A Study On Globacom Limited Marketing Essay

Complete List Weird Scholarships You Can Win (Updated)

Complete List Weird Scholarships You Can Win (Updated) SAT/ACT Prep Online Guides and Tips You may have imagined that grants were just for the individuals who had extraordinary evaluations or were top competitors. All things considered, reconsider! There are a great deal of associations ready to give you some school money in acknowledgment of your intriguing propensities, irregular properties, or eagerness to accomplish something somewhat peculiar! Here's a finished assortment of the best bizarre, abnormal grants we could discover. The uplifting news is they're regularly much simpler to apply to than different grants. For what reason Do These Weird Scholarships Exist? These grants generally originate from three primary sources: Particular vested parties and Clubs These associations are extremely energetic about specific points †like farming or the Klingon language †and they love to see understudies who share those interests. By offering these insane grants, they're urging understudies to effectively remain associated with these territories of intrigue. Individuals Who Want to Help People Just Like Them You’ll notice various one of a kind grants dependent on last name or physical highlights. These will in general be from individuals or gatherings who feel they are exceptional for reasons unknown, and need to impart the riches to other people who are sufficiently fortunate to have a similar attribute. Idiosyncratic Companies Out for a Laugh Probably the most surprising grants are from organizations that are simply hoping to make some great memories, and they need to impart the adoration to understudies who get their comical inclination and are eager to accomplish something a touch of brave. So regardless of whether you didn't think you were the grant winning kind of understudy, recall that there are grant openings out there for nearly anybody, including understudies who†¦. Grants for People With Interesting Physical Attributes The Scholarship for Redheads This grant is granted to a characteristic red-head who is a lesser or senior in secondary school with a GPA of 2.5+. You need to submit two photographs to demonstrate the credibility of your gingery locks, and furthermore make an innovative piece †can be an article, picture, or video, that determines what it intends to you to be a red head. The cutoff time this year was May 4, and the prize is a one-time grant of $500. The Tall Club Scholarship The Tall Club Scholarshipis granted to particularly tall secondary school seniors. In the event that you are female and over 5’10†, or male and over 6’2†, this grant could be for you! Apply through your neighborhood Tall Club (there are 53 branches across the nation). You’ll need to give transcripts and grades, letters of proposal, insights regarding extracurricular exercises and grants, a photograph and an essay.Awards differ by section yet are up to $1,000. The cutoff time is March 1. The Left-Handed Scholarship In case you're left-given, you’re in karma! The Frederick and Mary F. Beckley Scholarshipfrom Juniata College in Huntingdon, Pennsylvania is for you. Current understudies of Juniata College who are left-given are permitted to apply for the honor, which ranges from $1,000 - $1,500. Evaluations and monetary situation are likewise thought about. Grants for People Who Have Prepared for the End of the World (or Want to Save the World) Zombie Apocalypse Scholarship On the off chance that you’ve invested energy thoroughly considering how you would passage in the event that the world were overwhelmed by the strolling dead, at that point the Zombie Apocalypse Scholarship is for you! Understudies matured 13 and more seasoned can apply by composing a 250 word article about what might occur if their school were overwhelmed by zombies. The cutoff time is October 31, and the honor is $2,000. Superpower Scholarship The Superpower Scholarship grants $2,500 to an understudy who, in 250 words or less, most appropriate answers the inquiry, â€Å"Which hero or scalawag would you need to change places with for a day and why?† You must be 13 years old or more established to apply. The cutoff time is March 31st. Grants for People Who†¦Sound Like a Duck Chick and Sophie Major Duck Calling Contest Secondary school seniors are qualified to vie for this grant in Stuttgart, Arkansas each fall. The understudy best ready to charm ducks will be granted $2,000. There are likewise prizes for runner up ($1,000), third spot ($750), and fourth spot ($500). The opposition is on November 23 this year. Grants for People Who Love Sweets, or Want to Be Sweets American Association of Candy Technologists John Kitt Memorial Scholarship School sophomores, youngsters, and seniors who love candy so much that they need to read it ought to apply for this scholarship.You’ll should study food, science, or organic sciences with a GPA of 3.0 or higherand have indicated an enthusiasm for candy innovation through a venture or research. One understudy will win a grant of $5,000. The cutoff time is in April. Kind of the Month Scholarship TheFlavor of the Month Scholarship is available to understudies matured 13+ who compose a 250-word paper that responds to the inquiry, â€Å"If you were a frozen yogurt season, which would you be and why?† The prize is $1,500 and the cutoff time is July 31st. Grants for People Who REALLY Love Star Trek Starfleet Scholarship Program Trekkies are in karma when searching for school subsidizing. TheStarfleet Scholarship Program grants up to $1,000 grants to understudies (senior year of secondary school or above) who have been Starfleet individuals for at any rate a year preceding applying. Applications are expected in June. Klingon Scholarship In the event that you are a Trekkie AND a language sweetheart, you are considerably more in karma. Understudies studying an unknown dialect can get grants from the Klingon Language Institute for demonstrating an adoration for worldwide dialects. You don't have to know Klingon to qualify. Grants are $500 and the cutoff time is in June. Grants for People Who Have a Lucky Last Name John Gatling Grant Program This scholarshipat North Carolina State University grants $9,000 to in-state understudies and $18,000 to out-of-state understudies who are sufficiently fortunate to be brought into the world with the last name â€Å"Gatling† or â€Å"Gatlin†. You should have the option to show evidence that you were brought into the world with the name, and the application is turned it simultaneously you apply for money related guide. Charles Downer Scholarship Fund This scholarshipgives understudies going to Harvard and who have the last name â€Å"Downer† an opportunity to get some cash. Inclination is given to understudies from Vermont and who are relatives of Harvard graduates. Leavenworth Scholarship The Leavenworth Scholarshipat Hamilton College in New York is for †you got it †understudies with the last name â€Å"Leavenworth†. The honor sum isn’t determined. Lambert and Annetje Van Valkenburg Memorial Scholarship Competition This opposition grants $1,000 at regular intervals to an understudy who can demonstrate they are identified with the Van Valkenburg family who moved to the USA from the Netherlands in 1643. The last name can have slight varieties, yet you’ll must have the option to demonstrate the ancestry. Candidates must compose a paper about what the family legacy intends to you. The honor can be utilized at any college, and the cutoff time is March first. Zolp Scholarship Catholic understudies going to Loyola University Chicago with the last name Zolpare in for a treat †they are qualified to win cash in the event that they record their introduction to the world testament alongside their applications. Grant sum changes relying upon accessibility of assets and the quantity of candidates. Grants for People Who Have a Sense of Humor About Fashion Stuck at Prom The Stuck at Promcontest rewards couples who make whole prom outfits from Duck Tape, and afterward wear them to a school-sorted out prom. Candidates must submit photographs of their workmanship †which is normally very amazing! Every understudy in the triumphant couples gets a full grant for themselves, in addition to one individual great prize victor gets a reward. Consistently there are 21 champs. In front of the rest of the competition is $10,000, second is $5,000, third is $3,000, and seven next in line couples get $500. The individual reward is $500. Grants for People Who Are Hard-Core Gamers Gamers Helping Gamers This scholarshipis for enthusiasts of Magic: The Gathering. Secondary school candidates must compose four expositions about how Magic has impacted them, how to improve the game, and what their scholastic and vocation objectives are. Up to two honors of $5,000 will be given, and applications are expected on March 31st. Grants for People Who Are Messy Eaters and Drinkers Milk Mustache Scholarship Do you will in general miss your mouth while devouring dairy items? Do you likewise join in (or plan to join in) school in Arizona? The Dairy Council of Arizona runs the Milk Mustache Scholarship for individuals like you! Furthermore, applying doesn’t get a lot simpler. Basically take a video that is 30 seconds or less that includes your preferred dairy products.The video can be any style (entertaining, emotional, and so forth.) The challenge opens in August, and week by week champs will be picked between Septemberand November. Winnerswill get cool prizes, similar to free passes to football match-ups at Arizona schools. Toward the finish of the football season, a few finalists will be browsed the week by week champs to submit collections of memoirs, transcripts, and a letter of proposal. These finalists won't just get an incredible prize naturally †passes to the Fiesta Bowl †yet will likewise be qualified to win one of three money prizes. The primary spot champ will get $12,000 in grant cash, $10,000 will go to the runner up understudy, and $8,000 to third place. Champs will be declared at the Fiesta Bowl. Grants for People Who Are Lazy and Sober The Deppen Scholarship and the Voris Auten Scholarship Do you avoid medications and liquor? Do you additionally avoid physical movement? Assuming this is the case, Bucknell University in Pennsylvania offers two enrich

Customer Journey Mapping 10 Steps to G?tting int? Cu?t?m?r? Minds

Customer Journey Mapping 10 Steps to G?tting int? Cu?t?m?r? Minds H?w d? ??u kn?w what ??ur customers really w?nt? Sales, ?u?lit? ?r?du?t? and ??rvi???, good customer ??rvi??â€"?ur?. But what happens when ??u think you’re offering ??ur customers th? m??n (and m?r?) but th?? still shop with your competitors?Most executives kn?w th? importance ?f b???ming more ?u?t?m?r-??ntri?.They’re ?l?? ?w?r? ?f the in?r????d significance ?f diff?r?nti?ting ?u?t?m?r ?x??ri?n?? ?? ??m??tit?r? f??u? ?n b?tt?r und?r?t?nding ?nd ??rving their ?u?t?m?r?.At th? same time, ?m?rt ?u?t?m?r? are increasingly leveraging digital inn?v?ti?n t? r?writ? th? tr?diti?n?l relationships b?tw??n th?m??lv?? ?nd th? ??m??ni?? that wi?h t? serve th?m.As a ??rvi?? ?r product provider, it w?uld be helpful to b? in?id? the heads ?f ??ur customers f?r a littl? bit. W?uldn’t it be nice t? kn?w the answers t? questions like:Wh?t ?r? th?? f??ling ?nd thinking when th?? first start to ???r?h f?r a ??luti?n t? their problem?Wh?t ??u??d th?m to quit l??king ?t a ??rt?in ?r?du?t b?f?r? they ?ur?h???d?Wh?t led th?m t? choose one ??luti?n ?v?r ?n?th?r?Whil? ??u ??n’t r??d mind?, ??u ??n still ?n?w?r the ?u??ti?n? ?b?v?. On?? ??u h?v? that inf?rm?ti?n ??u ??n ?r??t? th? right m????g?? t? send at the best tim? t? ???tur? ??ur ?u?t?m?r’? ?tt?nti?n and ?n??ur?g? th?m t? buy.Y?u m?? ?r m?? not h?v? h??rd ?b?ut ?u?t?m?r j?urn?? m???ing. A customer journey map i? a vi?u?l r??r???nt?ti?n of ?v?r? experience ??ur ?u?t?m?r? have with ??u. It helps to t?ll the story ?f a ?u?t?m?r? ?x??ri?n?? with ??ur br?nd fr?m original ?ng?g?m?nt and int? hopefully a l?ng-t?rm r?l?ti?n?hi?.E???nti?ll?, with customer j?urn?? m??? w? h?v? ?n ?ut?id?-in vi?w and place ourselves in th? ?h??? of ?ur customers. But i? th?t ?v?n ????ibl? and how do we inv?lv? th? customer?An h?n??t answer t? th? question whether w? can place ourselves in the ?h??? ?f ?ur ?u?t?m?r? i? n?.Admitt?dl?, the customer journey ?f buyer ?f shoes, for instance, is mu?h ???i?r to (tr? t?) und?r?t?nd than th?t of a bu??r of ?n ?x??n?iv? ??ftw?r? ??luti?n f?r very ????ifi? bu?in??? n??d? in a ??m?l?x j?urn?? wh?r?b? v?nd?r? have ??m?l?x g?-t?-m?rk?t m?d?l? ?nd decisions ?r? gr?u? decisions (whi?h bu?ing ?h??? can be as w?ll b? the w??).It’s ?l??r w? ??n’t ?ut ?ur??lv?? in the shoes ?f th? individu?l bu??r, ?v?n if it’s ?b?ut buying ?h???. W?’r? ?ll diff?r?nt but ?t the ??m? tim? â€" fortunately â€" w? decide in more or less identifiable w??? with m?r? or less known ??r?m?t?r?. Without these understanding th? customer ?ur?h??? ??tt?rn wouldnt even be ????ibl?.WHAT IS CUSTOMER J?URN?Y M???ING? Think of the ?u?t?m?r j?urn?? ?? a r??dm?? d?t?iling h?w a customer becomes aware of your brand, their int?r??ti?n? with your br?ndâ€"?nd beyond. Customer j?urn?? ?x?m?l?: headphone ?ur?h???;  S?ur??: ShopifynationYou could rightl? ??? that, ?u?t?m?r j?urn?? mapping i? an ?x?r?i?? th?t allows ??u, a br?nd or a bu?in??? ?wn?r t? und?r?t?nd ?nd im?r?v? a customer’s ?x??ri?n?? wh?n th?? ?tt?m?t t? shop f?r ??ur ?r?du?t.It tells th? story of a ??r??n’? ?x??ri?n?? wh?n they first ?t?rt ?h???ing f?r a ?r?du?t ?nd continues thr?ugh to th? ?r????? ?f them purchasing the ?r?du?t.Phew. Th?t’? a l?t of gr?und t? ??v?r. But und?r?t?nding the ?u?t?m?r j?urn?? (and overall ?u?t?m?r experience) isn’t as tricky ?? it ???m? ?n?? you g?t ?rg?niz?dCustomer Journey Map i? a ??w?rful t??hni?u? f?r und?r?t?nding wh?t m?tiv?t?? ??ur ?u?t?m?r? what their n??d? are, their h??it?ti?n?, ?nd ??n??rn?.Alth?ugh m??t organizations are r????n?bl? g??d ?t g?th?ring data about th?ir ?u?t?m?r?, data ?l?n? f?il? t? communicate the fru?tr?ti?n? ?nd ?x??ri?n??? the customer ?x??ri?n??d.A story can d? that, and ?n? of the b??t storytelling t??l? in bu?in?? ? i? the customer journey map.Cu?t?m?r j?urn?? map u??? ?t?r?t?lling ?nd visuals t? illu?tr?t? th? r?l?ti?n?hi? a ?u?t?m?r h?? with a bu?in??? ?v?r a ??ri?d ?f time. The story i? b?ing t?ld fr?m th? ??r????tiv? ?f customer, whi?h provides in?ight into the t?t?l experience ?f the ?u?t?m?r.It h?l?? ??u and your team b?tt?r und?r?t?nd and address ?u?t?m?r n??d? ?nd pain points as th?? experience your ?r?du?t ?r ??rvi??.In ?th?r w?rd?, m???ing ?ut the ?u?t?m?r j?urn?? ?ff?r? ??ur business th? ?h?n?? t? ??? how ??ur br?nd fir?t engages a ??t?nti?l ?u?t?m?r, ?nd th?n moves thr?ugh the touch points ?f th? entire ??l?? ?r?????.S? often, wh?n ?u?t?m?r? ?ur?h??? a ?r?du?t ?r ??rvi??, th??’r? anticipating th?t a pleasant f??ling will ????m??n? the ?ur?h???.There is a feeling ?f satisfaction, or a “high” people g?t from finding ??m?thing th?? w?nt, g?ing through the ?r????? of ?ur?h??ing it, and finally, enjoying wh?t they b?ught.Cu?t?m?r? n?ti?? thi? ?x??ri?n??â€"th? ???? or h???l? of it â€"?v?n if ??u’r? not consciously m???ing out ?nd planning th? experience th?? will have.WHY CU?T?M?R J?URN?? MAPPING I? IMPORTANT Customer j?urn?? m???ing is ?n essential way f?r ?rg?niz?ti?n? t? vi?u?liz? th? ?u?t?m?r?’ ?x??ri?n?? thr?ugh th?ir eyes. It ?n?bl?? br?nd? t? really und?r?t?nd h?w consumers ??? things at k?? t?u?h ??int? in th? j?urn??.Mapping ??n ?n?bl? ?rg?niz?ti?n? t? id?ntif? pain ??int? ??r??? diff?r?nt areas of th? w?b?it? ?r blockage ??int? that might b? im??ding th? ?u?t?m?r j?urn??.Once th??? h?v? b??n identified, th?? can then w?rk t? ?ddr??? th? ?r?bl?m. This ??n b? achieved b? implementing an optimization ?tr?t?g? th?t focuses ?n im?r?ving the ?x??ri?n?? ?t th??? ??in points.Vi?u?lizing the j?urn?? ?f a customer in this w?? ??n also h?l? th? ?rg?niz?ti?n ?n?ur? that the bu?in??? g??l? are ?lign?d to th? g??l? ?f th? ??n?um?r?.F?r ?x?m?l?, if ?n? ?f ??ur aims is t? in?r???? newsletter ?ign u?? th? j?urn?? map ??n h?l? to id?ntif? th? optimal ??int t? f?? u? ?n thi?, ?? th?t it doesn’t conflict with th? ?u?t?m?r’? goal.This is evidenced b? th? w?rk a ??u?l? ?f gl?b?l publishers have und?rt?k?n t? identify th? b??t ??int in the customer j?urn?? t? promote app d?wnl??d? ?nd r?gi?tr?ti?n? / ?ub??ri?ti?n?. In both ?????, ??rving th? ?r?m?ti?n ??rl? â€" ?t th? ?rigin?l ??int of ?rriv?l â€" ?r?v?d th? m??t effective ?nd m??t in lin? with th? optimal ?u?t?m?r ?x??ri?n??.Customer j?urn?? mapping can ?l?? b? used t? ??gm?nt u??r gr?u?? in order t? ??r??n?liz? th? ?x??ri?n?? th?? r???iv?.Wh?t may b? r?l?v?nt t? one ??n?um?r m?? n?t be r?l?v?nt to ?n?th?r ?nd it i? im??rt?nt t? ?ddr??? this when mapping out a prospective consumer’s journey in order for them t? r???iv? th? b??t possible ?x??ri?n??.Timing i? ?l?? ?n im??rt?nt factor f?r ?rg?niz?ti?n? to f??u? on wh?n l??king at customer j?urn?? mapping. Org?niz?ti?n? ??n use these maps to l??k ?t th? time it takes consumers to complete ??rt?in ??ti?n?, ?r to id?ntif? th? ??tim?l time ?t whi ?h to r??u??t a ??rti?ul?r action.F?r ?x?m?l?, an ?nlin? ?l???ifi?d ads ?it? w?nt?d to ?n??ur?g? it? vi?it?r? t? ?ign up to ?m?il ?l?rt? wh?n they were ?xhibiting b?h?vi?r indi??ting they w?r? ?b?ut t? leave the ?it?.B? ??mbining ?u?t?m?r j?urn?? m???ing with optimization t??hni?u??, th? ?rg?niz?ti?n was able to ??t?bli?h th?t ?lth?ugh a prompt at th? 1 minute ??int gave greatest vi?ibilit?, it was th? ?r?m?t ?t 6 minutes th?t l?d t? th? high??t ?l?rt ??m?l?ti?n rate ?nd th? highest numb?r ?f r?turn? t? ?it?.A g??d customer j?urn?? m?? should b? ?bl? to ??nv?? th? ?t?r? ?n it? own, without th? n??d f?r ?u??l?m?nt?r? d??um?nt?ti?n.It ?h?uld b? a visual r??r???nt?ti?n ?f th? ?nlin? experience th?t i? ???il? understandable ?nd ?n?bl?? th? identification ?f k?? ?u?t?m?r t?u?h points.Your ?u?t?m?r j?urn?? map can th?n provide a gr??t f?und?ti?n ?n which to build your optimization ?tr?t?g?.S?m? b??i? t?rm?P?r??n??: th? m?in ?h?r??t?r? that illustrate th? n??d?, g??l?, thoughts, f??ling?, opinions, expectations, and ??in ??int? of th? u??r.Timeline: a finite ?m?unt ?f time (e.g. 1 w??k ?r 1 ???r) ?r v?ri?bl? phases (?.g. awareness, d??i?i?n-m?king, ?ur?h???, renewal).Emotion: ???k? ?nd valleys illu?tr?ting frustration, anxiety, h???in??? etc.B2B: bu?in??? t? businessT?u?h ??int?: highlight? the ?u?t?m?r ??ti?n? ?nd int?r??ti?n? with the ?rg?niz?ti?n. WHAT th? ?u?t?m?r are doing.Ch?nn?l?: wh?r? int?r??ti?n t?k?? ?l??? and th? ??nt?xt ?f u?? (?.g. w?b?it?, n?tiv? app, ??ll center, in-?t?r?). Thi? i? the WHERE th?? ?r? interacting.M?m?nt? of truth â€" An int?r??ti?n that l??v?? a l??ting im?r???i?n (???itiv?/ fru?tr?ting)10 ST??? T? G?TTING INT? CU?T?M?R? MIND?U?ing the ?u?t?m?r j?urn?? m?? ?? a tool t? g?tting int? th? minds of ??ur customer ??n b? r??ll? helpful.G?tting int? your customer mind in th? fir?t ?l??? w?? t? und?r?t?nd what m?k?? your ?u?t?m?r? tick and im?r?v? th?ir ?ur?h??? ?x??ri?n??.H?r? are 10 ?t??? on h?w to g? ?b?ut it.Step 1. G?th?r m?r? data ?nd id ?ntif? an important ?r?bl?m ?r?? thr?ugh thi? data and ?xi?ting d?t?If ??u h?v?n’t done ?n? ?r?vi?u? journey mapping projects, it ??n be t?ugh to know wh?r? t? start. S?m? ??m??ni?? ?h???? t? divid? their efforts into before th? ?ur?h??? i? done ?nd ?th?r ?ft?r ??l?? services j?urn???.Oth?r? start with ?u?t?m?r?’ fir?t im?r???i?n?, like ??l?? or ?n boarding. But don’t thr?w d?rt? t? ?h???? your j?urn??â€"??l??t it carefully.Th? ideal j?urn?? ?it? at th? int?r???ti?n ?f ?u?t?m?r pain points and int?rn?l business ?bj??tiv??. Id?ntif? wh?t it i? th?t you w?nt t? accomplish â€" f?r instance, d? ??u w?nt to fix current ?r?bl?m? ?r build a new ?x??ri?n???M?k? ?ur? t? choose th?t j?urn?? by ?x?mining the ?u?t?m?r feedback, operational d?t?, ?nd financial data that you’ve already g?t on h?nd.Step 2. Kn?w wh??? journey ??u ?r? m???ingThe ??w?r ?f a j?urn?? map i? its ability to ?ff??tiv?l? illu?tr?t? th? j?urn?? ?f a ?u?t?m?r ?? th?? w?rk? t?w?rd ??hi?ving th?ir goals.Different ?u?t? m?r segments will n?tur?ll? h?v? different experiences with ??ur ?rg?niz?ti?n. ( f?r ?x?m?l? ??n?id?r th? n??d?, ?u??ti?n?, and ?m?ti?n? ?f a l?w?r-in??m? fir?t-tim? homebuyer v?r?u? a w??lthi?r bu??r purchasing ?n inv??tm?nt ?r???rt? ?r v???ti?n h?m?.)S? it’s essential that ??ur journey m???ing ?ff?rt? ?x?li?itl? target ????ifi? personas ?r ?u?t?m?r ??gm?nt?.Y?u should ?l?? determine the ?t?rt and ?nd points f?r the customers journey ??u’ll b? studying.To do thi?, you need t? l??k thr?ugh the ???? of a single ?u?t?m?r, m??t effectively represented b? a r????r?h-b???d ?u?t?m?r ??r??n? th?t r??r???nt? a br??d?r ??gm?nt’? uni?u? w?nt?, n??d?, ?nd ?bj??tiv??.Step 3. L??rn m?r? ?b?ut ?u?t?m?r? thr?ugh (mostly qu?lit?tiv?) researchY?ur existing data can t?ll ??u a l?t ?b?ut ??ur customers, but it’s probably light ?n h?l?ing ??u und?r?t?nd exactly h?w ??ur ?u?t?m?r? d? ??rt?in things or why.And it m??t certainly can’t give you a full ?i?tur? ?f th? ?u?t?m?r journey. Qu?lit?tiv? research like ?n?-?n-?n? int?rvi?w?, observations, ?nd di?r? ?tudi?? ??n h?l? to fill in th??? bl?nk?.Always try t? bring t?g?th?r a cross-functional, customer-facing gr?u? t? map ?ut their vi?w ?f the j?urn??, in?luding touchpoints, ????rtuniti??, transitions, ?nd i??u??. Internally driven m??? ?r? a great ?t?? t? mapping th? r?l?ti?n?hi? and f?r id?ntif?ing key int?r??ti?n?, inputs, and ?ut?ut?.Step 4. Aggregate all ?v?il?bl? kn?wl?dg? int? hypothesis j?urn?? mapsA h???th??i? j?urn?? map is just wh?t it ??und? lik?â€"??ur h???th??i? ?f wh?t customers g? thr?ugh ?? th?? d? bu?in??? with ??u.If you did an ?xt?n?iv? ?m?unt of r????r?h in step 3, ??ur hypotheses might b? ?r?tt? well b?k?d.But if ??u skimped ?n or skipped ?t?? 3 ?lt?g?th?r, th?n ??ur h???th??i? m?? is likely full of incomplete ?r incorrect ???um?ti?n?. N?t t? fear! Th?t’? wh?r? th? next ?t?? ??m?? in.Step 5. Organize workshopsOn? ?f th? m??t ?ff??tiv?â€"?nd fun!â€"ways t? determine wh?th?r your ???um?ti?n? were right ?r wr?ng i? to invite your ?u?t?m?r? t? a w?rk?h??. (Wh?n you run w?rk?h???, you t??i??ll? in?lud? 15-20 customers along with a slightly ?m?ll?r numb?r ?f ??ur ?li?nt’? ?m?l?????.)Th? w?rk?h?? setting ?ll?w? for intim?t? ??nv?r??ti?n?, ?t?r?t?lling, and a d??? ?x?l?r?ti?n of ?u?t?m?r?’ n??d? ?nd ??in ??int?.Ultim?t?l?, you’ll wind up with a bun?h ?f ?ti?k? notes th?t represent th? ?ggr?g?t? ?x??ri?n?? of the ?u?t?m?r? in th? r??m.Step 6. C?nfirm w?rk?h?? findings with Qu?ntit?tiv? r????r?hM???ing th? journey with ??ur customers giv?? you very rich data. But th? trade-off i? th?t you ??n r??li?ti??ll? ?nl? invite a ?m?ll number ?f ?u?t?m?r? t? ?n? given w?rk?h??.T? d?t?rmin? wh?th?r your n?wl? v?tt?d j?urn??? trul? r??r???nt ??ur t?rg?t customer ??gm?nt?â€"?r ju?t th??? ??rti?i??nt? you r??ruit?dâ€"??u’ll n??d t? do ??m? ?dditi?n?l ?u?nt w?rk.Surv??? w?rk gr??t for this.Or, ??u ??n go b??k t? all th?t data you g?th?r?d in ?t?? 1 f?r evidence th?t further ?u???rt? ?r r?fut?? ??ur w?rk?h?? finding?.Step 7. Sh?r? m??? t? d?v?l?? ?u?t?m?r ?m??th? thr?ugh?ut ??ur ?rg?niz?ti?nW? talk ?b?ut j?urn?? m??? for a r????n: Th??? vi?u?l storytelling t??l? are in?r?dibl? effective for g?tting cross-functional ?m?l????? t? understand the broader ?u?t?m?r ?x??ri?n?? th?t exists outside ?f wh?t?v?r ?ingl? t?u?h??int, ?h?nn?l, ?r fun?ti?n th??’r? responsible for.So don’t n?gl??t t? ?r??t? and ?h?r? j?urn?? m??? with ?m?l????? fr?m ??r??? ??ur ?rg?niz?ti?n.H?w?v?r, ?r??ting m??? shouldn’t be ??ur ?nd g??l. Ultim?t?l?, ?u?t?m?r j?urn?? mapping i? about im?r?ving th? customer ?x??ri?n?? and m?king your organization m?r? ?u?????ful.Step 8. Pri?ritiz? th? i??u?? you want to f??u? ?nN?t ?ll customer ??in points ?r? ?r??t?d ??u?l. To d?t?rmin? the ones th?t ?r? m??t w?rthwhil? t? fix, ??k questions lik?: How many customersâ€"or whi?h ?u?t?m?r?â€"d??? thi? issue ?ff??t? And h?w big ?f a ?r?bl?m i? thi? anywayâ€"a ?h?w?t????r or just a minor ?nn???n???Al?? look ?t th? bu?in ??? im???t of ???h ??t?nti?l ??in ??int: H?w mu?h additional r?v?nu? would we potentially gain by fixing this? Can w? model th? l?ng-t?rm ???t ??ving? ?f improving thi? part of the j?urn??? And h?w mu?h i? it g?ing to ???t to put a viable ??luti?n in place?As in step 1, you’re looking t? prioritize issues that liv? in the sweet ???t b?tw??n ?u?t?m?r pain ??int? and ??ur int?rn?l business ?bj??tiv??.Step 9. An?l?z? ?u?t?m?r pain ??int? f?r r??t ??u???On?? you’ve determined wh?t it i? ??u want t? fix, it’? n?tur?l t? w?nt to run off and start fixing it. Not ?? f??t! M?n? customer ??in ??int? ?r? th? r??ult ?f ???t?mi? ?r?bl?m? within ??ur ?rg?niz?ti?nâ€"?r ??ur ??rtn?r?’ ?rg?niz?ti?n?.Fixing th? ?urf??? problem with?ut l??king d????r ?t th? people, processes, ?nd t??hn?l?g? that und?rli? it will ?nl? result in m?r? ?u?t?m?r ??in ??int? d?wn th? r??d.Sim?l? t??hni?u??, such ?? the 5 Wh??, ??n h?l? ??u id?ntif? th? r??t ??u??? ?f ?r?bl?m? in the ?u?t?m?r journey.Step 10. Design ??luti?n? t? r??t ??u???Even once you’ve id?ntifi?d th? right ?r?bl?m t? ??lv?; it’? a ??mm?n knee-jerk reaction t? ??lv? th?t ?r?bl?m with th? fir?t ??luti?n you think of.But l?t’? be h?n??t: our first solutions aren’t ?lw??? ?ur b??t.Designing ??ur ??luti?n? in a ?u?t?m?r-??nt?r?d m?nn?r inv?lv?? thr?? b??i? ?t???: ??ming u? with ?? m?n? ????ibl? solutions as you ????ibl? can, ?r?t?t??ing th??? th?t ???m m??t viable, ?nd th?n t??ting those ?r?t?t???? with ?u?t?m?r? (and/or ?m?l????? ?nd/?r ??rtn?r?).Iterating ?n thi? ?r????? ??v?r?l tim?? will mitigate the ri?k ?f im?l?m?nting the wrong ??luti?n t? the right ?r?bl?m.STATISTICS YOU NEED T? KNOW T? IMPROVE Y?UR CU?T?M?R JOURNEY MAPPING T?D?YTh? responsibility f?r th? customer journey m?? h?? largely shifted from sales to m?rk?ting.As a service ?r product ?r?vid?r, it is now ?ru?i?l f?r ??u to optimize th? customer j?urn?? m???ing ?nd improve ?n it to b?tt?r align with the ?nlin?, m?bil? w?rld.It i? not always ???? to locate w??k points in the ?u?t?m?r j?urn??, but th??? ?t?ti?ti?? will lik?l? h?l? ??u l???t? some ?r??? in n??d of im?r?v?m?nt.86% of ??ni?r-l?v?l marketers ??? th?t it’? absolutely ?riti??l ?r v?r? im??rt?nt to ?r??t? a ??h??iv? customer journey (Salesforce). S?ni?r-l?v?l m?rk?t?r? understand th? importance of th? ?u?t?m?r j?urn??. Thi? j?urn?? n??d? to be ??n?i?t?nt ?nd m?k? th? ?r????? ?? painless ?? possible f?r the customer. Thi? means b?ing ?v?il?bl? ?n every device ?nd through ?v?r? ?h?nn?l.43% ?f survey r????nd?nt? ??id th?r? w?r? m?r? t??m members involved in a B2B purchase th?n in the previous ???r’? survey (DemandBase). A? the ?u?t?m?r journey becomes l?ng?r and more complex, thi? m??n? m?r? ??rti?? ?r? going t? be inv?lv?d on th? bu??r ?id?. This r??uir?? a ?tr?ng CRM in?t?n?? to k??? tr??k ?f ?v?r? ??nt??t? details ?? w?ll ?? ??r??n?liz?d ??nt?nt to k??? ?v?r??n? personally invested in th? j?urn??.90% of ??n?um?r? say th?ir buying decisions ?r? influ?n??d by online r?vi?w? (Ciceron). Before ??n?um?r? m?k? a ?ur?h???, th?? w?nt t? know wh?t ?th?r consumers think. Having ???itiv? ?nlin? r?vi?w? will h?l? tr?n?iti?n buyers to th? later ?t?g?? ?f th? j?urn??.53% of B2B bu??r? turn t? social m?di? in their ??????m?nt ?f various t??l? and t??hn?l?gi?? (D?m?ndB???). Your ???i?l m?di? presence i? incredibly important during th? ??rl? ?nd middl? ?t?g?? of th? j?urn??. Buyers m?? n?t discover ??u thr?ugh th??? ?h?nn?l?, but they ?r? certainly evaluating ??u b???d ?n your ???i?l m?di?.In g?n?r?l, di??l?? im?r???i?n? tend to influ?n?? ?u?t?m?r? at th? beginning of the purchase ??th 33% ?f th? tim? and in the middle 45%. Th?? ?l?? a r?l? at th? ?nd of the j?urn?? ?b?ut 23% of th? tim? (G??gl?). Di??l?? ?dv?rti?ing ??n be effective ?t th? b?ginning ?f the journey, but it r??ll? shines in the middle. This is because these t???? of ads ?r? gr??t for keeping ??ur br?nd in fr?nt ?f consumers ?nd at th? t?? ?f their minds.83% of ??n?um?r? require some d?gr?? ?f ?u?t?m? r support while m?king ?n ?nlin? ?ur?h??? (eConsultancy). C?n?um?r? d?n’t w?nt to spend their m?n?? ?nlin? without fir?t hearing from ??u. Providing a ???itiv? customer ?x??ri?n?? at this point in the j?urn?? i? ?ru?i?l t? winning ??l??.62% of ?u?t?m?r? find it ?xtr?m?l?/v?r? im??rt?nt t? b? able t? call your bu?in??? at th? ?ur?h??? ?t?g? (G??gl?). M?ving ?u?t?m?r? through th? purchase ?t?g? ?ft?n r??uir?? h?ving a ??nv?r??ti?n with them ?v?r the ?h?n?. H?ving a readily ?v?il?bl? ?h?n? number and g?tting ??ll?r? on the ?h?n? with ??l?? ?r ?u???rt r??? ?ui?kl? i? a gr??t way t? boost r?v?nu?.Cu?t?m?r? are in?r???ingl? fru?tr?t?d with th? l?v?l ?f ??rvi?? th?? ?x??ri?n??: 91% because th?? h?v? t? ??nt??t a ??m??n? multi?l? times f?r th? ??m? reason, 90% b? being ?ut ?n hold f?r a long time, ?nd 89% by having t? r????t their issue t? multiple r??r???nt?tiv?? (Accenture Gl?b?l C?n?um?r Pul?? Surv??). Customers ?r? n?t h???? with th? ??rvi?? they ?r? getting. Improving ??ur CX in thes e three k?? ?r??? will ?nl? g?t more im??rt?nt.91% of ??n?um?r? ?h??k their ?m?il ?t l???t ?n?? a d?? ?n their smartphone (Ex??tT?rg?t). Em?il i? a ?u??rb w?? to attract th? ?tt?nti?n of ??n?um?r? in th? ??rl? ?t?g?? ?f th? j?urn??. H?ving a presence in th?ir inb?x i? a ?ur? way t? remind them of ??ur br?nd ?nd ?h?w th?m what ??u h?v? t? ?ff?r.66% ?f ?m?rt?h?n? u??r? turn to their phones t? l??k u? ??m?thing th?? ??w in a TV ??mm?r?i?l (G??gl?). The w?rld has g?n? m?bil? and thi? has had a dr??ti? im???t on the ?u?t?m?r journey. Thi? i?n’t ju?t tru? f?r TV ??mm?r?i?l? either. A huge number of marketing ?h?nn?l? ?r? now d??ign?d t? driv? ??n?um?r? ?nlin?. Thi? largely happens ?n ?m?rt?h?n?? due to th?ir convenience ?f ?lw??? b?ing ?t your ?id?.B? 2016, 89% of ??m??ni?? ?x???t t? ??m??t? mostly ?n th? b??i? ?f ?u?t?m?r ?x??ri?n??, versus 36% f?ur ???r? ago (G?rtn?r). Companies kn?w that CX i? gr?wing in im??rt?n??. A? the online m?rk?t?l??? ??ntinu?? to ?r?du?? m?r? v?nd?r ??ti?n?, trul? ?u?????ful ??m??ni?? will diff?r?nti?t? themselves by ?r?viding superb ?u?t?m?r ?x??ri?n???.4 ?ut ?f 5 local ???r?h?? ?n m?bil? d?vi??? ?nd in a ?ur?h??? ?nd 73% ?f th??? ?ur?h???? ?r? in bri?k-?nd-m?rt?r ?t?r?? (S??r?h Engin? W?t?h). L???l ???r?h?? ?r? one of the quickest ??th? t? ?ur?h???. Optimizing ??ur search r??ult? t? ??nn??t ????l? with your bu?in??? and give th?m a clear ??th t? ??ur ?t?r?? is a ?ur? w?? to driv? r?v?nu?.67% ?f th? bu??r’? j?urn?? is n?w d?n? digit?ll? (SiriusDecisions). Thi? means th?t ??ur ?nlin? marketing is m?r? important than ever. Buyers are relying l??? on sales r??? t? ?r?vid? them with inf?rm?ti?n and m?r? ?n your content.Im?r?ving th? ?u?t?m?r j?urn?? mapping ??n driv? ?xtr??rdin?r? b?n?fit? f?r ??ur b?tt?m lin?.A? m?r? ?nd m?r? of thi? j?urn?? shifts t? ?nlin? ?h?nn?l?, especially thr?ugh m?bil?, m?rk?ting must take r????n?ibilit? f?r ???h ?nd every ?n? ?f the ?t?g??.EXAMPLES ?F CUSTOMER J?URN?Y M???1. LEGO (? D?ni?h family-owned company based in Billund, D?nm?rk. It i? best kn?wn for the m?nuf??tur? ?f Lego-brand t???, consisting m??tl? of int?rl??king ?l??ti? bri?k?) ?r??t?d a Cu?t?m?r Journey M??, and ??ll?d it th? “?x??ri?n?? wh??l”.It i? constructed in ?n interesting and ?im?lifi?d w?? ?nd ?h?w? the ?n?l??i? of a flight t? th? New Y?rk Cit?. Th? ??ntr?l part ?f th? wh??l in?lud?? ??r??n?’? ?h?r??t?ri?ti??.Th? n?xt ?ir?l? is divided into thr?? l?v?l? ?f ?x??ri?n?? ?nd ??hi?ving th? g??l ?f travelling. Out?id? th? circle w?’ll find d???ri?ti?n? of every ?t?? a person will t?k? for thi? j?urn??.Ev?r? step w?? marked with ?n ?m?ti??n mirr?ring ???itiv?, n?utr?l or n?g?tiv? ?x??ri?n??.Thi? f?rm ?f a m?? i? r??ll? simple and easy to m?k? â€" ?v?n at a m??ting during discussion on id??? or i??u??. It’s a gr??t way ?f t?king a ?ui?k l??k ?t ?ur product ?r ??rvi?? ‘through th? ???? of the ?u?t?m?r’. S?ur??: Paul Olyslager2. Thi? map was created b? Ik?? ?? it ?r???nt? ?u?t?m?r experience during a vi?it in an Ikea ?t?r?. You can check for ??ur??lv?? if it represents ??ur experience ?nd b??t ?x?l?in the ?r?????. S?ur??: marketing ?x??ri?n?i?l3. Thi? m?? i? v?r? ?l??? t? the Cu?t?m?r Ex??ri?n?? Map, m??tl? b???u?? of a general ?n?l??i? ?f ?u?t?m?r ?x??ri?n??, rather th?n choosing a ??r????tiv? ?f a t??i??l r??r???nt?tiv? ?f a ?u?t?m?r gr?u?.What diff?r?nti?t?? thi? m?? fr?m ?th?r? i? specifying ????rtuniti?? and possible im?r?v?m?nt ?r??? which lead t? m?king ?u?t?m?r ?x??ri?n?? b?tt?r.This a k?? added v?lu? ?f creating ?u?t?m?r ?x??ri?n?? m??? â€" n?ti?ing ?r??? whi?h ??n ??m?tim?? b? v?r? ???il? im?r?v?d to ?ignifi??ntl? in?r???? th? level ?f ?u?t?m?r ??ti?f??ti?n. Source: Uxm??t?r?FINAL THOUGHTSWe’re ?nt?ring an ?g? where bu?in????? ?r? ?ll about the ?u?t?m?r experience.B? ?hifting the focus to th? ?u?t?m?r’? ??r????tiv?, ??u can b?tt?r und?r?t?nd ??n?um?r wants ?nd n??d?. Thi? ?ll?w? ??u to ?r??t? m?r? effective and ??ti?f?ing ?x??ri?n??? for ??ur ?u?t?m?r?.Customer Journey m??? ?r? a proven fr?m?w?rk f?r h?l?ing drive gr??t?r customer in?ight? ?nd im?r?ving int?rn?l ?ffi?i?n?i??.While th?? are b? no means a “silver bull?t”, they ?r? ?till exceptionally effective t??l? for helping brands t? identify ?ng?g?m?nt and enhancement opportunities, in?r???? conversions and bring in eye-popping ROI.

Ignorance and Greed Leads to a Quick Ending in Edgars...

Edgars Allen Poe’s The Cask of Amontillado portrays two great examples of how greed and ignorance combined can lead to a quick ending, both physically and mentally. The story possesses two different aspects of an ending through two similar but yet different characters. Both characters possess the trait of greed, which hinders their ability to think rationally. The most obvious aspect of greed is carried out by Montresor, because this is a â€Å"short story of revenge.† He seeks to make Fortunato, the other character possessing the ignorant and greed trait, feel the pain that he has supposedly dealt onto Montresor. Throughout the book, one can experience how these two awful traits overtake them and eventually end their lives. By focusing on†¦show more content†¦He notices the bewilderment and asks why â€Å"you [Montresor] do not comprehend?† Montresor starts to panic and pulls out his concealed trowel. However, Fortunato is so blinded by alcohol, and à ¢â‚¬Å"Montresor [successfully] uses Fortunato’s pride in being a Mason and wine connoisseur† to keep him from noticing any wrongdoings. Fortunato has complete oblivion to his surroundings, and misses a vital foreshadow of what lies ahead. Third and lastly, Fortunato willingly steps into the darkened niche and ultimately to his death. He is so overtaken by the thought of such a valuable wine, that the greed overcomes his ability to be rational. Combine that hindering trait with his ignorance of being the best and death becomes his quick ending. The other example in this short story is Montresor’s ignorance and greed leading to a mental death. He believes that Fortunato has caused him pain by the thousands and seeks revenge on him. His idea of revenge comes from his family symbol where â€Å"the foot crushes a serpent rampant whose fangs are imbedded in the heel† with the motto of â€Å"Nemo me impune lacessit.† This basically means that anyone who does wrong to us will not get away with it without some form of rebuttal. However, Montresor takes his action a little too far. His greed for revenge becomes a passion. To a point where â€Å"Montresor’s obsess[es] with the revenge fifty years after the act† of killing Fortunato. Even before the act, he had to think of

Blurred Gender Lines And Elizabethan Fear Of Femininity

BLURRED GENDER LINES AND ELIZABETHAN FEAR OF FEMININITY IN SHAKESPEARE In the context of modern society, the concepts of gender are blurred due to an open approach on the subjects of masculinity, femininity and all that may lie in between. However, as William Shakespeare was writing within the Elizabethan era, the lines of being masculine and being feminine were clearly determined in society, yet the cross-dressing plots in Shakespeare’s As You Like It (1599) and The Merchant of Venice (1597) illustrate how even within this time period, the identity of gender were constantly being questioned. Rosalind and Portia demonstrate the concept of cross-dressing as both disguise themselves as men in their stories and in doing so, pose questions about the validity of femininity. In The Merchant of Venice and As You Like It, cross-dressing is central to both the complication and the resolution of the plots. It is strongly evident in these plays that in an Elizabethan, as well as a modern context, the concept of gender is not a definitive way to determine place in society. By analysing how early and modern culture define gender, how this then applies to the two plays and then relating it all back to a contemporary influence illustrates how there still is blurred gender lines evident in society. MODERN AND ELIZABETHAN THEORIES OF GENDER The modern theories towards gender is a more open interpretation to previous theories which believed in a clear distinction between sex and gender.

Bloodsucking Fiends A Love Story Chapter 21 Free Essays

Chapter 21 Angel Dust The bed of Simon’s pickup was full of beer-sodden Animals enjoying the morning fog and speculating on the marital status of the new cashier. She had smiled at Tommy when she arrived, driving the Animals into a psychosexual frenzy. â€Å"She looked like she was being towed through the store by two submarines,† said Simon. We will write a custom essay sample on Bloodsucking Fiends: A Love Story Chapter 21 or any similar topic only for you Order Now â€Å"Major hooters,† said Troy Lee. â€Å"Major-league hooters.† Tommy said, â€Å"Can’t you guys see more in a woman than T and A?† â€Å"Nope,† said Troy. â€Å"No way,† said Simon. â€Å"Spoken like a guy who has a live-in girlfriend,† said Lash. â€Å"Yeah,† Simon said. â€Å"How come we never see you with the little woman?† â€Å"Seagull! â€Å"shouted Barry. Simon pulled a pump shotgun from under a tarp in the truck bed, tracked on a seagull that was passing over, and fired. â€Å"Missed again!† shouted Barry. â€Å"You can’t kill them all, Simon,† Tommy said, his ears ringing from the blast. â€Å"Why don’t you just cover your truck at night?† Simon said. â€Å"You don’t pay for twenty coats of hand-rubbed lacquer to cover it up.† The shotgun went under the tarp and the manager came through the front doors of the store. â€Å"What was that? What was that?† He was scanning the parking lot frantically as if he expected to see someone with a shotgun. â€Å"Backfire,† Simon said. The manager looked for the offending car. â€Å"They were heading toward the Marina,† Tommy said. â€Å"Well, you tell me if they come back,† the manager said. â€Å"There’s a noise ordinance in this city, you know.† He turned to go back into the store. â€Å"Hey, boss,† Simon called. â€Å"The new girl, what’s her name?† â€Å"Mara,† the manager said. â€Å"And you guys leave her alone. She’s had a rough time of it lately.† â€Å"She single?† Troy asked. â€Å"Off limits,† the manager said. â€Å"I mean it. She lost a child a few months ago.† â€Å"Yes, boss,† the Animals said in unison. The manager entered the store. Simon ripped a beer from a six-pack ring. He held another out to Tommy. â€Å"Fearless Leader, another brew?† â€Å"No, I’ve got to get home.† â€Å"Me too,† said Simon. â€Å"I’ve got to clean the bird shit off the beast. You need a ride?† â€Å"Sure, can we stop in Chinatown? I want to pick something up for Jody.† Simon shook his head. â€Å"You worry me, son. Men have been pussy-whipped to death, you know.† He downed his beer and crushed the can. â€Å"Out of the truck, girls; Fearless Leader and I have to shop for tampons.† â€Å"Pull!† Troy shouted. A half dozen beer cans arced into the air. The shotgun came out and Simon pumped out two quick shots. The beer cans fell to the parking lot unharmed. The shotgun went under the tarp. The manager came through the front door. Simon said, â€Å"I saw it, boss. Was a baby-blue 72 Nova with a stuffed gerbil on the aerial. Call it in.† Jody’s hands were covered with a greasy dust: the remains of Philly. The body had decomposed to dust in seconds after she finished drinking, leaving a pile of empty clothes. After staring at the pile for a moment, she shook off the shock and gathered the clothes into a bundle, which she carried into a nearby alley. The blood-high raced through her like an espresso firehose. She leaned against a dumpster, holding the clothes to her breast like a security blanket. The alley tilted in her vision, then righted, then spun until she thought she would be sick. When the alley stopped moving, she fumbled through the clothing until she found a wallet. She opened it and pulled out the contents. This bundle of rags had been a person; â€Å"Phillip Burns,† the license said. He carried crinkled photos of friends, a library card, a dry-cleaning receipt, a bank card, and fifty-six dollars. Phillip Burns in a convenient, portable package. She pocketed the wallet, threw the clothes into the dumpster, then wiped her hands on her jeans and stumbled out of the alley. I killed someone, she thought. My God, I killed someone. What should I feel? She walked for blocks, not really looking where she was going, but listening to the rhythm of her own steps under the roar of the blood-high in her head. Philly had spilled into her shoes and she stopped and sat on the curb to dump him out. What is this? she thought. This isn’t anything. This isn’t what I was before I was a vampire. What is this? This is impossible. This isn’t a person. A person can’t reduce to dust in seconds. What is this? She took off her socks and shook them out. This is fucking magic, she thought. This isn’t some story out of one of Tommy’s books. This isn’t something you can experiment with in the bathroom. This is not natural, and whatever I am, it isn’t natural. A vampire is magic, not science. And if this is what happens when a vampire kills, then how are the police finding bodies? Why is there a guy in my freezer? She put on her shoes and socks and resumed walking. It was starting to get light and she quickened her pace, checked her watch, then broke into a run. She’d made a habit of checking the time of sunrise every morning in the almanac so she wouldn’t be caught too far from home. Five years in the City had taught her the streets, but if she was going to run she had to learn the alleys and backstreets. She couldn’t let anyone see her moving this fast. As she ran, a voice sounded in her head. It was her voice, but not her voice. It was the voice that put no words to what her senses told her, yet understood. It was the voice that told her to hide from the light, to protect herself, to fight or flee. The vampire voice. â€Å"Killing is what you do,† the vampire voice said. The human part of her was revolted. â€Å"No! I didn’t want to kill him.† â€Å"Fuck him. It is as it should be. His life is ours. It feels good, doesn’t it?† Jody stopped fighting. It did feel good. She pushed the human part of her aside and let the predator take over to race the sun for her life. Nick Cavuto paced around the chalk outline of the body as if he were preparing to perform a violent hopscotch on the corpse. â€Å"You know,† Cavuto said, looking over at Rivera, who was trying to fend off a reporter from the Chronicle at the yellow crime-scene tape, â€Å"this guy is pissing me off.† Rivera excused himself from the reporter and joined Cavuto by the body. â€Å"Nick, keep it down,† he whispered. â€Å"This stiff is making my life difficult,† Cavuto said. â€Å"I say we shoot him and take his wallet. Simple gunshot wound, robbery motive.† â€Å"He didn’t have a wallet,† said Rivera. â€Å"There you have it, robbery. Massive blood loss from gunshot wound, broke his neck when he hit the ground.† The reporter perked up. â€Å"So it was a robbery?† Cavuto glared at the reporter and put his hand on his thirty-eight. â€Å"Rivera, what do you say to a murder-suicide? Scoop over there killed this guy, then turned the gun on himself – case closed and we can go get some breakfast.† The reporter backed away from the line. Two coroner’s assistants moved to the body, pushing a gurney with a body bag on it. â€Å"You guys done here?† one of them asked Cavuto. â€Å"Yeah,† Cavuto said. â€Å"Take him away.† The coroners spread the body bag out and hoisted the body onto it. â€Å"Hey, Inspector, you want to bag this book?† â€Å"What book?† Rivera turned. A paperback copy of Kerouac’s On the Road was lying in the chalk line where the body had been. Rivera slipped on a pair of white cotton gloves and pulled an evidence bag from his jacket pocket. â€Å"Here you go, Nick. The guy was a speed reader. Snapped his neck on a meaningful passage.† Jody glanced at the lightening sky, ducked down an alley, and fell into a trot. She was only a block from home, she’d make it in long before sunrise. She leaped over a dumpster, just to do it, then high-stepped through a pile of crates like a halfback through fallen defenders. She was strong in the blood – high, quick and light on her feet, her body moved, dodged, and leaped on its own – no thought, just fluid motion and perfect balance. She’d never been athletic in life: the last kid to be picked for kickball, straight C’s in phys ed, no chance as a cheerleader; the self-conscious, one-step dancer with the rhythmic sense of an inbred Aryan. But now she reveled in the movement and the strength, even as her instincts screamed for her to hide from the light. She heard the policemen’s voices before she saw the blue and red lights from their cars playing across the walls at the end of the alley. Fear tightened her muscles and she nearly fell in mid-step. She crept forward and saw the police cars and coroner’s wagon parked in front of the loft. The street was full of milling cops and reporters. She checked her watch and backed down the alley. Five minutes to sunrise. She looked for a place to hide. There was the dumpster, even a few large garbage cans, three steel doors with massive locks, and a basement window with steel bars. She ran to the window and tried the bars. They moved a bit. She checked her watch. Two minutes. She braced her feet against the brick wall and pulled on the bars with her legs. Rusty bolts tore out of the mortar and the bars moved another half inch. She tried to peer into the window, but the wire-reinforced glass was clouded with dirt and age. She yanked on the bars again and they screamed in protest and came loose. She dropped the grate and was drawing back to kick out the glass when she heard movement behind the window. Oh my God, there’s someone inside! She looked around to the dumpster, some fifty feet away. She looked at her watch. If it was right, the sun was up. She was†¦ The glass shattered behind her. Two hands came through the window, grabbed her ankles, and pulled her inside as she went out. â€Å"These here turtles are defective,† Simon said. â€Å"It’s okay, Simon,† said Tommy. They were in a Chinatown fish market, where Tommy was trying to purchase two massive snapping turtles from an old Chinese man in a rubber apron and boots. â€Å"You no know turtle!† the old man insisted. â€Å"These plime, glade-A turtle. You no know shit about turtle.† The turtles were in orange crates to immobilize them. The old man sprayed them down with a garden hose to keep them wet. â€Å"And I’m telling you, these turtles are defective,† Simon insisted. â€Å"Their eyes are all glazed over. These turtles are on drugs.† Tommy said, â€Å"Really, Simon, it’s okay.† Simon turned to Tommy and whispered, â€Å"You have to bargain with these guys. They won’t respect you if you don’t.† â€Å"Turtle’s not on dlugs,† said the old man. â€Å"You want turtle, you pay forty bucks.† Simon pushed his black Stetson back on his head and sighed. â€Å"Look, Hop Sing, you can do time for selling drugged turtles in this city.† â€Å"No dlugs. Fuck you, cowboy. Forty bucks or go away.† â€Å"Twenty.† â€Å"Thirty.† â€Å"Twenty-five and you clean ’em.† â€Å"No,† Tommy said. â€Å"I want them alive.† Simon looked at Tommy as if he had farted in neon. â€Å"I’m trying to negotiate here.† â€Å"Thirty,† said the old man. â€Å"As is.† â€Å"Twenty-seven,† Simon said. â€Å"Twenty-eight or go home,† said the old man. Simon turned to Tommy. â€Å"Pay him.† Tommy ticked off the bills and handed them to the old man, who counted them and put them in his rubber apron. â€Å"You cowboy friend no know turtle.† â€Å"Thanks,† Tommy said. He and Simon picked up the crates with the turtles and loaded them into the bed of Simon’s truck. As they climbed into the cab, Simon said, â€Å"You got to know how to deal with those little fuckers. Ever since we nuked them, they got a bad attitude.† â€Å"We nuked the Japanese, Simon, not the Chinese.† â€Å"Whatever. You should’a made him clean them for you.† â€Å"No, I want to give them to Jody alive.† â€Å"You’re a charmer, Flood. A lot of guys would’ve just paid the ransom with candy and flowers.† â€Å"Ransom?† â€Å"She’s got your nooky held hostage, ain’t she?† â€Å"No, I just wanted to get her a present – to be nice.† Simon sighed heavily and rubbed the bridge of his nose as if fighting a headache. â€Å"Son, we need to talk.† Simon had distinctive ideas about the way women should be handled, and as they drove to SOMA he waxed eloquent on the subject while Tommy listened, thinking, If they knew about him, Simon would be elected the Cosmo Nightmare Man for the next decade. â€Å"You see,† Simon said, â€Å"when I was a kid in Texas, we used to walk through the watermelon fields kickin’ each of them old melons as we went until one was so ripe and ready that it busted right open. Then we’d reach in and eat the heart right out of it and move on to the next one. That’s how you got to treat women, Flood.† â€Å"Like kicking watermelons?† â€Å"Right. Now you take that new cashier. She wants you, boy. But you’re thinkin’, I got me a piece at home so I don’t need her. Right?† â€Å"Right,† Tommy said. â€Å"Wrong. You got one at home that you’re buying presents for and saying sweet things and tiptoeing around the house so as not to upset her and generally acting like a spineless nooky slave. But if you put it to that new cashier, then you got one up on your old lady. You can do what you want, when you want, and if she gets pissy and don’t put out, you go back to your cashier. Your old lady has to try harder. There’s competition. It’s supply and demand. God bless America, it’s nooky capitalism.† â€Å"I’m lost. I thought it was like watermelon farming.† â€Å"Whatever. Point is, you’re whipped, Flood. You can’t have no self-respect if you’re whipped. And you can’t have no fun.† Simon turned on Tommy’s street and pulled the truck over to the curb. â€Å"Something going on here.† There were four police cars parked in the street in front of the loft and a coroner’s van was pulling away. â€Å"Wait here,† Tommy said. He got out of the car and walked toward the cops. A sharp-featured Hispanic cop in a suit met Tommy in the middle of the street. His badge wallet hung open from his belt; he was holding a plastic bag. Inside it Tommy saw a dog-eared copy of On the Road. He recognized the coffee stains on the cover. â€Å"This street is closed, sir,† the cop said. â€Å"Crime investigation.† â€Å"But I just live right there,† Tommy said, pointing to the loft. â€Å"Really,† the cop said, raising an eyebrow. â€Å"Where are you coming from?† â€Å"The fuck’s going on here, pancho?† Simon said, coming up behind Tommy. â€Å"I got a truckful of dyin’ turtles and I ain’t got all damn day.† â€Å"Oh Christ,† Tommy said, hanging his head. How to cite Bloodsucking Fiends: A Love Story Chapter 21, Essay examples

School Violence Essays (977 words) - Education, Behavior, Misconduct

School Violence Jim cringed when he heard his assistant yelling to him from her office across the hall. The principal from your daughter's school is on the phone. Jim picked up the phone, noticing that is was already 2:15 PM by the wall clock in his office, and timidly said, hello? Ms. Jensen, the principal, (sounding exasperated) said, good afternoon Mr. Wilson, I am calling because your daughter assaulted a boy during assembly this afternoon and I need you to meet with me as soon as possible and then take her home. I can't today, Jim told her, I have a board meeting in less than an hour. Send her home on the bus and I will tell my house keeper to keep an eye on her till I get home. Can Mrs. Wilson come in? I really need to discuss your daughter's behavior with one of you in person as soon as possible, said the principal. No, she is out of town on business and won't be back till this weekend, but I will have my assistant call you back later and set up an appointment for me to meet with you tomorrow or the next day. In today's society with the predominance of dual income families, parents are often too busy to raise their children, they rely on sitters or housekeepers to care for, and in some cases actually raise, their children. Student violence in our schools has become a major national issue, as reported by numerous newspapers over the last several years. This problem not only endangers both students and teachers, but also prevents teachers from teaching and students from learning for fear of dangers in the deceptively peaceful school environment. In order to create a safe environment that is conducive to learning, preventative programs that address the root causes of violence must be developed. A possible, though somewhat extreme solution to this problem would be to hold parents legally responsible for their children's actions and/or behavior. The factors that contribute to school violence are too numerous to count, very diversified, and everyone probably has their own opinion of what they are. For example, teachers perceive that the major factors contributing to student violence are lack of parental supervision at home (71 percent), lack of family involvement with the school (66 percent), and exposure to violence in the mass media (55 percent) (taken from The American Teacher, 1993). Today's children are pretty bright, they realize that since both of their parents work if they do something wrong at school it will be very hard to contact their parents. They also probably believe that even if the school gets in touch with their parents that they will be too busy to respond to the school other than by just answering the phone. Compounding these problems even further, when children repeatedly get into trouble, parents may still refuse to deal with the situation and have their sitters or housekeepers take care of the problem. Some parents may even believe there is nothing they can do to control their children, or that the school itself is the one to fault and not their children. Why can't the school do more to control the actions of the students? After all, they see them more than we do. This thought process along with the student violence itself poses serious problems to our schools and the future of our society in general. But who is to blame; who is ultimately responsible; and what can be done to remedy these problems? This new educational environment, which in some respects often resembles a war zone, has created a need for society to develop programs that will offer a safe learning environment for all children and the teachers who teach them. Since laws demand that children attend school, schools have the inherent responsibility to provide them with a safe place where they can learn. To reach this goal most schools have taken technological steps (such as metal detectors and/or police guards) to try to stop some of the more violent acts from happening. While those steps may prevent students from conducting violent acts at school, they will not root out the more basic behavioral problems. And schools can't do it

New Years Resolutions for Teachers

New Year's Resolutions for Teachers As elementary school teachers, we are always striving to improve. Whether our goal is to make our lessons more engaging ​or to get to know our students on a higher level, we are always trying to take our teaching to the next level. The new year is a great time to take a closer look at how we run our classroom and to decide what we would like to improve. Self-reflection is an important part of our job, and this New Year is the perfect time to make some changes. Here are 10 New Years Resolutions for teachers to use as inspiration. 1. Get Your Classroom Organized This is usually on the top of the list for all teachers. While teachers are known for their organizational skills, teaching is a hectic job and its easy to let things get a little out of control. The best way to achieve this goal is to make a list and slowly check off each task as you complete them. Break up your goals into smaller tasks to make them easier to achieve. For example, week one, you might choose to organize all your paperwork, week two,  your desk, and so on.   2. Create a Flexible Classroom Flexible classrooms are all the rage right now, and if you havent yet incorporated this trend into your classroom, the new year is a great time to start. Begin by purchasing a few alternative seats and a bean bag chair. Then, move on to bigger items such as standing desks.   3. Go Paperless With educational technology tools, its really gotten even easier to commit to a  paperless classroom. If youre lucky enough to have access to iPads, you may even choose to have your students complete all of their work digitally. If not, visit Donorschoose.org and ask for donors to purchase them for your classroom. 4. Remember Your Passion for Teaching Sometimes the idea of a fresh new start (like the New Year) can help you remember your passion for teaching. Its easy to lose track of what initially motivated you to teach, especially when youve been at it for a long time. This new year, take some time to jot down some of the reasons why you became a teacher in the first place. Remembering your drive and passion for teaching will help you keep going. 5. Re-Think Your Teaching Style Every teacher has their own style of teaching  and what works for some may not work for others. However, the New Year may give you the opportunity to re-think the way that you teach  and to try something new that you have always wanted to try. You can start by asking yourself some questions, like Do I want a student-centered classroom? or Would I like to be more of a guide or a leader? These questions will help guide you in figuring out which teaching style you want for your classroom. 6. Get To Know Students Better Take some time in the new year to get to know your students on a more personal level. This means taking some time to get to know their passions, interests, and family outside of the classroom. The better connection that you have with each individual student, the stronger the  classroom community you can build. 7. Have Better Time Management Skills This new year, take some time to improve your time management skills. Learn to prioritize your tasks and take advantage of technology to really maximize your students learning time. Tech tools are known to keep students engaged in learning longer, so if you really want to maximize your students learning time use these tools every day.   8. Use More Tech Tools There are some great (and affordable!) educational tech tools that are on the market. This January,  make it your goal to try and utilize as many pieces of technology as you can. You can do this, by going to Donorschoose.org and creating a list of all of the items that your classroom needs along with the reasons why. Donors will read your inquiry and purchase the items for your classroom. Its that easy. 9.To Not Take Work Home with You Your goal is to not take your work home with you so that you can spend more time with your family doing things that you love. You would think that this seems like an impossible task, but by showing up for work thirty minutes early and leaving thirty minutes late, its very possible.   10. Spice Up Classroom Lesson Plans Every now and then, its fun to spice things up. This New Year,  change up your lessons and see how much fun you will have. Instead of writing everything on the chalkboard, use your interactive whiteboard. If your students are used to you always using textbooks for their lessons, turn the lesson into a game. Find a few ways to change up your normal way that you do things and you will see the spark being lit in your classroom once again.

Greek Mythology - Bible vs Biblos

Greek Mythology - Bible vs Biblos The Bible is sometimes called the Good Book, which is fitting since the word Bible comes from the Greek word for book, biblos. For the Greeks, the bible was Homer, particularly, The Iliad, and Hesiod. The Father of History, the Greek Classical period traveler Herodotus (c. 484-425 B.C.) writes: Whence the gods severally sprang, whether or no they had all existed from eternity, what forms they bore - these are questions of which the Greeks knew nothing until the other day, so to speak. For Homer and Hesiod were the first to compose Theogonies, and give the gods their epithets, to allot them their several offices and occupations, and describe their forms; and they lived but four hundred years before my time, as I believe.~ Herodotus Book IIYou can find a religious world view, morals, customs, genealogy, and more in Homer and Hesiod. However, The Iliad, The Odyssey, and Theogony were not sacred texts. (Depending on your definition, the Greeks had other sacred texts, like hymns and responses of the oracles.)The Opening of The IliadThe Iliad begins, not with the creation of the world in 6 days, but with an invocation of the goddess or muse:Sing, O goddess,followed by the story of the wrath of the great Greek hero of the Trojan War, Achilles:the anger of Achilles son of Peleus, t hat brought countless ills upon the Achaeans. Many a brave soul did it send hurrying down to Hades, and many a hero did it yield a prey to dogs and vultures, for so were the counsels of Jove fulfilled from the day on which the son of Atreus, king of men, and great Achilles, first fell out with one another....and his anger at the expeditions leader, Agamemnon, who has strained relations with his best man by stealing his beloved concubine and committed sacrilege:And which of the gods was it that set them on to quarrel? It was the son of Jove and Leto [Apollo]; for he was angry with the king and sent a pestilence upon the host to plague the people, because the son of Atreus had dishonoured Chryses his priest.(Samuel Butler translation)The Place of Gods in Mans LifeGods in Homers ancient heroic age walked among men, but they were much more powerful than humans and could be prevailed upon by prayer and sacrifice to help human beings. We see this in the opening of The Iliad where the rhap sode (the composer/singer of the story) Homer seeks divine inspiration to create a great epic, and where an old man seeks the return of his abducted daughter.There is nothing in this Greek great book (The Iliad) about taking clay and forming it in a certain likeness or taking a rib from said animated clay, although the latter, the story of the creation of woman (Pandora) by a craftsman, does appear differently elsewhere in the canon of Greek mythology.Next Page: Creation Stories Introduction to Greek Mythology Myth in Daily Life What Is Myth? Myths vs. Legends Creation Stories Titanomachy Olympian Gods and Goddesses Five Ages of Man Philemon and Baucis Prometheus Trojan War Bulfinch Mythology Myths and Legends Kingsley Tales from Mythology | Golden Fleece and the Tanglewood Tales, by Nathaniel Hawthorne Confusing Creation Stories Creation StoriesUranos Revenge Titanomachy Philemon and Baucis Prometheus Version 1: Genesis 1.27 King James27: So God created man in his own image, in the image of God created he him; male and female created he them. Version 2: Genesis 2.21-2321: And the LORD God caused a deep sleep to fall upon Adam and he slept: and he took one of his ribs, and closed up the flesh instead thereof; 22: And the rib, which the LORD God had taken from man, made he a woman, and brought her unto the man. 23: And Adam said, This is now bone of my bones, and flesh of my flesh: she shall be called Woman, because she was taken out of Man.... the story of the 5 Ages Also see Jewish Legends - Creation Genealogy Shows Mans Relationship to God(s) The stories one polis told about its divine connection might or might not contradict the stories of another polis about its connection with the same god. Sometimes what looks like an effort to smooth out one set of inconsistencies seems to have created others. It might serve those of us coming to the Greek stories from a Judaeo-Christian tradition to remember that there are plenty of apparent inconsistencies in the Bible, too. Reference: [url formerly www.rpgclassics.com/quotes/iliad.shtml] Interesting Quotations from the Iliad Introduction to Greek Mythology Myth in Daily Life What Is Myth? Myths vs. Legends Gods in the Heroic Age - Bible vs. Biblos Trojan War Bulfinch Mythology Myths and LegendsGolden Fleece and the Tanglewood Tales, by Nathaniel Hawthorne

Budhist ethics and victimized children Essay Example | Topics and Well Written Essays - 500 words

Budhist ethics and victimized children - Essay Example Right thinking, religious and social citizenry have provided relief. Nevertheless, the end to the sufferings of these innocent victims still seems a distant dream. (Help for Victimized Children) The Buddhist ethics highlights the eightfold path that applies to the normal citizens, perpetrators of sufferings on the victimized children, and the victims themselves. The Buddhist ethics provides gripping insights to awaken concern and care, penitence to the perpetrators and solace to the victims. The jungle law of ‘Might is right† has predators and preys following it with their own interpretations of attack or escape. The carnivores kill to satisfy their hunger. However, the perpetrators of crime on children do so to satisfy their greed and lust. Greed is like a bottomless pit and it ends in tragic misery. Buddhist ethics exposes the debilitating consequence and futility of greed as also other fleshly desires. According to the second truth of Buddhist ethics, all sufferings are the results of tanha (cravings). The handling or mishandling of tanha produces fruitful results or sufferings, depending on the process. Tanha is not restricted to criminal actions alone. Tanha in all forms lead to sufferings, according to Buddhist ethics. The tanha for power and good life also leads to suffering. (Michael C. Brannigan) It is difficult to interpret this concept to victimized children because it is practically inconceivable and unreasonable to explain a horrified child why he or she must not crave for solace or good life. The Buddhist concept of anatman (no self, soullessness) provides the eightfold path to freedom from sufferings. This eightfold path of right view, right resolve, right speech, right conduct, right livelihood, right effort, right mindfulness, and right concentration is instrumental in a society eager to alleviate the sufferings of victimized children. The

SLP - RECRUITMENT 401HRM Essay Example | Topics and Well Written Essays - 750 words

SLP - RECRUITMENT 401HRM - Essay Example CCGB is accountable for promoting and evolving original and prevailing trademarks. Reputable in West London and hiring 130 people, it manages over 20 brands in the Great Britain. On the other hand, CCE produces and dispenses soft drinks for The Coca-Cola Corporation and other additional brand owners. It hires approximately 4,500 people in the Great Britain and has a total of six industrial locations across the republic. The Coca-Cola Corporation employs the use of the following administration style: consultative democratic. This is a management style where the executives permit the workers to create ideas that are then sent to the directors who then consult their team to make the ultimate resolution. This corporation prefers to use this style since the resultant decision is from all the employees and management team. Consequently, the outcome is that it assists in motivating employees as they are conscious that they have a say in the corporation to some degree. The shortcomings of this style, is that the procedure is very time consuming and power will be necessary during the whole process. Management at Coca-Cola Company emphasizes on the procurement and preservation of exceedingly skilful and well-informed workers so that it can uphold its top place in the marketplace. It provides such environments of service and measures that permit all workers to progress a logic of harmony with the corporation and to carry out their responsibilities in the most enthusiastic and operative methods. It also provides for the sanctuary of service to the employees so that they may not be preoccupied by the reservations of their prospect. These goals, policies, guidelines, and curriculums are pre- specified by the firm, which leads the administration and unions in taking decisions. Also, they are in harmony with the administration’s aims, goals, policies, guidelines and its and internal and exterior settings. Job analysis is the process for

Foreign Language Essay :: Foreign Languages Essays

Foreign Language Essay Innehà ¥llsfà ¶rteckning Innehà ¥llsfà ¶rteckning  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2 Inledning  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  3 Sammanfattning  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  4 Allmà ¤nt  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  5 Japans industriella  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  6 struktur Faktorer som bidragit  Ã‚  Ã‚  Ã‚  Ã‚  11 till Japans framgà ¥ngar Jà ¤mfà ¶relse mellan  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  14 Sverige och Japan Kà ¤llfà ¶rteckning  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  18 Bilaga  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  19 Inledning Sverige à ¤r nu i en djup là ¥gkonjunktur, med massor av "sparpaket". Dà ¤rfà ¶r tyckte jag att det skulle vara intressant att titta pà ¥ just en av và ¤rldens stà ¶rsta och starkaste marknadseko ­nomier och se vad som skiljer den mot Sverige. Jag valde inte USA utan Japan som kommer lite i skymundan mot den stora jà ¤tten i Và ¤st. Jag kommer att ta upp lite om fà ¶retagsstruktur d v s om de à ¤r konglomerat eller ej, stort eller litet o s v. Sedan tà ¤nkte jag ta upp lite om instà ¤llningen till arbete hos japanerna, d v s hur deras tra ­ditioner à ¤r i fà ¶rhà ¥llande till arbetet. Pà ¥ det hà ¤r sà ¤ttet tà ¤nkte jag pà ¥visa vad som gà ¶r Japan till en rela ­tivt solid ekonomi. Jag vill ocksà ¥ visa vad som gjort att Japan har haft sà ¥ otroliga framgà ¥ngar speciellt efter andra và ¤rldskriget. Sammanfattning Japan à ¤r ett relativt litet land, men à ¤ndà ¥ har det utvecklat en và ¤l ­digt stark ekonomi. Bristen pà ¥ tillgà ¥ngar och det isolerade là ¤get har lett till att japanerna mà ¥ste ha en effektiv handel à ¶ver grà ¤n ­serna. Japan har ett và ¤lutvecklat industridepartement som samarbetar dagligen med industrin och fungerar som ett samordnings- och rà ¥dgivningsorgan. De stora industrigrupperna stà ¥r fà ¶r hà ¤lften av Japans fà ¶rà ¤dlings ­và ¤rde, men bara ca 1/5 av sysselsà ¤ttningen. Detta beror frà ¤mst pà ¥ att industrigrupperna tillà ¤mpar livstidsanstà ¤llning och seniori ­tets ­systemet vilka à ¤r mycket kostsamma, men ger mà ¥nga fà ¶rdelar bl a effektiva arbetare. Industrigrupperna samarbetar med smà ¥- och medelstora fà ¶retag, de hjà ¤lper dem med bl a finansiering och rà ¥d ­givning. I gengà ¤ld arbetar de mindre fà ¶retagen lojalt fà ¶r de stora och blir som ett slags sà ¤kerhetsomrà ¥de fà ¶r dem. De flesta japanerna sparar fà ¶r en oviss framtid, dà ¤rfà ¶r att de ej har nà ¥gon speciell social trygghet genom staten, endast en folk ­pension pà ¥ ca 3816 kr/mà ¥nad. Genom detta sparande blir ban ­kerna enormt kapitalstarka och dà ¤rfà ¶r à ¤r just de 4 stà ¶rsta banker ­na i và ¤rlden ja ­panska. Det genomsnittliga sparkapitalet fà ¶r en japansk familj à ¤r ca 354 000 kr. Deras marginalskatt à ¤r endast ca 10% vilket moti ­verar à ¶vertidsarbete och mer sparande, dà ¤rfà ¶r arbetar japanerna ca 6 h mer à ¤n t ex europà ©er. Det finns mà ¥nga faktorer som har bidragit till Japans framgà ¥ngar framfà ¶r allt efter andra và ¤rldskriget bl a den stabila stà ¤llningen in ­ternationellt, den effektiva inrikespolitiken, nà ¤ringssystemet, styr ­ningen av fà ¶retagen och de effektiva arbetarna. Jà ¤mfà ¶r man Sverige och Japan sà ¥ à ¤r det, det lite stà ¶rre landet med 8 miljoner inv. mot det lilla landet med en enorm befolkning pà ¥ 125 miljoner.

What Is Inclusion

What is inclusion ? Inclusive education is concerned with the education and accommodation of all children within the classroom, regardless of their physical, intellectual, social, or linguistic deficits. Inclusion should also include children from disadvantaged groups, of all races and cultures as well as the gifted and the disabled (UNESCO, 2003).Inclusion tries to reduce exclusion within the education system by tackling, responding to and meeting the different needs of all learners (Booth, 1996). It involves changing the education system so that it can accommodate the unique styles and way of learning of each learner and ensure that there is quality education for all through the use of proper resources, appropriate teaching strategies and partnerships within the community (UNESCO, 2003).Inclusion will not happen instantaneously but requires careful planning and thinking, positive attitudes and behaviour and utilising the necessary specialised support, accommodations and adaptations to ensure all children become part of the school (Burstein, Sears, Wilcoxen, Cabello & Spagna, 2004), actively participate in the education system and later become fully contributing members of society (Department of Education, 2001).Inclusive education is about ensuring that schools can meet the needs of all learners. It is therefore the responsibility of an inclusive school to embrace the diversity and special needs of all its learners, (Flem, Moen & Gudmundsdottir, 2004) identify and minimise the barriers to learning (Department of Education, 2001) and create a tolerant and respectful atmosphere in which people are valued and stigmatisation is minimised (Carrington & Robinson, 2004).All children thus need to be given the support they need so they can achieve success, feel a sense of security and belong to a community (Iarskaia-Smirnova, & Loshakova, 2004; Burke & Sutherland, 2004). Inclusive education also recognises that learning occurs both at home and in the community and the refore the support of parents, family and the community is vital (Department of Education, 2001). Truly inclusive schools understand the uniqueness of every child, that all children can learn and that all children have different gifts, strengths learning styles and needs.These schools then provide the appropriate means and support through which these needs can be met (UNESO, 2003) The varying ability of children in the classroom means that in order for all to be educationally challenged, teachers should arrange activities and set learning intentions in certain ways to ensure the equal opportunities of learning for all children. By examining the work of theorists, such as Piaget (1961) and Vygotsky (1978), the importance of motivating all children by providing challenging tasks is extremely significant.Of course these tasks must be differentiated to account for the range of ability in classrooms and it is therefore vital for teachers to acknowledge the level of individual children, s o that appropriate tasks can be set to fulfil certain goals and enhance learning It is important to remember that differentiation can also be present in gender, social class, ethnicity and religion. Teachers should provide all children with equal opportunities to their right to a fair education, building and developing the child's individual needs.Planning should accommodate for the differences in ability and performance of all children, ‘including the more able and those with special educational needs' (DFES, 2004,) Teachers should provide attention and individual support to all children and when they are busy with a ‘focus group' they should return to any other children who had problems when they can (DfES, S3. 2. 4). This essay has shown how inclusive education is not a straight forward process that can be implemented overnight. Rather it requires a lot of planning, support, resources and reviewing.There is extensive research that South Africa can use to make inclusiv e education successful in South Africa. The major obstacle preventing the successful implementation of inclusion in South Africa is not our lack of resources but rather the teachers' lack of knowledge about children with special needs and how to accommodate them in regular classes. On-going intensive training, professional development and support are therefore needed so that teachers' attitudes can become positive and their willingness to promote inclusion can be maximised.Teachers thus need to change their mindset, become more willing to try new and different curricular strategies, engage in more joint planning and cooperative learning strategies and believe that all children can learn (Schmidt ; Harriman, 1998). This can only be done however if teachers are equipped with the necessary skills needed to include all learners. Inclusion can become a practical process in South Africa as long as we look at what has made it successful in other countries and build on from there. Reference List 1. Allan, J. (2003). Productive pedagogies and the challenge of inclusion. † In British Journal of Special Education 30 (4): 175 – 179. 1. Ainscow, M, Booth, t & Dyson, A. (2004) â€Å"Understanding and developing inclusive practices in schools: a collaborative action research network. † In International Journal of Inclusive Education 8 (2): 125 – 139 1. Booth, T. (1996). â€Å"A Perspective on Inclusion from England. † In Cambridge Journal of Education 26 (1): 87 – 100. 1. Burke, K & Sutherland, C. (2004). â€Å"Attitudes toward Inclusion: Knowledge versus Experience. † In Education 125 (2): 163 – 172. . Burstein, N, Sears, S, Wilcoxen, A, Cabello, B, & Spagna, M. (2004). â€Å"Moving Toward Inclusive Practices. † In Remedial & Special Education 25 (2): 104 – 116. 1. Carrington, S & Robinson, R. (2004). â€Å"A case study of inclusive school development: a journey of learning. † In International Journ al of Inclusive Education 8 (2): 141 – 153 1. Cross, A. F, Traub, E. K, Hutter-Pishgahi, L & Shelton, G. (2004). â€Å"Elements of Successful Inclusion for Children with Significant Disabilities. † In Topics in Early Childhood Special Education 24 (3): 169 – 183 1.De Lange, J. P. (1989). Politics and Education. Pretoria. South Africa. 1. Department of Education. (2001). Education White Paper 6 on Special Needs Education: Building an Inclusive Education and Training System. Received from the World Wide Web on 20th July 2005. Web Address: http://education. pwv. gov. za 1. Deppeler, J & Harvey, D. (2004). â€Å"Validating the British Index for Inclusion for the Australian Context: Stage 1. † In International Journal of Inclusive Education 8 (2): 155 – 184 1. Flem, A, Moen, T & Gudmundsdottir, S. (2004). Towards inclusive schooling: a study of inclusive education in practice. † In European Journal of Special Needs Education 19 (1): 85 – 97 1. Forlin, C. (2004). â€Å"Promoting Inclusivity in Western Australian Schools. † In International Journal of Inclusive Education 8 (2): 185 – 202 1. Hegarty, S. Educating Children and Young People with Disabilities: Principles and the Review of Practice. Received from the World Wide Web on 20th July 2005. Web Address: http://unesdoc. unesco. org/images/0009/000955/095511eo. pdf 1. Hunt, P. , Staub, D. , Alwell, M. ; Goetz, L. (1994). â€Å"Achievement by all students within the context of cooperative learning groups. † In Journal of the Association for Persons with Severe Handicaps, 19, 290-301. 1. Iarskaia-Smirnova, E. R ; Loshakova, I. I. (2004). â€Å"Inclusive Education of Handicapped Children. † In Russian Education and Society 46 (2): 63 – 74 1. Jobe, D, Rust, J. O, ; Brissie, J. (1996). â€Å"Teacher attitudes toward inclusion of students with disabilities into regular classrooms. † In Education 117(1), 234-245. 1. Peck, C. A, Stau b, D, Gallucci, C ; Schwartz, I. (2004). Parent Perception of the Impacts of Inclusion on their Nondisabled Child. † In Research & Practice for Persons with Severe Disabilities 29 (2): 135 – 143 1. Raschke, D & Bronson, J. (1999). Creative Educators at Work: All Children Including those with Disabilities Can Play Traditional Classroom Games. Received from the World Wide Web on 20th July 2005. Web Address: http://www. uni. edu/coe/inclusion/philosophy/benefits. html. 1. Schmidt, M. W & Harriman, N. E. (1998). Teaching Strategies for Inclusive Classrooms. Harcourt Bruce College Publishers: New York. . Sharpe, M. , York, J, & Knight, J (1994). â€Å"Effects of inclusion on the academic performance of classmates without disabilities. † In Remedial and Special Education, 15, 281-287. 1. Stroeve, W. (1998). One of the Kids: Educating children with and without disabilities together in the same classes and schools. Received from the World Wide Web on 20th July 2005. Web Address www. aare. edu. au/03pap/hea03769. pdf 1. Turner, N. D & Traxler, M. (2000). Children's Literature for the Primary Inclusive Classroom. Delmar Thompson Learning: Africa. 1. UNESCO. (2003).Overcoming Exclusion through Inclusive Approaches in Education: A Challenge & a Vision – A Conceptual Paper. Received from the World Wide Web on 20th July 2005. Web Address: http://unesdoc. unesco. org/images/0013/001347/134785e. pdf 1. UNESCO. (1994). The Salamanca Statement and Framework for Action on Special Needs Education. Received from the World Wide Web on 20th July 2005. Web Address: http://www. unesco. org/education/information/nfsunesco/pdf/SALAMA_E. PDF 1. UNESCO. (2005). First Steps: Stories on Inclusion in Early Childhood Education. Received from the World Wide Web on 20th July 2005.Web Address: http://unesdoc. unesco. org/images/0011/001102/110238eo. pdf 1. UNESCO. (2001). Including the Excluded: Meeting Diversity in Education. Received from the World Wide Web on 20th J uly 2005. Web Address: http://dit-fs1. hq. int. unesco. org/ulis/docs/0012/001226/122613eo. pdf 1. Van Kraayenoord, C. (2003). â€Å"The Task of Professional Development. † In International Journal of Disability, Development and Education 50 (4): 363 – 365 1. Wong, A. I. P, Pearson, V & Kuen Lo, E. M. (2004). â€Å"Competing philosophies in the classroom: a challenge to Hong Kong teachers. â€Å"

Social Security - 1185 Words

FACULTY OF ADMINISTRATIVE SCIENCE AND POLICY STUDIES AM228: BACHELOR OF ADMINISTRATIVE SCIENCE (HONS.) ADM653: SOCIAL SECURITY AND EMPLOYEE BENEFITS ADMINISTRATION TOPIC: DEVELOPMENT OF SOCIAL SECURITY IN UNITED STATES PREPARED BY: AFIQAH BINTI MAD KASSIM 2013455736 ALIA ATIQQAH BINTI ADENAN 2013 FIQRIN HANIS BINTI ROSLI 2013488894 INTAN SURAIYAH BINTI RAMAT 2013460818 NUR AMILY BINTI ZAINUDDIN 2013439594 GROUP: S3BA5G (SEPT 2015) PREPARED FOR: SIR SUHAIMI BIN ABD SAMAD SUBMISSION DATE: 13 OCTOBER 2015 1.0 Introduction United States Social Security Administration focused on social insurance. The concept of social insurance in United States is from the individuals’ contribution to the government†¦show more content†¦An unmarried child with disability that starts at the age before 22 years old. And last but not least parents at the age of at least 62 years old being dependent on the deceased for at least half of the deceased’s income. 2.4 Medicare Benefits Medicare is the United States federal insurance system that bring forth medical care for those who are above 65 years old and some people younger than 65 with specific disablements. The Medicare plans are divided into four parts which are hospital insurance, medical insurance, Medicare advantage plans and medical prescription drugs. Hospital insurance is given to those 65 years old and above with American citizenship or permanent residents of America. Anyone who have registered for the first part are eligible for the rest of the plans. The application to have this Medicare would be easier if the person is already obtaining Social Security retirement or disability benefits because they will reach the person few months before he or she entitled for it. However, if the person is not yet having the Social Security but already got retirement, the person should contact Social Security before 65th birthday to sign up. In addition, if the person is not planning to retire at age 65, he or she can still sign up for it. 2.5 Spousal Benefits A spouse in entitled for this benefits at least at the age of 62 years old with a condition that their spouse is receivingShow MoreRelatedSocial Security999 Words   |  4 PagesSocial Security History, Current Structure and Calculation of Benefits The Social Security Act was implemented in 1935, after the stock market crash had wiped out the savings of millions of Americans, the nation reached out to their president to guarantee the elderly a decent income. The original Act provides retirement benefits payable to a person 65 years and older who were no longer working. 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To solve the social security dilemma some of the actionsRead MoreEssay on Social Security1184 Words   |  5 Pages Social Security nbsp;nbsp;nbsp;nbsp;nbsp;Social Security is a public program designed to provide income and services to individuals in the event of retirement, sickness, disability, death, or unemployment. In the United States, the word social security refers to the programs established in 1935 under the Social Security Act. Societies throughout history have devised ways to support people who cannot support themselves. In 1937 the government began issuing Social Security identification cardsRead MoreEssay On Social Security1655 Words   |  7 PagesThat’s why America created a system called social security in 1935, this system is to help those who are older and have disabilities. (see staff.) 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However, as a person who has yet to be in the work force for 10 years I have already begun to realize that my comfort in retirement cannot rely on government funding, there are thoseRead MoreThe Benefits of Social Security1031 Words   |  4 PagesSocial security is any government system that provides monetary assistance to people with an inadequate or no income. The United States government program was established in 1935. Social security is important in the U.S. because it lifts 20 million people out of poverty. Social security has changed drastically in the past few years of our society. Today, 37 million people get social security benefits of more than $15 billion a month. One way of getting a social security is to gain employment. TheRead MoreEssay on Social Security782 Words   |  4 PagesSocial Security The purpose of this paper is to analyze social security so as to show the reader what makes it beneficial to us today. . 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