Thursday, November 28, 2019
You successfully completed the sale or signed up the subscriber. ItÃ¢â¬â¢s a great win and you direct your new customer to a page where you can confirm the order and express your genuine thanks. But I think most underestimate the opportunities that thank you pages present. They are a key piece of your online customer experience and, when used properly, they can help you with your longer term success. In addition to starting your customer relationships off on the right note, they can also provide some valuable information and post-conversion marketing. Here are a few strategies to boost the power of your thank you page. 1. Get Users Started with Your Product Quickly If youÃ¢â¬â¢re a digital product, encourage your users to get started right away when their interest is highest. This will get customers used to your product, making them more likely to continue using it and less likely to unsubscribe. If youÃ¢â¬â¢re selling physical goods, give your customers an expectation on when they can expect delivery. 2. Solicit Feedback Your thank you page is an ideal opportunity to see how youÃ¢â¬â¢re doing in terms of meeting customer expectations thus far. The insights you gain can help make your strategy more successful going forward while also strengthening the connection with your customers. Just be sure to keep it short and, if there is an issue brought forward, make sure you follow up. 3. Add a Special Offer Consider how you could provide even more value to your new customer and present some carefully selected exclusive offers. It could be a complementary product or a higher tier of your subscription service at a discounted price for a limited time. Turn your thank you page into a hub of useful resources for your customers. Include your most popular articles, guides, tutorials and resource pages. In addition to providing value to your customers, it helps establish your brandÃ¢â¬â¢s authority and boosts the SEO. 5. Encourage Social Sharing and Following You just got a new customer Ã¢â¬â donÃ¢â¬â¢t miss the opportunity deepen the connection with them. Make it easy for them to like or follow your social media pages so they can stay up-to-date with the latest product updates or promotions. ThereÃ¢â¬â¢s no harm in asking and the benefits of boosting your shares, likes and followers are huge. The Value That Thank You Pages Can Create If your thank you page consists of nothing more than a generic message, youÃ¢â¬â¢re missing out on a huge opportunity. IÃ¢â¬â¢m definitely not advocating that you load your thank you page with all of these tactics. But, depending on your business, one or two can help keep your new customer engaged with your brand. And keeping them engaged longer means that you have a better chance at fostering a stronger connection and creating more long-term customers.
Sunday, November 24, 2019
Separate Pigments Using Chalk Chromatography Chromatography is a technique used to separate components of a mixture. There are many different types of chromatography. While some forms of chromatography require expensive lab equipment, others can be performed using common household materials. For example, you can use chalk and alcohol to perform chromatography to separate the pigments in food colorings or inks. Its a safe project and also a very quick project, since you can see bands of color forming within minutes. After youve finished making your chromatogram, youll have colored chalk. Unless you use a lot of ink or dye, the chalk wont be colored all the way through, but it will still have an interesting appearance. Chalk Chromatography Materials chalkalcohol (isopropyl alcohol or rubbing alcohol seems to work best)ink, dye, or food coloringsmall jar or cupplastic wrap Apply your ink, dye or food coloring to a piece of chalk about 1 cm from the end of the chalk. You can place a dot of color or stripe a band of color all the way around the chalk. If you are mainly interested in getting bands of pretty colors rather than separating individual pigments in the dye, then feel free to dot multiple colors, all in the same place.Pour enough rubbing alcohol into the bottom of a jar or cup so that the liquid level is about half a centimeter. You want the liquid level to be below the dot or line on your piece of chalk.Place the chalk in the cup so that the dot or line is about half a centimeter higher than the liquid line.Seal the jar or put a piece of plastic wrap over the cup to prevent evaporation. You can probably get away with not covering the container.You should be able to observe the color rising up the chalk within a few minutes. You can remove the chalk whenever you are satisfied with your chromatogram.Let the chalk dry before using it for writing. Heres a video of the project, so you can see what to expect.
Thursday, November 21, 2019
The Role of Strategic Planning within an Organisation - Research Paper Example It is evidently clear from the discussion that the development of an organizational strategic plan remains essential in ensuring the stakeholders remains focused toward achievement of common goals. Through the strategic planning aspect, a guideline to fundamental decisions becomes established as organizations seek to enhance the effectiveness of the organizational business process. Effective strategic planning, therefore, presents an articulate course of actions which are necessary for making essential progress within the organization. Strategic planning remains an essential aspect of management which must be effectively addressed in seeking to ensure organizational efficacy. This planning element can be defined as a fundamental determinant of the management process as it presents an evaluative communication of the organizational capabilities with objectives. Strategic planning enables organizations to match their capabilities with the anticipated outcomes, hence enhance the effectiv eness in the utilization of organizational resources. The strategic planning element provides guidance regarding the course of action to be taken under different circumstances which might face the organization. This is commonly established following an extensive analysis of the internal and external factors which might affect the effectiveness of the organization. Organisational planning remains essential in the development of processes aimed at providing a guideline into the actions undertaken towards achieving organizational goals. The fundamental focus of strategic planning remains to ensure the sustainability of business operations in the future. Strategic planning remains a critical element in different management aspects within an organization. Crisis management can be described as the process through which organizations deal with external threats which could potentially harm business operations.
Wednesday, November 20, 2019
The Role of Magistrates - Essay Example Thus, magistrates' assignments and the organization of their workloads can vary, sometimes dramatically, not only from district to district and courthouse to courthouse, but also among magistrates with offices along the same hallway in a single courthouse. (Carroll, 2003) Although they receive task assignments from district judges, magistrates, as judicial officers with their own legal and support staffs, retain at least some degree of autonomy in designing the organization of their workload. In fact, because they generally are not as involved with the time-consuming business of presiding over trials, events which require definitive scheduling in order to have parties, attorneys, witnesses, jurors, and other actors simultaneously present in one room, the subordinate judges frequently have significant autonomy in deciding when to address particular assigned tasks during their workdays. The magistrates generally are not responsible for prisoner cases. Habeas corpus and civil rights cases by prisoners are reviewed by two staff attorneys assigned to the district court. An experienced senior magistrate supervises these staff attorneys. Although this magistrate was laden with additional responsibilities, unlike in some other districts, he was not rewarded with the title "chief magistrate." After the initial screening by the staff attorneys, prisoner cases meeting procedural and legal requirements may be assigned by judges to their paired magistrates. A "duty magistrate" system developed for handling preliminary criminal matters. In the large court, magistrates are "on duty" for separate, rotating, one-week periods in which they have exclusive responsibility for processing the criminal cases. Thus, the magistrates normally handle criminal matters only once every five weeks. In the large court, criminal pre-trial matters, such as arraignments, bail reviews, detention hearings, initial appearances, search warrants, and arrest warrants, arise virtually every day. In addition, some of the judges have magistrates handle criminal pre-trial conferences to coordinate and settle evidentiary and other matters prior to trial. Magistrates in Action The following incident observed at the courthouse provides a picture of the magistrates at work as subordinate yet authoritative judicial officers. In the large courthouse, there is a daily "Duty Call" scheduled at one o'clock each afternoon to handle preliminary criminal matters. On this particular day, the district's magistrates held their regular monthly luncheon meeting, which did not conclude until 1:15. Afterwards, the duty magistrate talked with the author about the magistrates' roles for ten more minutes prior to entering the courtroom. Magistrates, like judges, recognize that lawyers and witnesses are frequently late in getting to court. Therefore, court proceedings generally do not begin and the magistrate or judge will not enter the courtroom until all other relevant actors are present. The magistrate's lack of concern about beginning precisely on time did not indicate
Monday, November 18, 2019
Cost Control Methods of a Food Service Restaurant - Research Paper Example When one enters the premises, one is likely to get impressed by its tropical outlook as well as the way the tables are arranged. The restaurant prides itself in the cocktails it serves as these come in large quantities and often cause visitors to try out the establishment in the first place. It also serves traditional dishes like the paella, which has shrimp, clams and mussels; the Cuban sandwich is also another star item on their menu. These food items have not garnered raving reviews from patrons as some feel that the drinks are watered-down and the sandwiches are highly defective (Doss 2). However, what is clear is that most of the clients value the convenience of the location as many of them are new to South Beach and would not wish to look around for other eateries. The Daily Meal classifies this business as the worst restaurant in America and several customers agree with the assessment as seen through their Yelp reviews. Most of the competitors are located along the same area; that is, Ocean Drive with Las Olas CafÃ © being one of the more formidable players in the business. They also sell Cuban sandwiches like Colony CafÃ © but make them in the proper way thus earning a steady stream of clients in the Miami Beach area. However, other restaurants in Ocean Drive have relatively poor customer reviews; Van DykeÃ¢â¬â¢s Cafe and DÃ ©jÃ Vu restaurant are all within the same vicinity but are guilty of low-quality service as well. In fact, many reviewers claim that the entire Ocean Drive area is an amalgam of poorly-management restaurants. The area has lowered the bar for fine restaurant dining, and left many clients yearning for more; some believe that they have to visit neighboring Puerto Sagua to find decent food establishments. Colony CafÃ © suffers from a serious publicity problem; being branded as AmericaÃ¢â¬â¢s worst restaurant is the last thing a business owner wants. The most commonly identified issue among customers is exorbitant pricing;
Friday, November 15, 2019
A Homophobic Environment And Schools Education Essay Homophobia refers to the negative feelings that some people have towards people who are gay, lesbian, bisexual and transgendered LGBT and can often lead to harassment, bullying and victimisation. Despite this definition, the Association of Teachers and Lecturers (2013) state that it is not just limited to being targeted at those who identify themselves as being LGBT. They believe that people who are merely perceived to be gay can be targeted, as well as those who do not conform to stereotypical gender roles. Boys who display characteristics that are stereotypically feminine and girls who display characteristics that are stereotypically masculine can be faced with abuse in schools. For example, AVERT (n.d.) write that boys are usually stereotyped as sporty and strong decision-makers, and girls are expected to be emotional and expressive. Therefore, boys can be labelled as being gay if they dont like sports, if they happen to show their feelings or if others think they are being too in timate with other boys. A study by Rivers (2000, p14) found that there are a number of places this bullying can take place, including in the classroom, playground, corridors, toilets, changing rooms and on their way home. The Department for Children, Schools and Families (2007, p.16) list a number of ways that children can experience homophobic bullying. They argue that it can consist of verbal abuse (such as mean jokes, suggestive remarks, teasing and name calling) or non-verbal abuse (such as mimicking them and using offensive gestures towards them). They also argue that pupils could be ignored or excluded from joining in with others, be threatened or experience physical abuse (such as hitting or kicking). It also states that pupils may experience cyber-bullying via email, chat rooms, social network sites and mobile phones. Furthermore, they state that offensive graffiti or distribution of other offensive material could be used to harass the child. Stonewall (n.d.) state that teachers have a legal duty to ensure homophobia is dealt with in schools. The Education and Inspections Act 2006 states that there is a need to safeguard and promote the rights and welfare of pupils (Firth, 2012, p6). Under this law, teachers must identify and implement measures to promote good behaviour, respect for others, and self discipline amongst pupils, and to prevent all forms of bullying, including homophobic bullying (Stonewall, n.d.). Firth (p.6) states that the Equality Act 2010 imposes a duty on schools to be proactive in promoting equality of opportunity for all. She says that, under this law, is it illegal to put people at a disadvantage based upon their sexual orientation and, therefore it offers protection against direct and indirect discrimination, harassment and victimisation. Firth (p.6) also talks about the Human Rights Act 1998 which requires schools to respect and value all of their pupils and states that they have a right to private life and to be free from discrimination. Department For Education and Skills (2004, p9) states that OFSTED insists that inspectors report how schools promote the five outcomes of the Every Child Matters policy. These outcomes are being physically and mentally healthy, staying safe and being protected from harm and neglect, enjoying and achieving, making a positive contribution by being positively involved in community and society, and economic wellbeing. It adds that it will be impossible to deliver all five of these outcomes in a culture of homophobia. Despite these laws being in place, Moore Rosenthal (2006, p.132) argue that there is now considerable evidence that schools are a powerful site for homophobia to flourish and this is also reflected in research published by Stonewall, a charity organisation which fights for LGBT rights. They have conducted a number of surveys in recent years, asking for both the pupils and teachers points of view and experiences of homophobia in schools. The School Report (2012) was a survey of more than 1,600 gay young people in Britain. It found that more than half of LGBT people experience homophobic bullying at school (Stonewall, 2012, p.2) Even if they are not bullied, ninety six per cent of gay pupils heard homophobic remarks such as poof or lezza whilst ninety nine per cent hear derogatory phrases such as thats so gay (Stonewall, 2012, p.5). Thurlow (2001, p.36) writes that sticks and stones may be more likely to break their bones but the relentless, careless use of homophobic pejoratives will most certainly continue to compromise the psychological health of young homosexual and bisexual people by insidiously constructing their sexuality as something wrong, dangerous or shameworthy. Dye (n.d.) quotes Sue Allen, chair of Families and Friends of Lesbians and Gays (FFLAG) as saying that Every generation has a word which they use as a term of offence  today it is gay'. She claims that pupils in primary schools begin using it to mean anything thats naff or abnormal and, as a result, by the time they reach secondary school, a feeling of negativity surrounds being gay. Plummer (2001, p17) agrees that initially when pupils are using these terms they are not referring to homosexuality. He says that pupils will use the term gay to refer to something that looks a bit different, a bit tacky, pathetic or anything like that. He states those who were called poofters were the ones that werent in the in crowd such as those who didnt play sport or those who were interested in collecting things or reading. Moore Rosenthanal (2006, p.172) argue that sexual connotations are not attached to these offensive terms until the children get into their teens but despite this, they recognise that these terms have deeply negative and offensive meanings. Therefore, even if they start off in a non-sexual sense, the powerful effect of these precisely targeted homophobic terms  provides a hostile context for the development of a homosexual indentity. Barnes (2011) believes that the reason children use and laugh at this type of derogatory terminology is because they dont have all the facts about homosexuality. After they kno w the facts, she argues, they begin to use the correct words in the correct way.Ã Stonewalls School Report (2012, p21) details a number of statistics that show that many pupils report a decline in their attendance to lessons. For example, it states that seventy per cent of LGBT pupils admit to skipping school at least once. Furthermore, nearly half of the LGBT pupils who experience homophobic bullying admit to skipping school because they are being bullied. This can lead to them getting behind in their work and ultimately their attainment may be affected. 43 per cent of bullied of LGBT pupils state that they feel they are underachieving in their school work. (p.20) Over 30 per cent change their plans for future education because they are being bullied, meaning that they are more likely to leave school at 16, rather than carrying to study for their A-Levels and go to university, for example (p.21). Stonewall state that Ofsted requires schools to stamp out homophobic bullying in their inspection framework and, therefore they believe that schools should see tackling homophobic bullying as part of their wider drive to improve behaviour and boost aspiration, standards and attainment. (p27) There are concerns that schools are not doing enough to make all pupils feel welcome in their school. Stonewall (2012, p.20) found that more than fifty per cent of LGBT pupils feel as if they dont belong at their school and 46% dont feel as if they can act like themselves when they are at school. A similar percentage claim that it is hard for gay people to feel accepted in school and nearly fifty per cent of bullied LGBT pupils say that they have low self-esteem (pp.21-22). Furthermore, forty one per cent dont feel part of their school community and 30 per cent disagree with the notion that their school an accepting, tolerant place where I feel welcome. Barnes (2011) believes that it is essential that the curriculum reflects the community we live in and therefore, as LGBT people are a legitimate part of our community, they should also be included in the curriculum. She states that it is preferable to seep LGBT people into [the pupils] consciousness rather than to explicitly confront the students with LGBT issues. She believes that this can be done through a combination of inclusive lesson plans and giving them the facts through discussions that arise. Stonewall (2009a, p12) lists examples such as discussing LGBT characters in novels, civil partnerships and different families. They state that these are all ideal ways to discuss gay issues in a sensitive and appropriate manner. In order to ensure that the pupils feel accepted in school, they also recommend displaying posters which communicate positive messages of equality such as the Some people are gay, get over it campaign. The best schools do more than tackle homophobic bullying and therefore schools should work towards embracing an environment where diversity is promoted and celebrated across whole school community. (Stonewall, 2012, p27) However not all teachers are happy to include LGBT issues into their lessons. In January 2009, a London primary school teacher faced disciplinary action after she refused to read the book And Tango Makes Three, written by Parnell Richardson in 2005 (UK Parliament, 2013a). The story book tells the story of a gay penguin couple and once she realised that she that the book was advocating gay marriage she refused to continue reading it because of her Christian beliefs. She is not alone. The UK Pariliament (2013b) states that a 2013 poll conducted by ComRes found that over forty thousand teachers say they will probably refuse to teach about the importance of same-sex marriage if the Marriage (Same Sex couples) bill is eventually passed. Dashwood (2011) expresses that in her experience of homophobia in schools, she believes it is actually the pupils who show the most amount of tolerance, rather than the teachers. She argues that it is often young people who are the most accepting members of a school community, and a consequence they put many of their teachers to shame. She concludes that the government should ensure that educators are not responsible for any homophobia in the classroom, before attempting to tackle homophobic bullying among pupils. Stonewall (2012) states that whilst children in faith schools are no more likely to report homophobic bullying than those in non-faith schools (p.4), teachers in religious schools are more likely to make homophobic remarks and less likely to challenge pupils when they hear them make homophobic remarks, than those who teach in non-faith schools (p.12). Garner (2011) believes that a number of faith schools view themselves above the law and think they can do anything that they believe is line with their religious beliefs. Stonewall (2012, p.21) states that gay pupils who are bullied are at higher risk of suicide, self-harm and depression. LGBT organisation, Revel and Riot (n.d) suggests that the reasoning behind these thoughts are due to internalised homophobia; subconsciously-developed negative feelings LGBT people feel towards themselves because of their sexuality. Revel and Riot state that LGBT people may start to have these negative attitudes because they are affected and hurt by the discrimination gay people receive in society. They believe that internalised homophobia can take a number of forms. Firstly, a gay person can live in denial, where they live their lives pretending to be heterosexual which can lead to the person feeling unfulfilled and lonely. Secondly, a person can remain closeted. This means that they take part in homosexual activity but keeps it a secret from the people close to them. Revel and Riot argue that being closeted is linked with high-anxiety, low self-esteem, increased ri sk for suicide and general lack of fulfillment. The Stonewall survey (2012, p22) found that more than fifty per cent admit to taking actions to deliberately harm themselves, such as cutting or burning themselves. Nearly fifty per cent of LGBT people who are bullied show symptoms linked with depression whilst thirty five per cent of those who werent bullied showed depression symptoms (p.22) Almost a quarter of LGBT pupils admitted to attempting suicide at some point, whilst over seventy per cent claim to have at least considered it. Stonewall (2012, p.4) compares these figures to those published by the Samaritans which states that only seven per cent of all young people (either straight or LGBT) have ever attempted suicide and less than fifty per cent have considered it. Rebel and Riot (n.d.) argue that the worst form of internalised homophobia is aggressive denial, where a person feels so strongly that they should not be gay that they repress their sexual desires and act out in a ho mophobic manner towards other LGBT people. Over a quarter of bullied LGBT pupils say they feel guilty about getting bullied whilst over sixty per cent say they feel embarrassed and over forty per cent say they feel ashamed.(Stonewall, 2012, p.21) It is not always easy for teachers to be aware of when a pupil is the victim of homophobic bullying and the Department for Children, Schools and Families (2007, p16-17) believe that this is because many pupils are embarrassed to admit it, perhaps because they do not want to disclose their sexuality to their teacher or because they are embarrassed that they are being perceived in this way and being bullied for it when they actually are not LGBT. Alternatively, they argue that some pupils may choose not to tell their teachers that they are being bullied because they worry about how the staff may deal with the problem given the sensitivities involved (p.19) A Stonewall report from 2009 focused on responses from teachers of both primary and secondary schools on their experience of homoph obia in the classroom. It found that nearly thirty per cent of teachers state that they would not feel confident in supporting a pupil who decided to come out as LGBT to them (Stonewall, 2009b, p16). Furthermore, forty per cent say that they would not feel confident in providing information, advice and guidance on gay issues to their pupils. Concerns about how teachers will respond correlate with figures from Stonewalls School Report (2012, p.12) that shows that many LGBT pupils feel that their schools often fail to intervene when homophobic bullying and language occurs. The report found that the rate of homophobic bullying is much higher in schools where teachers never step in when they hear homophobic remarks, compared to schools where the teachers challenge homophobic remarks every time. (Stonewall, 2012, p.13) Up until 2003, it was illegal for teachers to intentionally promote homosexuality or to promote the acceptability of homosexuality as a pretended family relationship (National Archives, n.d.) This was stated as part of Section 28 of the 1988 Local Government Act. Even though this has now been repealed, there may still be confusion of what is acceptable. This fairly recent change of the law may leave those that have been teaching for a while confused as to what they are allowed to do. If they have always been told that they are not allowed to teach about gay issues throughout their career, many may continue to ignore these issues even now the ban has been lifted. Bridges (2013) agrees with this notion as she states that gay relationships seem to be outside the comfort zones of many teachers, and is therefore not tackled with as much rigour as other types of bullying. Pupils who have gay family members can also feel the effect of homophobia in the classroom. Stonewalls Different Families (p.20) states that whilst lots of pupils who have gay parents are open about their families, most are careful about who they tell. Those who feel that they have to keep their families secret from everyone find it stressful. The report states that many pupils with gay parents are worried that they will get bullied and this prevents them from being honest about their families. The report concluded that pupils with gay parents dont feel as though their families were reflected in the classroom. It states that too often, schools assume that pupils have a mum and a dad both in classroom activities and in letters that are sent home. Therefore, the report recommends that teachers cease to make this assumption to avoid this insensitivity towards the pupils who have alternative families (p.22). Firth (2002, p7) acknowledges the importance for pupils who come from LGBT famil ies to feel that their families are recognised, accepted and respected. For this reason she believes that it is entirely appropriate to have discussions amongst young pupils about the diversity of families that exist within society. It is not just the pupils who experience homophobic abuse. Williams (2012) states that a 2006 survey by the Teacher Support Network discovered that two-thirds of LGBT teachers had experienced harassment or discrimination at work because of their sexual orientation. She writes that 81% of those received discrimination from the pupils and but 46% said their colleagues were responsible. Dellenty (2012) hopes that gay teachers will have the strength to come out and hopes that schools support them when they do as there will be pupils who have gay family or friends and those who will grow up to be LGBT themselves. He argues that these people deserve and need a representative diverse range of authentic role models in schools. The Department for Children, Families and Schools (, p.13) writes that the Employment Equality (Sexual Orientation) Regulations 2003 aims to protect all members of staff against discrimination or harassment on the grounds of their sexual orientation or perceived sexual orienation. Aside from bullying, there are also concerns that gay people are not well enough informed when it comes to sexual health. The Sex Education Forum () states that young LGBT pupils often report feeling left out of sex and relationships programmes. The Department for Education and Employment (2000) wrote that schools have a responsibility to ensure that the needs of all of their pupils are met in the sex education programmes. They argue that that all pupils need to feel that sex and relationship education is relevant to them and sensitive to their needs, regardless of their sexual orientation. They add that teachers should be able to deal honestly and sensitively with sexual orientation, answer appropriate questions and offer support. Stonewall (2012, p) found that two thirds of gay pupils dislike taking part in team sports. Futhermore, a survey by the National Union of Students () found that 42% per cent of LGBT pupils had a negative experience of playing sport at school which lead to them feeling as though they dont want to play any sports at college or university. The report concludes that schools should encourage LGBT-inclusiveness by using sport as a way of expressing to pupils that homophobia is not acceptable behaviour and that all members of a sports team should contribute to creating an inclusive environment. They should also make an effort to support students to participate in a broad range of sports, including those that are not typical for their gender. The celebration of LGBT History month in some schools is a step in the right direction. The National Union of Teachers (NUT, 2013) argues that LGBT History Month helps teachers to promote equality, value diversity and implement effective strategies to eradicate homophobia. The idea is to make pupils aware of the achievements of LGBT people in Britain, as well as the struggles they faced in society. Taking place every February, It is an opportunity to show that discrimination against people is wrong and must be challenged.Ã The NUT adds that students in school  need to discuss human rights and have the life skills for a world where LGBT and straight people are equal. The LGBT History website outlines a number of reasons why this celebration is beneficial to the whole school community. It states that it is essential for everybody to be aware of the role of LGBT people in society and claims to aim to help gay people be viewed by students as motivators, inventors, artists, scientists and stars, rather than as victims. It also hopes to help boost the self-esteem of young LGBT pupils so they feel safe enough to continue with their education and grow to be happy and healthy adults who are less likely to suffer from violence, depression, and suicide. It is also an opportunity to provide postive role models for the pupils. An extreme example, but one that has been launched in other countries, is that of a gay school; a school for gay pupils, such as the Harvey Milk High School in New York. Launched in 2003, it was set up for those pupils who had been victimised and abused in their previous schools so much so that they were falling behind in their work or felt too afraid to attend their classes (Henley, 2004). Many of its pupils express that without the school they would make no academic progress and Henley (2004) writes that the school boasts that 95% of its students graduate, compared to just over 50% across New York generally. However, the idea is not popular amongst as people can get bullied for a number of reasons. Henely (2004) quoted Mike Long (who at the time was the chairman of the New York Conservative Party) as saying if we need a special school for homosexuals, maybe we need a special school for little short fat kids because they get picked on too. Indeed, Stonewalls research found that homo phobia was only the second most frequent form of bullying, behind bullying for being overweight. It is important to consider, therefore, that whilst these pupils may not get bullied for their sexual orientation anymore, they could still be targeted for other reasons. Furthermore, there are concerns that separating homosexual people from heterosexual people at an early age is only going to cause a wider segregation later on in life. Henley (2004) writes that some gay activitists believe that creating a new form of gay ghetto is no way to encourage integration and understanding, adding that in the real world,  gay and straight people have to learn to co-exist. The Department for Education and Skills (2004) believe that schools are the ideal place to challenge homophobia because they make a significant contribution to the development of values and attitudes in young children that are likely to be highly resistant to change in later life.
Wednesday, November 13, 2019
Conception Nebula as Star Nurseries Stars are born in the interstellar clouds of gas and dust called nebulae that are primarily found in the spiral arms of galaxies. These clouds are composed mainly of hydrogen gas but also contain carbon, oxygen and various other elements, but we will see that the carbon and oxygen play a crucial role in star formation so they get special mention. A nebula by itself is not enough to form a star however, and it requires the assistance of some outside force. A close passing star or a shock wave from a supernova or some other event can have just the needed effect. It is the same idea as having a number of marbles on a trampoline and then rolling a larger ball through the middle of them or around the edges. The marbles will conglomerate around the path of the ball, and as more marbles clump together, still more will be attracted. This is essentially what happens during the formation of a star (Stellar Birth, 2004). If the nebula is dense enough, certain regions of it will begin to gravitationally collapse after being disturbed. As it collapses the particles begin to move more rapidly, which on a molecular level is actually heat, and photons are emitted that drive off the remaining dust and gas. Once the cloud has collapsed enough to cause the core temperature to reach ten-million degrees Celsius, nuclear fusion starts in its core and this ball of gas and dust is now a star. It begins its life as a main sequence star and little does it know its entire life has already been predetermined. Although this may sound like a simple enough process there are actually several variables that must be just right for birth to happen. For one, the mass of the collapsing particles is crucial and ther... ...e times the mass of the sun. In this case gravity is overwhelmingly strong and is able to crush the neutron star towards zero mass. The result is a black hole with a gravitational field strong enough to not even let light escape (Brusca, 2004). Bibliography Brusca, Stone. Cosmos, Physics 304. Arcata, CA: Dr. Stone Brusca, 2004. Miller, Coleman M. Introduction to neutron stars. University of Maryland. 22 Nov. 2004 Star death: post- main sequence evolution of stars. 22 Nov. 2004 Stellar Birth. 11 Jan. 2004. 22 Nov. 2004 Tyler, Pat. Supernova. NASAÃ¢â¬â¢s Heasarc: Education and Public Information. 26 Jan. 2003. 22 Nov. 2004 Cosmic Life and Death of a Star Essay examples -- physics science spac Conception Nebula as Star Nurseries Stars are born in the interstellar clouds of gas and dust called nebulae that are primarily found in the spiral arms of galaxies. These clouds are composed mainly of hydrogen gas but also contain carbon, oxygen and various other elements, but we will see that the carbon and oxygen play a crucial role in star formation so they get special mention. A nebula by itself is not enough to form a star however, and it requires the assistance of some outside force. A close passing star or a shock wave from a supernova or some other event can have just the needed effect. It is the same idea as having a number of marbles on a trampoline and then rolling a larger ball through the middle of them or around the edges. The marbles will conglomerate around the path of the ball, and as more marbles clump together, still more will be attracted. This is essentially what happens during the formation of a star (Stellar Birth, 2004). If the nebula is dense enough, certain regions of it will begin to gravitationally collapse after being disturbed. As it collapses the particles begin to move more rapidly, which on a molecular level is actually heat, and photons are emitted that drive off the remaining dust and gas. Once the cloud has collapsed enough to cause the core temperature to reach ten-million degrees Celsius, nuclear fusion starts in its core and this ball of gas and dust is now a star. It begins its life as a main sequence star and little does it know its entire life has already been predetermined. Although this may sound like a simple enough process there are actually several variables that must be just right for birth to happen. For one, the mass of the collapsing particles is crucial and ther... ...e times the mass of the sun. In this case gravity is overwhelmingly strong and is able to crush the neutron star towards zero mass. The result is a black hole with a gravitational field strong enough to not even let light escape (Brusca, 2004). Bibliography Brusca, Stone. Cosmos, Physics 304. Arcata, CA: Dr. Stone Brusca, 2004. Miller, Coleman M. Introduction to neutron stars. University of Maryland. 22 Nov. 2004 Star death: post- main sequence evolution of stars. 22 Nov. 2004 Stellar Birth. 11 Jan. 2004. 22 Nov. 2004 Tyler, Pat. Supernova. NASAÃ¢â¬â¢s Heasarc: Education and Public Information. 26 Jan. 2003. 22 Nov. 2004
Sunday, November 10, 2019
Who would have ever thought that you will be able to communicate with a person, just by typing a letter push press and send all from one location. TodayÃ¢â¬â¢s technology is more convient, faster, and cost effective. As one of the projects that I have worked with for years is preparing the church newsletter, programs, notes, and other resources. In the past we had the manual and then the electric typewriters. When typing and a mistake were made, before the correction ribbon on the electric typewriter, you had to continually hit the back button and retype the correct letter. Your choice of print was very limited with the typewriter. There was no way to do spell check. Every paper had to be carefully proof read by a department of peoples. If you were adding a picture to your paper, you had to find pictures out of books and they were limited. Once the picture was found it had to be cut out and paste or taped to the paper. In order for someone else to add an article to the paper they had to type their part, get it proofread and then transport it to the location of the paper being prepared. In todayÃ¢â¬â¢s world we have the technology that allows us to do all printing while sitting in one location. There are different types of programs to choose from to publish the newsletter, program, and other resources You have many different fonts to choose from depending on the type of message you are sending. There are thousands of clipart from cartoon, silhouettes, to any thing you can name to add as an image to your project. After finding the set up that fits your needs you can start your project, you can begin to type in your message in the designated area. To insert an image, you can go to the clipart or internet to locate the desired image. The computer does the spell check and some grammar checking as well. Usually when a word is misspelled it is underline with a squiggly red or green line. Some proofreading is still required but it may not take a team of people as in the past. In order from some one else to add a message to the paper being prepared all you need to do is send it to them by email as an attachment. As a downfall to this technology, if everyone is in the same office working with the same programs all will work well. However, if IÃ¢â¬â¢m working from home on my personal computer and I send it to another person at home, we may be working with different programs. Some people may have older systems while others may be on a up to date system. In conclusion, the convience of todayÃ¢â¬â¢s technology and printing is much easier and faster in this day and time. As the years go on we will be amazed at how technology will advance in the future.
Friday, November 8, 2019
Constitution of the United States Explained The Constitution was written in the 18th century and was made to replace the current rule of the United States and be the strict guideline of how we are to live and rule. The Constitution is broken up into various different parts consisting of the Preamble which is a basic introduction to the Constitution, Articles, Sections, and Amendments. Under these next few paragraphs I will break down the meaning of the Constitution to the best of my own ability. The Preamble is the beginning introduction to the constitution and explains the purpose of itÃ¢â¬â¢s being. It is to reflect how the Framers wanted to have a more perfect government, ensuring the safety of the people, wanting to benefit the people rather than to everyone with power, and intending for the Constitution to continue through future generations. Article 1 establishes the first of 3 branches of government, the Legislature. Section 1 declares the name of this Legislature to be called the Congress, which is to be split into two parts. Section 2 defines one of these two parts as the House of Representatives. There is a minimum age requirement of 25, the people if chosen are then to serve for only 2 years. The members are divided among the states evenly, based on the size of that state. The leader of the house that is chosen is also known as the Speaker of the House. Section 3 goes into the upper house, the Senate. The minimum age requirement of this branch is 30. Senators will be chosen by the legislature of the individual states and serve for 6 years at a time. Each state has 2 senators, regardless the size of the state. The Vice President is leader of the Senate, and the Vice President does not vote unless a tie occurs. Section 4 says that each state is responsible for creating a method of voting for Congress. Con gress must also meet at least once a year. Section 5 tells us that Congress has a minimum amount of member... Free Essays on Constitution Explained Free Essays on Constitution Explained Constitution of the United States Explained The Constitution was written in the 18th century and was made to replace the current rule of the United States and be the strict guideline of how we are to live and rule. The Constitution is broken up into various different parts consisting of the Preamble which is a basic introduction to the Constitution, Articles, Sections, and Amendments. Under these next few paragraphs I will break down the meaning of the Constitution to the best of my own ability. The Preamble is the beginning introduction to the constitution and explains the purpose of itÃ¢â¬â¢s being. It is to reflect how the Framers wanted to have a more perfect government, ensuring the safety of the people, wanting to benefit the people rather than to everyone with power, and intending for the Constitution to continue through future generations. Article 1 establishes the first of 3 branches of government, the Legislature. Section 1 declares the name of this Legislature to be called the Congress, which is to be split into two parts. Section 2 defines one of these two parts as the House of Representatives. There is a minimum age requirement of 25, the people if chosen are then to serve for only 2 years. The members are divided among the states evenly, based on the size of that state. The leader of the house that is chosen is also known as the Speaker of the House. Section 3 goes into the upper house, the Senate. The minimum age requirement of this branch is 30. Senators will be chosen by the legislature of the individual states and serve for 6 years at a time. Each state has 2 senators, regardless the size of the state. The Vice President is leader of the Senate, and the Vice President does not vote unless a tie occurs. Section 4 says that each state is responsible for creating a method of voting for Congress. Con gress must also meet at least once a year. Section 5 tells us that Congress has a minimum amount of member...
Wednesday, November 6, 2019
Cleopatras personal attendant Essay Example Cleopatras personal attendant Essay Cleopatras personal attendant Essay Charmian is Cleopatras personal attendant and she is very apt at dealing with Cleopatra and her moods. When Cleopatra says that she will kill the messenger Charmian proceeds to tell her to keep within yourself. The man is innocent. (page 71 line 76-7) which clearly calms Cleopatra because she apologises and says she was wrong, which, considering Cleopatras personality, is clearly not something she does often. Cleopatra seems to only ever admit that she may have been wrong to Charmian, which implies that they are actually very close and rely upon each other quite heavily.An example of this is when Cleopatra says my salad days, when I was green in judgement, cold in blood, to say as I said then (page 39 lines 76-8). Charmian and Cleopatra are two opposites, Charmian is not a very strong character and is technically very unimportant to everyone, where as Cleopatra is a very strong and overbearing character and is the most important person in Egypt. Enobarbus and Charmian have very similar roles with their principles.They would both be without status, were they not to have their principles, and they both seem to dote on them and have the utmost loyalty, which Enobarbus clearly shows when Antony tells him they must leave, and Enobarbus simply says I shall dot (page19 line 190). However after a closer look it is quite clear they are quite different characters. The main difference between these two characters is that Charmian stayed faithful to Cleopatra where as Enobarbus did not.Cleopatra and Charmian begin the play together, and they end it together, where as Antony and Enobarbus begin it together, and they end it very much apart. Although they begin the play as very good friends, as the play continues, Enobarbus starts to doubt Antony, he says to Antony look, they weep, and I, an ass, am onion-eyed after he talks to the men. Shakespeare delivers this line through Enobarbus, because he is really the only person who would be allowed to say this to Antony, the only one who is allowed to question Antonys judgement.In the end all four of these characters die. This ending is in fact very similar to that of another Shakespearean play Romeo and Juliet. Cleopatra makes it known to Antony that she is dead, even though she is not, and Antony kills himself because of that, which then leads Cleopatra making that lie a truth. The way that they die is very similar mainly because they all do it by their own hand. Cleopatra and Charmian both die the same way, and Enobarbus and Antony both die the same way, which I think Shakespeare did to show that they were still connected, even though they were apart.Cleopatra is overcome with grief and applies a poisonous snake to her body until it bites and kills her, then Charmian also does the same once her mistress is dead. This shows that she obeys her mistress to the very end. I think that Charmian cares a great deal for Cleopatra because when Cleopatra and Charmian are both dead a guard tells Caesar that he found her trimming up the diadem on her dead mistress (page 227 line 336-7) which I think shows great care and affection towards Cleopatra. Enobarbus realises what he has done, leaving his master and his best friend, when he was most needed and decides to kill himself.Enobarbus last words are for his master, as he dies he says O Antony! O Antony! (page 171 line 23). Antony also dies by turning his sword on himself; however he first asked Eros to kill him, which shows that actually in the end, Enobarbus is stronger than Antony. These characters are all very similar, and yet very different and I think that, no matter how they ended up, there is still an unbreakable bond between the servants and their masters, and Shakespeare portrays this very well throughout the play.Even when there was doubt from Enobarbus, his last words were for Antony, which still shows his loyalty. Charmian lived for her queen and she died for her queen, loyal until the end. They both behave with their principles in very unique ways which just enhances their own characters and makes them stand out not only as being their principles closest servants but also as being their own individual person.
Monday, November 4, 2019
International Finance Airbus and Boeing - Essay Example Boeing Company is the largest aerospace company of US. Its operations are in more than 90 countries. The commercial airplane division is the most prominent of all divisions. The company is headquartered in Illinois and known as premier US aircraft manufacturer. Boeing's revenue in the year 2010 was $64.31 billion and first-half revenue in 2011 was $31.45 billion. The company is subject to foreign currency exchange risk for company's revenue comes through its operations in various locations and company also makes payments to suppliers in foreign currencies. The company needs to manage foreign currency risk by entering into the foreign currency forward contracts, hedging the price risk associated with receipts and payments with respect to current business. The forward contracts neutralize the effect of any negative exchange rate fluctuations and safeguard the company. Airbus is headquartered in Toulousse and owned by EADS. Airbus' operations are spread throughout the world with total workforce of more than 119,000. The company's costs are made in euro but bulk of the revenues comes in US dollar. Airbus has long delivery periods for the order received today for the aircraft the delivery will be made only after 4-5 years. In view of this, they need to enter into forward contracts to lock currency exchange rates to safe guard themselves because they should not lose when the final payments are made to them on delivery. The companyÃ¢â¬â¢s half of the cost are paid in Euros and the company needs to hedge for at least two years at the appropriate rates against dollar for bulk of its revenue comes in dollars. The company should also make its European suppliers to bill them in dollars so that currency risk is passed on to them. Discuss a framework a firm might adopt for capital budgeting internationally. A multinational or for that matter any firm operating internationally is always worried about the revenue streams or cash flows that their investments in some other country will bring. The conversion value fluctuations between host and home currencies may make all the difference in budget and actual cash flows received after implementation of the project. 1. An international firm may adopt a simple approach as per the following. 2. Estimating future cash flows in host country currency where investment has been made. 3. Estimating an appropriate discount rate in foreign currency based on the interest rate and prevailing inflation rate in that country. 4. All revenues streams for the expected life of the project are calculated in the foreign currency of the country of operation and the same are converted to Net present value (NPV) using the discount rate also called cost of capital. 5. Converting the foreign currency NPV as calculated above into own currency using the spot exchange rate In another approach, a firm may first convert the foreign cash flows into own currency at the exchange rate expected to prevail. Then the firm may calculate its NPV based on the cost of capital prevailing in its own country. Any of the above approaches will bring the same result s. Again, in order to safeguard and mitigate the risk involved with the capital invested at international shore, the company needs to enter into a suitable forward currency contract as per the cash flows available to them for remittance to own country. Critically assess the work of the credit rating agencies and suggest possible reforms to improve their functioning. Briefly discuss whether your reforms could have prevented the Ã¢â¬Å"Credit CrunchÃ¢â¬ . The credibility of credit rating agencies has gone downhill after subprime crisis. The high ratings they awarded to residential mortgage-backed bonds facilitated commercial transactions across all financial markets in US and Europe. At times, their action raises host of doubts in the investor's mind. The Enron case reminds us how rating
Friday, November 1, 2019
The Art of Storytelling from Chopin to Barth - Essay Example In these loosely connected fourteen stories that form the collection, Barth explores the predicament of man's stark and almost bare reality, and a sense of being under constant observation perforates the work. Barth experiments with different styles in this work, being contemporary and realistic in a few of the early stories, whereas adopting a more innovative and fantastical approach towards the later half. Through this paper I want to establish the fact that the literature of a period reflects the social, economic, cultural and literary trends of that age. The narrative, structure, language, portrayal of characters, themes and literary styles all represent the relation of the individual with the society that has conditioned him. The portrait of twenty-eight-year-old Edna Pontellier in The Awakening is a milestone in American fiction, which depicts a woman in search of her own identity. Even in the perception of her husband, Mr. Pontellier, Edna is not a quintessential "mother-woman" (p. 8) naturally given to strong maternal instincts and selfless nurturing. In this quest she turns away from convention and society, and rather takes a turn towards the primal, irresistibly attracted to nature and the senses. "A certain light was beginning to dawn dimly within her,-the light which, showing the way, forbids it." (p. 13) For me, The Awakening vividly depicts the socio-cultural transition that marked the end of the nineteenth century and the beginning of the twentieth century-a transition from Victorian outlook to the seminal steps towards modernism as reflected few decades later in the works of Virginia Woolf and James Joyce. It depicts a period in history when women were regarded as the property of their spouses and mostly taken for granted. Lost in the Funhouse for me also typifies certain assumptions of the age it was written in. Post-modernist fiction has a predominant theme of self-consciousness which I feel this work reflects in immense measures. Moreover, the contemporary theoretical problems of fiction writing, that Barth was preoccupied with during the 1960s is strongly embedded in the text. A sense of loss, of frustration also comes across through the stories which the age was preoccupied with. The Awakening traces predominantly an inward journey of self. Edna Pontellier, the protagonist of the novel, is the wife of a successful New Orleans businessman. On the exterior she reflects happy domesticity-a mother of two children with a husband who provides adequately for the family. Her husband is no villain as is clear by the following lines: "And the ladiesall declared that Mr. Pontellier was the best husband in the world. Mrs Pontellier was forced to admit that she knew none better." (p.7) She is more or less content with this state of existence till she vacations with her family at a seaside resort in Louisiana where she spends much of her time with Robert Lebrun, a romantic young man. This interaction sparks or rather awakens a new side of her personality which had since been dormant. She starts thinking about herself as an individual rather than being defined by the roles she plays in the society. Soon, after many intimate