stopping. This means not looking at each word and trying to figure out how to read it. It should be accurate and precise.

    Vocabulary Development:

    Vocabulary is the body of words in any language. It is also the individual knowledge of words and their meanings and pronunciations. It is important to develop your vocabulary skills while learning a language. Of course, you are not expected to go through a dictionary in one day; it is a slow process.

    Oral Skills:

    Oral skills are is your ability to speak a language fluently. This requires correct pronunciations and the use of Grammar. Without development oral skills, learning a language would be utterly useless.

    “Speak Fluently English A Week? How to Learn”

    Nine Simple Method:

    English is a beautiful language. In fact, any language you decide to learn is a beautiful one. However, learning a brand new language is not always easy. Lucky for you, English is not considered to be the most difficult language! Now, if you decided to learn Chinese that would take some time. With around 430 million people around the world speaking English and these are only people with English as their first language your decision to learn it is a good one! It is considered the ‘universal language’.

    Additional tips and guides

    Speaking fluent English in just a week is quite a challenge, but with dedication and the right strategies, you can significantly improve your skills. Here are some key steps to follow:

    1. Immerse Yourself in English

    • Surround Yourself with English: Change the language on your devices and consume English media (movies, TV shows, music, and podcasts).
    • Engage in English Conversations: Find language exchange partners or speak with friends and family who are fluent in English.

    2. Practice Speaking Daily

    • Set Practice Sessions: Dedicate at least an hour each day to speak in English.
    • Record Yourself: Record your speech to track progress and identify areas for improvement.

    3. Expand Your Vocabulary

    • Learn New Words Daily: Aim to learn at least 10-20 new words each day. Use flashcards to help memorize them.
    • Use New Words in Sentences: Try to use newly learned words in your conversations or writing.

    4. Improve Pronunciation

    • Practice Phonetics: Focus on the correct pronunciation of words. Use online resources or apps that provide pronunciation guides.
    • Mimic Native Speakers: Listen to native speakers and try to mimic their intonation and pronunciation.

    5. Engage with English Content

    • Read Aloud: Read books, articles, or any content out loud to practice speaking.
    • Watch with Subtitles: Watch English shows or movies with subtitles to enhance your listening and understanding.

    6. Seek Feedback

    • Get Feedback from Fluent Speakers: Ask friends or teachers to provide constructive feedback on your speaking skills.
    • Self-Assessment: Regularly assess your progress and set achievable goals.

    7. Stay Positive and Confident

    • Avoid Perfection: Don’t worry about making mistakes. Focus on communication rather than perfection.
    • Stay Motivated: Maintain a positive attitude and remind yourself of your goals and achievements.

    By following these steps and committing to regular practice, you can make noticeable improvements in your English fluency within a week. Good luck!

    Note: So why waiting for, go get learn and speak fluently English week. One thing remember doesn’t care about mistake because it is human nature without mistake we did it best.