The 7 Best Places to Find High Paying Ghostwriting Jobs

The 7 Best Places to Find High Paying Ghostwriting Jobs After my first article about earning big as a ghostwriter on FundsforWriters, the next obvious question so many writers asked was where to find clients that pay well for ghostwriting jobs. Following you’ll find seven high-paying markets for ghostwriters. While there are plenty of websites and portals that offer ghostwriting gigs, most of these do not pay well. It seems counterproductive to give away your hard work for a pittance and not even have the right to claim it as yours. The good news is that not all websites are created equal, and places exist with well-paying projects with the potential for long-term work. Dig beyond the usual freelance websites like Upwork, Freelancer or Fiverr. The average gigs here are short term and in the low-to-mid range. Moreover, stiff competition drives down the on-going rates further. Upwork features an Enterprise Program for selected freelancers while Fiverr offers you to apply for Fiverr Pro if you meet their criteria. The gigs there are well-priced, but unfortunately, they are not open to all. Seven Better Places to Find Profitable Ghostwriting Jobs 1.  Ã‚     LinkedIn ProFinder– This is a new service launched 2.  Ã‚     Working Nomads– Working Nomads is one of the best places to find remote working jobs including ghostwriting. The site was set up to connect freelance professionals with scouting companies. Only the best jobs are posted here as each job post costs the employer $149. Digital nomads often take home five- to six-figure earnings. 3.  Ã‚  Ã‚  Ã‚  Freelancewriting– Open since 1997, Freelancewriting is a job board hosting both full-time as well as part-time gigs for ghostwriters. Most jobs are in the five-figure range (for full-time work). 4.  Ã‚     Scripted– Scripted sets very high standards for its writers and has an impressive portfolio of clients, with a strict recruiting process. Once you are in, you gain access to some of the best ghostwriting gigs available. There is a minimum prescribed rate for each writing category. This ensures a minimum payout for each gig and undercutting is not allowed. 5.  Ã‚     Writers.work– A freelance writing job aggregator, this site sifts through the internet to pick out the best gigs and delivers them as a digest to your dashboard. It is a pay-for-membership service but totally worth the expense. 6.  Ã‚     Remote As the name suggests, remote features only remote jobs. They are all well-paid, too. No wonder it has over 2.5 million professionals, including ghostwriters, connected. And the number is growing every day. Remote uses an intelligent AI-based matching system to predict a high probability for job success. 7.  Ã‚     ProBlogger Job Board Established in 2004 as a learning guide on making money as a blogger, Problogger has now become a freelancer’s go-to site for its job board. Clients have to pay to advertise their requirements to its vast database of writers. That’s why the jobs advertised are much better paid than those on content mills. Joining freelance job aggregators like  Periodix  or subscribing with  Freedom with Writing  can also make the search easier without you having to spend hours each day scouring the net. Additionally, joining the  Association of Ghostwriters  or  Nonfiction Authors Association  will not only help you build your credibility as a ghostwriter, it will help you get quality job leads.

BTVET in Uganda

BTVET in Uganda AN INVESTIGATIVE STUDY OF FACTORS AFFECTING ENROLMENT AND COMPLETION RATES IN INSTITUTIONS OF HIGHER LEARNING (BTVET) IN UGANDA Introduction This study attempts to conduct an investigation of the factors affecting enrolment and completion rates within the Business, Technical & Vocational Education and Training (BTVET) institutions in Uganda. The study covers a period of ten years (between 1999 to 2009), rationally decided upon as it was during this time when the government Implemented major reforms within the education system of the country, as a result of the Education Review Commission (1989). It will be noted that 1999 falls two years short of the actual time (1997) when the government implemented Universal Primary Education (UPE) free to four children of every Ugandan family in the country a step towards meeting Education for all (EFA) by the year 2012 as one of the Millennium Development Goals (MDG) in the country. The study takes place more than ten years down the line since t he inception of UPE and three years after Universal Secondary Education (USE) programmes. Whilst many primary schools are still struggling with the influx of pupils who would otherwise have had no chance of getting a formal elementary education if it were not for UPE and USE, this author seeks to investigate whether the implementation of these programmes has in any way made a difference to people’s attitudes towards education in general and vocational education in particular. The study seeks to investigate the trend of enrolment and completion in institutions of higher learning and in particular those in the Business, Technical, Vocational Education and Training (BTVET) sector during the time when Education For All (EFA) by the year 2012, has been on top of the agenda as one of the United Nations Millennium Development Goals (MDG) for developing countries. The UPE programme took off amidst a barrage of problems including widespread public criticism resulting from the initiall y poor performance of typical UPE schools in the country. Among the problems that pledged this programme from the very start was the issue of congestion of the available classrooms. Because of the UPE programme many schools reported overwhelming enrolments leading to an influx of the hitherto non school going children. This became a cause for concern as a result of the overstretched existing facilities within schools. In spite of the inadequate conditions under which some of the schools operated, and whilst some schools were still lamenting the lack of space and inadequate facilities, it was about this time that the government made good its second promise regarding free education and introduced the Universal Secondary Education, (USE) free for all. The programme, which started in 2007, was introduced in a similar way to UPE ten years earlier. Similar in a sense that the programme was ill prepared for as it was started within the existing school infrastructure and with the same manpo wer. Three years down the line however, reports from the media and evidence from schools seem to suggest that the USE programme has produced increased rates of enrolment in secondary schools by the year since it was started. It is the assumption of this author that if these reforms in the education sector have so far been a success story they could have a similar impact on people’s attitudes regarding education in general and vocational education in particular, and it is from the results of this study that this fact will be fully established. It is on this basis among other factors that this author is to conduct a study of the rates at which students enroll and complete their courses paying particular attention to such factors as cause them to drop out and what to do about it.

Ambiguilty and meaning in the Heart of Darkness by Joseph Conrad Essay

Ambiguilty and meaning in the Heart of Darkness by Joseph Conrad - Essay Example No, not very clear" (21). There are several sub-meanings in the novel that can be interpreted in several ways. The story in itself was narrated in a non-conventional way that there was a story within a story adding to the ambiguity of the narrative. But the most prominent ambiguity in the novel is moral ambiguity because its standard and application in the novel was uncertain that it is difficult to tell what constitutes right and wrong, good and evil because these standards were unclear and not easily understood in the novel. One of the most prominent ambiguity in the novel is Kurtz and the circumstances about him. Marlow first heard about Kurtz during a meeting with the accountant of the Company on his way to Congo making him a subject of a subject in a novel or a story of a story as Marlow, the protagonist of the story narrates about him. At first Marlow was somewhat impressed by the reputation Kurtz as he was described as â€Å"very remarkable person† (37) in the novel. Bu t as the novel progresses and as more information was revealed about him, his character becomes blurry that it is difficult to describe his circumstances. ... And perhaps being a novel, maybe device some unusual way to extract vengeance from him for his brutality. But no, he was strangely revered by the natives and was even treated like a god. In his deathbed, natives even surrounded him when Marlow paid Kurtz a visit. And even he felt kinship with the natives that the attack on Marlow’s boat was made with the prodding of Kurtz as revealed by the Russian trader so that Kurtz will not be found and perhaps, to be left alone with the natives. These circumstances blur the logical sequence of morality that you will be hated if you harm people. Instead, Kurtz seemed to be adored by the natives whom he used to slaughter for ivory. The use of words and description of places is also ambiguous that made the novel quite difficult to understand. Congo which is a part of Africa and Africa in general was referred to as the real heart of darkness as the title of the novel suggests but it is also described to be not as dark and gloomy as the coloni sts place such as London and Belgium. This run counters to the common view that we are accustomed with that Africa was supposed to be uncivilized and therefore darker and the Europeans which were supposed to be educated and civilize were supposed to be the bearer of light. But this was negated in the narrative because it was Europe that was darker and not the heart of darkness which was Congo. Here, the standard of what is morally desirable is blurred because the place that was assigned to be the heart of darkness was not after all darker but in fact better than Europe which we used to think as civilized. The ending of the novel was also ambiguous.

Education Systems Essay Example | Topics and Well Written Essays - 1000 words

Education Systems - Essay Example But over the years, it seems the geo-political circumstances have taken its toll on the education sector in Ethiopia. A study carried out UNICEF points out that the net primary schools enrollment for male students in Ethiopia during the period 2000-2007 was around 74 percent, while for females this percentage was 69 percent. The study indicates that the enthusiasm shown by parents could not be sustained for long, as the net secondary school enrollment percentage drops down to 29 percent while for female students this figures comes down to just 19 percent (UNICEF, 2008). This indicates towards a fundamental issue of sustaining the interest of the masses in sending their kids for higher education. This indicates towards a need for allocation of still better resources towards the education sector in the country. Amongst other things, the political climate and the war like situation with bordering Eritrea is also responsible for eating into the resources of the country and thus resulting into the adverse humanitarian situation prevailing in the country. International agencies like UNICEF have indeed done commendable work for addressing the needs of general population. For example, the international agency has earmarked US$3,800,000 for the education sector in Ethiopia for the current year (UNICEF, 2009). Ghana, an integral component o... International agencies like UNICEF have indeed done commendable work for addressing the needs of general population. For example, the international agency has earmarked US$3,800,000 for the education sector in Ethiopia for the current year (UNICEF, 2009). Ghana, an integral component of the Gold Coast, is historically known for its rich resources. But, over the years situation has changed to a great extent. In the 1950's it was known as a country with highest level of education in the entire Sub-Saharan Africa2. But the latest statistics point out that the dropout rate of youth while migrating from primary to secondary schools is substantially higher. The UNICEF statistics3 point out that during the period 2000-2007 the enrollment of male in primary schools was 73 percent and for females this figure was 71. But this figure sharply drops down to 47 percent and 43 percent respectively as the students march towards secondary schools education. Despite having a tuition free and mandatory primary and junior secondary school education in Ghana the enrollment in schools can certainly not be termed as satisfactory. Ghana has made a constitutional provision under article 39, which mandates the tenets of free, compulsory, universal basic educat ion (FCUBE) initiative4. Ghana has been getting international attention as well in support of the forward looking policies of the government. Aid from international organizations and foreign governments is helping Ghana in strengthening its educational system. Availability of resources certainly impacts the shaping of the overall picture of educational system. Ethiopia and Ghana are not the one's having best of resources but the respective governments need to accord more priority to

A Feminist Perspective of Kate Chopins The Story of an Hour Essay

A Feminist Perspective of Kate Chopin's The Story of an Hour Kate Chopin employs the tool of irony in "The Story of an Hour" to carefully convey the problem inherent in women's unequal role in marital relationships. Chopin develops a careful plot in order to demonstrate this idea, one not socially acceptable at the end of the 19th century, and unfortunately, a concept that still does not appreciate widespread acceptance today, 100 years later as we near the end of the 20th century. Louise Mallard's death, foreshadowed in the initial line "Knowing that Mrs. Mallard was afflicted with heart trouble" takes on quite a different meaning when the plot twists and the context of her sudden death is presented unexpectedly, not upon her shock at her husband's death, but instead in her inability to endure the fact that he lives. While Chopin's employment of irony presents a socially unaccepted concept in a more acceptable format, it is the author's use of perspective that increases the impact of her message. Chopin's point might be lost, perhaps entirely, if the reader were not informed from Louise's viewpoint. While the other characters are oblivious to her actual joy in death, although it is described as such "When the doctors came they said she had died of heart disease - of joy that kills," their definition of this joy equates to her love for her husband. In contrast, because Chopin writes from the perspective of Louise, we understand that the intermittent love she feels for her husband, love itself dismissed as the "unsolved mystery," pales in comparison to the joy she feels upon the discovery that she can now live with the "possession of self-assertion which she suddenly recognized as the strongest impulse of her being." .. ...for his wife Louise, Chopin writes to stress the problematic assumption inherent in an unequal relationship in which one individual exercises their "powerful will" to bend others. Louise Mallard finds personal strength in her husband's death, ready to face the world as a whole person "She breathed a quick prayer that life might be long. It was only yesterday (prior to her husband's death) she had thought with a shudder that life might be long." The strength conveyed in the image of Louise carrying "herself unwittingly like a goddess of Victory" is unmistakable. However, the irony that her husband lives, and therefore, she cannot, conveys the limited options socially acceptable for women. Once Louise Mallard recognizes her desire to "live for herself," and the impossibility of doing so within the bounds of her marriage, her heart will not allow her to turn back.

Genetics Worksheet

Genetic Worksheet Misanna Gordon SCI 230 December 02, 2012 Mitzie Sowell Associate Program Material Genetics Worksheet Review the images below and answer the follow-up questions. Key: Male affected with cystic fibrosis Unaffected male female affected with cystic fibrosis unaffected female Generation I II III IV V Pedigree showing inheritance of cystic fibrosis A Key: Male affected with cystic fibrosis Unaffected male female affected with cystic fibrosis unaffected female Generation I II III IV V Pedigree showing inheritance of cystic fibrosis A Questions: . According to the pedigree, is cystic fibrosis inherited as a dominant or as a recessive traitKey: male with Huntington’s Disease unaffected male female with Huntington’s Disease unaffected female Generation I II III IV V Pedigree showing Inheritance of Huntington’s Disease Key: male with Huntington’s Disease unaffected male female with Huntington’s Disease unaffected female Generation I II III IV V Pedigree showing Inheritance of Huntington’s Disease ? Explain how you made your conclusion using evidence from the pedigree and the principles of genetics.Cystic Fibrosis is considered to be a recessive trait. If a person has only one of the Cystic Fibrosis gene and one of the non-Cystic Fibrosis genes, the person could be a carrier of the Cystic fibrosis gene without having the Cystic Fibrosis disease. Referring back to the mentioning of Mendel, which states that the traits may not show up in a person but still can be passed down to the other generation. Mendel also mentioned that the inheritance of each of the trait can be determined by the genes that can pass down unchanged.Therefore if the Cystic Fibrosis gene is not present, it can become present dependent on the ratio of the amount of genes when it passes down. 2. What would a Punnett square that shows how the son in generation IV (marked with an A) inherited cystic fibrosis look like? [A]a] A [AA] A a] a [Aa] aa] K ey: male with Huntington’s disease unaffected male female with Huntington’s disease unaffected female Generation I II III IV V Pedigree showing inheritance of Huntington’s disease Key: male with Huntington’s disease unaffected male emale with Huntington’s disease unaffected female Generation I II III IV V Pedigree showing inheritance of Huntington’s disease B B Questions: 1. According to the pedigree, is Huntington’s disease inherited as a dominant or as a recessive traitKey: male with Huntington’s Disease unaffected male female with Huntington’s Disease unaffected female Generation I II III IV V Pedigree showing Inheritance of Huntington’s Disease Key: male with Huntington’s Disease unaffected male female with Huntington’s Disease unaffected female Generation I II III IV VPedigree showing Inheritance of Huntington’s Disease ? Explain how you made your conclusion using evidence from the pedigr ee and the principles of genetics. According to the pedigree, it is my belief that the Huntington’s disease is a recessive trait. My reason for the belief is that one of the family members at the beginning of the pedigree was affected by the disease. Also in the third generation, there was no family members affected as well. If the trait was dominant, more family members in the earlier stages of the pedigree would have been affected. 2.What would a Punnett square that shows how the first daughter in generation II (marked with a B) did not inherit Huntington’s disease look like? [B]b] [B]bb] 3. What is the role of chromosomes in the inheritance of genetic traits, such a cystic fibrosis and Huntington’s disease? The genetic traits are carried by the chromosomes. Within the normal cell, the chromosomes each have two parts which is the chromatids. There is also a reproductive cell which is made through the process called meiosis. The meiosis has only one chromatid f or each of the chromosomes. Genetics Worksheet Genetic Worksheet Misanna Gordon SCI 230 December 02, 2012 Mitzie Sowell Associate Program Material Genetics Worksheet Review the images below and answer the follow-up questions. Key: Male affected with cystic fibrosis Unaffected male female affected with cystic fibrosis unaffected female Generation I II III IV V Pedigree showing inheritance of cystic fibrosis A Key: Male affected with cystic fibrosis Unaffected male female affected with cystic fibrosis unaffected female Generation I II III IV V Pedigree showing inheritance of cystic fibrosis A Questions: . According to the pedigree, is cystic fibrosis inherited as a dominant or as a recessive traitKey: male with Huntington’s Disease unaffected male female with Huntington’s Disease unaffected female Generation I II III IV V Pedigree showing Inheritance of Huntington’s Disease Key: male with Huntington’s Disease unaffected male female with Huntington’s Disease unaffected female Generation I II III IV V Pedigree showing Inheritance of Huntington’s Disease ? Explain how you made your conclusion using evidence from the pedigree and the principles of genetics.Cystic Fibrosis is considered to be a recessive trait. If a person has only one of the Cystic Fibrosis gene and one of the non-Cystic Fibrosis genes, the person could be a carrier of the Cystic fibrosis gene without having the Cystic Fibrosis disease. Referring back to the mentioning of Mendel, which states that the traits may not show up in a person but still can be passed down to the other generation. Mendel also mentioned that the inheritance of each of the trait can be determined by the genes that can pass down unchanged.Therefore if the Cystic Fibrosis gene is not present, it can become present dependent on the ratio of the amount of genes when it passes down. 2. What would a Punnett square that shows how the son in generation IV (marked with an A) inherited cystic fibrosis look like? [A]a] A [AA] A a] a [Aa] aa] K ey: male with Huntington’s disease unaffected male female with Huntington’s disease unaffected female Generation I II III IV V Pedigree showing inheritance of Huntington’s disease Key: male with Huntington’s disease unaffected male emale with Huntington’s disease unaffected female Generation I II III IV V Pedigree showing inheritance of Huntington’s disease B B Questions: 1. According to the pedigree, is Huntington’s disease inherited as a dominant or as a recessive traitKey: male with Huntington’s Disease unaffected male female with Huntington’s Disease unaffected female Generation I II III IV V Pedigree showing Inheritance of Huntington’s Disease Key: male with Huntington’s Disease unaffected male female with Huntington’s Disease unaffected female Generation I II III IV VPedigree showing Inheritance of Huntington’s Disease ? Explain how you made your conclusion using evidence from the pedigr ee and the principles of genetics. According to the pedigree, it is my belief that the Huntington’s disease is a recessive trait. My reason for the belief is that one of the family members at the beginning of the pedigree was affected by the disease. Also in the third generation, there was no family members affected as well. If the trait was dominant, more family members in the earlier stages of the pedigree would have been affected. 2.What would a Punnett square that shows how the first daughter in generation II (marked with a B) did not inherit Huntington’s disease look like? [B]b] [B]bb] 3. What is the role of chromosomes in the inheritance of genetic traits, such a cystic fibrosis and Huntington’s disease? The genetic traits are carried by the chromosomes. Within the normal cell, the chromosomes each have two parts which is the chromatids. There is also a reproductive cell which is made through the process called meiosis. The meiosis has only one chromatid f or each of the chromosomes.

The Legacy Of The Nazi Party - 2295 Words

Nazism Capstone Paper Within Germany, a country torn between the rise of a totalitarian party that determined a superior race, Nazism, and the survival of the oppressed, young Germans face a test between a sense of self and society. Individuality would be suppressed within this new type of society, and being different would be the deadliest obstruction to life. The violations of the rights to life, religion, and speech are relived through the stories of the German youth that lived through this haunting time, whose name would be tarnished in their struggle to survive. In their fight, their morals would be challenged and influenced until the Nazi regime ended, and the violation of human dignity would leave them wondering if life was worth living after all. The Nazi Party grew under its leader, Adolf Hitler, which struggled not to use violence against those that disagreed with their views, starting with armed groups known as the Strum Abteilung, who pledged to be ready to sacrifice their life in the aims of the Nazi Party and absolute loyalty to their leader. Their cruel intolerance began by their strong nationalism and their hatred of democracy and communism, and they gained power through the economic depressions around the world, controlling the media by instilling fear and propaganda that influenced a strong belief in their leaders. This belief in the leaders would soon seem to override Church influence when the official body of the Church failed to do anything significantShow MoreRelatedThe Movement Of The Middle East1080 Words   |  5 PagesSome examples of prominent ex-Nazi members who escaped to the middle east are as follows. Franz Rademacher was a Nazi aide under Secretary of state Luther. Rademacher fled to Spain and then Damascus, Syria where he worked in foreign trade. Walter Rauff was responsible for the development of mobile gas vans. Fled to Damascus in 1947, and worked over 47 ex-Nazis to reorganize Syrian intelligence. A third example is Alois Brunner. Brunner was E ichmann’s right hand man and was responsible for the deportationRead MoreA Brief Note On Nazis And The Environment1023 Words   |  5 Pages Environment Professor Yan Gao 2 December 2015 Nazis and the Environment The Nazi party in Germany left behind a legacy of atrocities that included racism, anti-Semitism, and genocide. The appeal of the Nazis relied on problems in Germany following the aftermath of World War I. They examined the different problems Germany faced and the different aspects of their political beliefs, one in particular being their environmental outlook. The Nazi party drew substantial support with their idealized versionRead MoreThe s Rope At The Nuremberg Trials1315 Words   |  6 PagesAlbert Speer, Architect by trade, Hitler devotee and personal favourite, Government Minister in Nazi Germany and the one who slipped through the hangman’s rope at the Nuremberg Trials. A controversial man of the 20th Century whose overall contribution and legacy in relation to the ‘grand stage of history’ has fueled an enormous debate amongst historians around his legitimacy in the Nazi Regime. It is often said â€Å"individuals are a product of their time†. Was Sp eer’s timing unfortunate or was he justRead MoreThe Audience Of The Life, Achievements, And Legacy Of Nazi World War II1075 Words   |  5 Pagesaudience of the life, achievements, and legacy of Nazi World War II hero, Oskar Schindler. Introduction I. 6 million people. 6 million innocent people died in the Holocaust. Now I want you to ask yourself, if you were alive to witness this period of mass genocide and had the opportunity to save even one innocent life, even if it meant risking your own, would you have? The answer to this very question is what forever defines Oskar Schindler s legacy II. Many of you may know of him throughRead MoreThe Horrors Of Nazi Germany1485 Words   |  6 PagesIntroduction The horrors of Nazi Germany have been widely discussed throughout history. From concentration camps, gas chambers, to ghettos, the reign of the Third Reich showed to be a dark time for humanity. However, years had passed before the horrors of Nazi Germany were brought to light. One program that has still been left in the dark has been The Lebensborn Program. Throughout the last few decades participants in the Lebensborn Program have come forward to discuss the treatment they receivedRead MoreAdolf Hitler Essay814 Words   |  4 Pagesinfluenced by the founder of the German Worker’s Party, because he was against Jews, capitalism, and he was a nationalist. He impressed the founder with his oratory and was invited to the party. There he started to speak at the events and became highly effective at speaking in front of large crowds. He gave speeches of his oppositions, like the Treaty of Versailles, rival politicians, and especially about Marxist and Jews. He became the leader of the party. He had established his own government. Read MoreEssay on Causes Effects of the Holocaust1422 Words   |  6 Pagesbefore and during World War II. The Holocaust started in 1933 with the persecuting and terrorizing of Jews by the Nazi Party, and ended in 1945 with the murder of millions of helpless Jews by the Nazi war-machine. The Holocaust has become a symbol of brutality and of one peoples inhumanity to another. (Resnick p. 11) The man responsible for the Holocaust was Adolf Hitler and his Nazi war-machine. As an Austrian born soldier-turned-politician, Hitler was fascinated with the concept of the racialRead MoreThe Nazi s And The Middle East797 Words   |  4 Pagesgroups that have forever shaped the world politically, socially, and economically. The Nazi regime left a tremendous impact on the world; especially the Middle East. These impacts are still felt today. Indeed, the Nazi party had a tremendous impact on Arab nationalism, Islamism, and the actions that were taken by the Palestinian Arab Movement, that were the genesis of the radicalization of today’s Islamic state. The Nazis were able to influence these aspects through the connection of their similar ideologiesRead More The German Community during the Hitler Reign Essay1336 Words   |  6 PagesHitler’s reign in Germany, German citizens felt the impacts of the political as well as the economic situation of the country. These cond itions in Germany led to the building of the Nazi party and to the Holocaust. The new government headed by Adolf Hitler changed the life of all Germans whether they joined the Nazi party themselves or opposed the ideas of Hitler or aided Jews to fight the persecution they suffered under this government. In 1929, Germany was in a very poor state economicallyRead MoreThe Rise Of Adolf Hitler1457 Words   |  6 Pagesand regions on earth who play a significant role in societies. Their role is significant because they have derived their power from their own birthright or from the people who have elected them. The rise of Dictator Adolf Hitler to supreme power in Nazi Germany would prove to be an event in history that was totally inexplicable in any terms. He was an adventurer who desired to conquer the German people and dominate the entire world, reshaping it accordingly to his desires and pleasures. The evidence