Make the Most of Your Thank You Page

You successfully completed the sale or signed up the subscriber. It’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 you’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 you’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 you’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 brand’s authority and boosts the SEO. 5. Encourage Social Sharing and Following You just got a new customer – don’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. There’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, you’re missing out on a huge opportunity. I’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.

Arab Feminism Essays

Arab Feminism Essays Arab Feminism Essay Arab Feminism Essay There is distinction between lives of Arab Women and their perception by American Media. The stereotypes spin out of control. Rise of US Feminism and with the rise of ‘Islam’ as enemy emerged in 1970-80’s. ?History of Arab Feminism is long, layered and impressive. (Oxymoronic) ? Women NGO’s in Middle East and North Africa have risen exponentially in 1980-90’s. ?Ex: New Woman’s group, Arab Woman’s Publishing House, the Alliance of Arab Women, the association for the development and Enhancement of Women, Progressive Women’s Union. (In Egypt) Books Authors stating something ?Quran ?Leveled the social balances for Women. ?Women had the right to inherit property, own and operate businesses. ?Banned infanticide of newborn baby girls. ?Shirley Gutherie author of ‘Arab Women in the Middle Ages’ ? Affluent Arab Women’s negotiated the details of Marriage Contract. ?Demanded their husbands to be monogamous. ?Demanded right to initiate divorce proceedings. ?Qasim Amin â€Å"Father of Arab Feminism† wrote book ‘The Liberation of Women’ ? Huda Sha’rawi a contemporary of Qasim Amin. ?Founded Egyptian Feminist Union. Her Pan-Arab Feminism worked closely with Pan-Arab movment, which was response to British Colonisim. ?Success of both the things was interdependent. Question: Reason for Antagonism between Western and Eastern Feminism. Answer: Western sees men from East suppressing and scheduling their women and Easterner underlines the immorality of women in the west. ?Arab Feminism Today ? A recent memoir by Fay Ataf Kanafani,entitled ‘ Nadia, Captive of Hope: Memoir of an Arab Women’. Story is about a Palestinian woman who was married off to her cousin and then widowed during Arab-Israeli War. She describes the gender inequality during 1940-50’s and feminist principles. ?Noted Arab Feminist, Nawal al-Saadawi managed to keep her marriage intact despite an Egyptian lawsuit. She had been accused because of comments she made in an interview. ?Her Vocal opposition and other issues made her a target of Islamist Fundamentalists, who put her name on death list in 1993, prompting her to immigrate to US. ?Arab women reclaiming their identities and correcting historically maligned portray. ?Novel ‘In the eye of Sun’ written by Ahdaf Soueif. It’s a story about woman Asya who cheats her husband and has a brief affair with a person in England. Concept of odalisque and the stereotypes people have has been explained beautifully. ?Leila Shebbar author of Sherzade Trilogy. It’s about an Algerian woman staying in Paris who proclaims â€Å"I m not an odalisque†. ?Veil ?Qasim Amin’s ‘The Liberation of Women’ (1899) was considered scandalous for his call for abolition of veil. ?It shows veil has been point of discussion over centuries. And it’s not Western Feminism who brought this thing ahead. ?Leila Ahmad author of ‘Women and Gender in Islam’. She illustrates that the British â€Å"Victorian Male Establishment† used the idea that Muslim men oppressed Muslim women as a justifiable pretext for its colonization and civilization of Muslim countries. ?Many women in Middle East see this concept of veil as important locus of discussion, and divorces have occurred due t o the concept of veil. ?Some women see this topic as irrelevant as it’s distracting from the main problems of women’s access to education, health care and increasing poverty in Arab families. ?After September 11 attacks, all of the women who wore veil were verbally targeted. Arab Women’s hated stopping at red lights because people in the cars sitting next to her would curse her and even show her finger. ?Instances of repudiating veil. ?In Iran, militant Qurratul Ayn publically unveiled as early as 1840’s. ?In 1923, Egyptian Feminist Huda Shawari rejected this concept of veil by flinging it into sea. American women should recognize that Arab women themselves and even some Arab men have grappled with gender inequality for over a century. This is the message which American Feminists have unheard, although they must have heard.

9 Words with More Than One Spelling in British English

9 Words with More Than One Spelling in British English 9 Words with More Than One Spelling in British English The United States was founded to escape the tyranny of the King of England. It is appropriate, then, that American English has also escaped the tyranny of British English. In particular, we should be grateful that most words only have one spelling in American English. In British English, by comparison, many words have more than one spelling depending on how they’re used. And this makes it easy to make mistakes! So to make sure your writing is always error free, check out this list of nine words with more than one spelling in British English. 1. Practice vs. Practise In American English, â€Å"practice† is both a noun and a verb. For example: Noun (US): The doctor is at her practice. Verb (US): The doctor is practicing medicine. But this term has more than one spelling in British English, where the verb form is â€Å"practise†: Noun (UK):  The doctor is at her practice. Adjective (UK): The doctor is practising medicine. So if you’re writing for a British audience, make sure to use an â€Å"s† in this word when it’s a verb and a second â€Å"c† only when it is a noun. 2. Curb vs. Kerb The word â€Å"curb† has two meanings in American English. One is â€Å"restrain something.†Ã‚   This sense of â€Å"curb† is the same in British English: American English: We need to curb food waste. British English: We need to curb food waste. But we also use â€Å"curb† to refer to the raised edge of a sidewalk. And in British English, this word is spelled â€Å"kerb† instead. So make sure to use â€Å"kerb† with a â€Å"k† if you are writing for Brits: American English: I tripped on the curb while crossing the road. British English: I tripped on the kerb while crossing the road. 3. Dependent vs. Dependant In American English, â€Å"dependent† is both a noun and an adjective. The noun form of this word means â€Å"a person that depends on someone else† (e.g., children). As an adjective, â€Å"dependent† has a more general meaning of â€Å"reliant on† and applies to more than just people. For example: Noun (US): He is a single man with no dependents. Adjective (US): Their performance is dependent on their star player. But in British English, the noun form of this word is spelled â€Å"dependant†: Noun (UK): He is a single man with no dependants. Adjective (UK): Their performance is dependent on their star player. 4. License vs. Licence â€Å"License† is both a noun (i.e., a permit) and a verb (i.e., the act of licensing something) in American English. As such, we always know to spell this word with an â€Å"s† regardless of the context: Noun (US): Do you have a valid driver’s license? Verb (US): We are licensed to operate in this state. However, as with â€Å"practice† and â€Å"practise,† British English uses a different spelling in each case: Noun (UK): Do you have a valid driver’s licence? Verb (UK): We are licensed to operate in this state. It is worth noting here that the Brits use a â€Å"c† spelling for the noun with both â€Å"practice† and â€Å"licence.† And likewise, the verb forms are both spelled with an â€Å"s† in British English. This makes it easier to remember the correct spellings of these words when writing for a British audience. 5. Draft vs. Draught In British English, the words â€Å"draught† and â€Å"draft† sound exactly the same. However, each term has its own uses. The word â€Å"draught† for example, can mean any of the following: A current of cool air (e.g., Can you feel a draught in here?) An animal that pulls a heavy load (e.g., Horses are draught animals) Beer or cider served from a barrel or tank (e.g., A pint of draught ale) The word â€Å"draft,† meanwhile, primarily refers to: A rough version of something (e.g., A draft copy of my novel) An order to pay money (e.g., A banker’s draft) Military conscription (e.g., To be drafted into the army) But we use â€Å"draft† for all six senses in American English, which is easier to remember! And to add to the confusion, Brits also call the boardgame checkers â€Å"draughts.† 6. Tire vs. Tyre All English speakers use â€Å"tire† as a verb meaning â€Å"grow weary.† For example: I tire of British spellings very quickly. But while we also use â€Å"tire† to mean â€Å"rubber wheel covering,† British people spell this word â€Å"tyre.† For instance: American English: I keep a spare tire in my car at all times. British English: I keep a spare tyre in my car at all times. Look out for this spelling when using the term in British English. 7. Meter vs. Metre One common difference between British and American English is the use of â€Å"-er† and â€Å"-re† word endings. The â€Å"-er† ending is standard in American English (e.g., center or theater), while British English tends to use the older â€Å"-re† version (e.g., centre or theatre). We also see this with metric measurements, including words like â€Å"meter† and â€Å"centimeter,† which are spelled with the â€Å"-re† ending in British English: American English: A meter is roughly 1.094 yards. British English: A metre is roughly 1.094 yards. The same applies when discussing the concept from music or poetry: American English: The poem changes its meter half way through. British English: The poem changes its metre half way through. But it does not apply when discussing a device for measuring something (e.g., a thermometer or barometer). In this case, British English uses the same spelling of â€Å"meter† as American English. 8. Program vs. Programme In American English, the spelling â€Å"program† is used for the following: Software for a computer (e.g., A new spellchecking program for PC) A series of events or activities (e.g., A training program) A television or radio broadcast (e.g., A TV program) The information given out at a performance (e.g., A program for a play) But British English only uses â€Å"program† for the first definition above. In all non-computing contexts, the British spelling is â€Å"programme† instead. 9. Check vs. Cheque Finally, in American and British English, â€Å"check† is common a verb. Usually, it means â€Å"examine,† such as in the following: I checked the timetable and we need to leave. This term has other meanings, too, and in almost every case it is spelled â€Å"check.† But there is one exception. While we use â€Å"check† as a noun to mean â€Å"an order to pay an amount of money from a bank account,† the British spell this version of the word â€Å"cheque†: American English: Do you accept payment by check? British English: Do you accept payment by cheque? Luckily, though, the spelling of â€Å"credit card† is the same in all forms of English.

The International Coffee Industry Essay Example | Topics and Well Written Essays - 1750 words

The International Coffee Industry - Essay Example In specific reference to the coffee industry, the profit motive of corporations only worsens the conditions of poor coffee farmers who are not compensated in proportion to their hard labor. According to Thomas Friedman, globalization is the â€Å"inexorable integration of markets, nation-states, and technologies†¦..the spread of free-market capitalism to virtually every country in the world.† (Friedman, 2000: 7-8). In reference to the international trade facilitated by globalization and the diffusion of geographical boundaries, Mittelman refers to globalization as a historical transformation - â€Å"a political response to the expansion of market power† resulting in a transformation â€Å"in the economy, of livelihoods and modes of existence† (Mittelman, 2000: 6). McMichael also corroborates this market-oriented view, seeing the process of global integration taking place on the basis of â€Å"market rule on a global scale†(McMichael, 2000:149). The be lief in the beneficial effects of free trade that exists today is largely a function of the theory of comparative advantage that underlies the Ricardian model of international trade (Henderson, 1993:827). Comparative advantage is the ability possessed by a particular country to produce a particular good at a lower cost relative to other goods and as compared to other countries that produce the same good. Therefore, comparative advantage possessed in one area of production indicates that the country has some favorable factors working on its behalf or has perfected specialized techniques in the production of that good, so that it is able to produce it more efficiently (Mankiw, 2007: 52). According to Porter (1996:64), â€Å"Competitive strategy is about being different.†Ã‚  

Fashion marketing research Essay Example | Topics and Well Written Essays - 1750 words

Fashion marketing research - Essay Example The essay "Fashion marketing research" provides a research on fashion marketing. Due to short-lived nature of particular fashion trend, fashion marketers feel the pressure of continuously upgrading inventory and product offering to customers. Otherwise, it will be difficult for fashion marketers to ensure sustainable relevance to the customer based value proposition being offered by them (Kotler et al., 2001). In order to understand dynamics of fashion market, the study has selected two UK based fashion retailers as case organizations such as French connection and jigsaw. Objective of this study will be to analyze UK fashion market by comparing these two brands. In the last part, based on the analysis, suitable suggestions will be made for improving value proposition for French connection and jigsaw. In order to conduct primary research, author of this essay has visited Jigsaw store located in Duke Street, London and French Connection store located in oxford street, London. Objective of this study had been discussed with incoming customers in both the store. Convenience sampling (non probabilistic sampling) was used for selecting five respondents in each store. Open ended questions regarding perceptions of customers regarding profile/image of these two brands were asked to customers. In case of Jigsaw store located in Duke Street, London; marketer has integrated with juice bar, juke box and coffee shop inside the store while such types of additional amenities were absent in case.

Human Resources Information Essay Example for Free

Human Resources Information Essay Introduction This report on data management; has been compiled to explain to you the reasons why HR data is important to an organisation, the types of data that should be recorded, the methods for collecting HR data and some of the UK legislation surrounding the recording, storing and accessibility of HR Data. Types of Data That Should Be Recorded and the Reasons Why â€Å"HR records include a wide range of data relating to individuals working in an organisation, for example, pay or absence levels, hours worked and trade union agreements. This information may be stored in a variety of media, such as computer databases or paper files.† (http://www.cipd.co.uk/hr-resources/factsheets/retention-hr-records.aspx#link_0, accessed 3/3/2015) There are some statutory records that need to be recorded and stored; these statutory records must be kept because the law requires them. Statutory records will include things like the job title, address and emergency contact. Records such as pay and working hours will  be stored to help management adhere to the Working Time Directive and the Minimum Wage Act 1998. Non-statutory records are kept for the internal purposes of the organisation. These records such as attendance, punctuality, skills, strengths and weaknesses can all be used to recognise trends within the company and aggregate management or big data so that managers can act on any trends that may need sorting. For example at P.P. Plasma Ltd there is only one person in the sales department who is trained to read and understand technical drawings. This person is currently in line for a promotion within the group of companies and will no longer be part of the sales team in the next eighteen months. After aggregating the records it has been identified that the manager of the drawing office has the skills to teach the other sales team members enough to fill this skills gap. Other reasons for storing records could be to review capability issues; induction records, training records and health and safety documentation should all allow the organisation to challenge staff on the reasons that they are not following procedures when they have had training and have signed to show understanding. These will also show any other training that may be necessary. As evidence in case of any tribunal or discrimination challenges; recruitment and selection data and termination of employment data will show the organisation has been fair and unbiased in its selection process or how they have dealt with a termination without discrimination. Methods of Storing HR Data Paper Method The paper method of storing records has many more disadvantages than advantages; but for small organisations would still be a viable solution to storing HR records. â€Å"Data relating to employees is of a highly contentious and potentially litigious nature and has to be managed in accordance with compliance regulations. To do this manually is a daunting task and often liable to malpractice.† (http://www.ipcgroup.co.uk, accessed 7/3/2015) There are time limits on the information that can be kept and if you are storing this information manually then this also means that you must remove or redact information every so often. This means that data could be stored for too long. Aggregating all of the data collected into big data can also be a challenge; most of this data will need to be entered into spreadsheets  manually in order to create the management data needed. Other issues with paper records are the cost of floor space needed to store the information, the difficulty of backing up such a system; this would require the same amount of floor space on an alternate site and the security of the records; some filing cabinets may be locked with a key but if somebody were to forget to lock the cabinet then these files are open to anybody with access to the room. Digital Method The digital method could be a cheaper, much more secure, simple and timesaving solution to all organisations but especially the larger ones. â€Å"Given the low cost and the easy accessibility of electronic records storage, many employers are making the digital leap to â€Å"paperless† HR. These days, most records are created and maintained electronically, and some never even make their way to paper.† (http://www.businessmanagementdaily.com, accessed 7/3/2015) Security on a digital system whether it be local or cloud based would be much easier to manage, an electronic record of anybody that as accessed data can be kept automatically and permissions can be set to allow some people to see records that others do not have permission to see; for example at P.P. Plasma Ltd the Managing Director will have access to the HR of everybody in the organisation whereas a departmental manager will only have access to the records on their own staff. Space is only an issue of how much cloud space you can afford or how big a hard drive you can have in your server if you are doing it locally. When using a cloud based service you need to ensure that the cloud service that you are using has a backup system in case of a failure or natural disaster and what the time constraints on these being implemented if needed. Whereas if you are using a local system you will need to speak with your IT department and ensure that the system is backed and removed from the site, this solution will also need a time constraint on how long the system will need to be put back into place. Other reasons to use a digital HR system would be that the data could be aggregated into management and big data easily, whether the HR system has this built in or the data needs to be copied into a spreadsheet or database in order to create graphs, charts , tables and reports. Searching digital records could be done with a few clicks of the mouse and as long as the permissions are set up correctly this could also tell you who you need to  speak to in order to gain access to the information that you are searching for. UK Legislation regarding HR Data There are many pieces of legislation surrounding the recording, accessing and storing of HR data but the two that I am going to explain are the Date Protection Act 1998 and the Freedom of Information Act 2000. The Data Protection Act 1998 controls how your personal information is used by organisations, businesses or the government. Anybody responsible for storing and accessing HR data has to follow the data protection principles. They must make sure the information is: used fairly and lawfully used for limited or specifically stated purposes used in a way that is adequate, relevant and not excessive accurate kept for no longer than is absolutely necessary handled according to people’s data protection rights kept safe and secure not transferred outside the UK without adequate protection Anybody who feels that there data has not been used in accordance to these principles can make a complaint to the organisation themselves and if they are still unhappy with the response can contact the Information Commissioner’s Office. The Freedom of Information Act 2000 gives the general public right of access to all types of recorded information held by public authorities and those providing services for them. It also sets out exemptions from that right and places a number of obligations on public authorities. Recorded information includes printed documents, computer files, letters, emails, photographs, and sound or video recordings. In order to adhere to the Freedom of Information Act; any person making a request to a public authority for information will be entitled to be informed whether that information is held. The Freedom of Information Act does not give people access to their own personal data such as their health records or credit reference file. If a member of the public wants to see information that a public authority holds about them, they should make a subject access request under the Data Protection Act 1998

The Affect Slavery Has On Family Life Essay -- Sociology

Slavery: The Affect It Has On Family Life & The Effects Of It The lives of Harriet Jacobs in Incidents in the Life of a Slave Girl and Frederick Douglass’ Narrative of the Life of Frederick Douglass, An American Slave includes diverse experiences that allow them to share common factors to relate to each others stories. Jacobs and Douglass were born during the slavery period in the â€Å"less harsh† regions of North Carolina and Maryland. Looking at and comparing their childhood, Jacobs and Douglass both enjoy the happier moments until they both experienced the loss of their mother at an early age. Respectively, Jacobs and Douglass conclude that slavery deteriorates the relationship between families - instead of building them up. In Narrative, Douglass describes the emotions being felt after being separated from his mother. Douglass says, â€Å"Never having enjoyed, to any considerable extent, her soothing presence, her tender and watchful care, I received the tidings of [my mother’s] death with much the same emotions I should have probably felt at the death of a stranger† (1890). By being separated from his mother, Douglass was not given an opportunity to develop feelings or a relationship with his mother. Douglass relays to his audience the abnormality of slavery. He explains how slave master’s complicate the natural way of life in order to make someone a slave. Douglass says, â€Å"For what this separation is done, I do not know, unless it be to hinder the development of the child’s affection toward its mother, and to blunt and destroy the natural affection of the mother for the child. This is the evitable result† (1890). Douglass makes it apparent to his audienc e how slavery destroys the importance of maintaining a relationship... ...o? Yet, Jacobs doesn’t allow Brent to feel the captivity entirely. Brent says, â€Å"We [I and my children] are as free from the power of slavery holders†¦and though that is not saying a great deal, it is a vast improvement in my condition† (2054). Jacobs makes the reader realize that Brent still has a battle to fight after freedom. Brent is not married, therefore she will have to be the protector of her children who have been in captivity for years. In conclusion, the lives of Jacobs and Douglass aren’t necessarily identical but they both shared similarities from being slaves. From comparing and analyzing the narrative stories, it is simple to realize that the effects of slavery can be more traumatic on families and the long term effects it can cause. Works Cited Douglas, Frederick. Narrative of the Life of Frederick Douglas and Other Writings. Borders, 2009.

A Survey conducted on teachers in the United States

The entire population studied was 200 instructors with different demographic profiles. Of them 66 instructors were work forces ( 33 % ) and 134 were adult females ( 67 % ) . In footings of matrimonial position, 38 % were individual ( i.e 76 instructors ) and the remainder 124 instructors were married. Among the studied population once more, 164 instructors were professionally qualified, while the remainder 36 instructors did non have any professional preparation. Experience wise 45 % of the studied population had an experience of & lt ; 10years ( 90 instructors ) and the remainder 110 instructors had an experience of & gt ; 10 old ages. The undermentioned pie charts portray the perceptual experience of instructors in United States refering inclusive instruction. Following the order in portion I of the questionnaire, the consequences have been discussed. On being asked if they think that inclusive manner of instruction helps pupils with particular demands fare better academically, more than half of the respondents ( 65 % ) strongly agree that pupils when put in an inclusive category suites, perform academically better and their response towards inclusive instruction is greater. Another 20 % of instructors are besides positive about this perceptual experience. Therefore a huge bulk of the surveyed population are positive towards the inquiry of inclusivity as a aid for particular instruction in footings of academic betterment in pupils with particular demands. 12 % of the population was impersonal on the issue and negative positions were expressed by merely a little minority of 0.75 % who disagreed and 0.25 % who strongly objected this position. Thus the overall instructor community ‘s perceptual experience was found to be positive on this issue. On being asked if they thought that the integrating of particular needs kids into the general pupil community would impact the regular pupils in any manner, merely 8 % of the respondents agreed of which merely 5 % strongly agreed that when normal pupils are placed along with particular kids in a regular category ambiance, negatively will impact the public presentation and efficiency of normal pupils. 22 % were impersonal in their positions and felt that inclusion might or might non hold an consequence on the regular pupil community. The remainder of the 70 % of the instructors surveyed disagreed to this position of which 40 % strongly disagreed that inclusion might impact the regular pupils in any manner. Again, the instructor ‘s response for inclusion seemed to be favourable in an overall bulk. To the inquiry og whether or non endorse up support must be given to kids with particular demands in the inclusive set up to accomplish the highest degree of inclusion, 62 % of the respondents strongly believed that back up support must be given to accomplish the highest degree of inclusion. Another 23 % agreed to this position doing the entire favorable attitude to this position a bulk of 85 % . 5 % of instructors were undecided on this position and merely 10 % had negative positions. Among the 10 % merely 2 % of the instructors strongly rejected this position. On being asked if they thought that academically talented pupils will be isolated in an inclusive category apparatus, none of the instructors strongly accepted this position and merely 3 % agreed that such a possibility exists. 22 % of the instructors were open as to whether or non inclusion might insulate the academically gifted kids. A bulk og 42 % instructors strongly rejected this position of isolation of the academically gifted kids in inclusive categories while 33 % disagreed. Therefore a huge bulk of instructors 75 % think that academically talented kids will non be isolated in inclusive category suites. To the 5th inquiry as to whether the placing of kids with particular demands in regular category suites may impact the academic public presentation of chief watercourse pupils, 50 % of the learning community thought they strongly rejected this thought. Another 15 % disagreed to the thought doing a bulk of 65 % of instructors who thought that the puting kids with particular demands in regular category suites will non impact the academic public presentation of chief watercourse students.10 % of the instructors surveyed were undecided on the issue while 25 % accepted the thought of which 13 % strongly felt that puting kids with particular demands in regular category suites may impact the academic public presentation of chief watercourse pupils and another 12 % agreed. To the inquiry of whether kids with particular instruction demands will profit from inclusive instruction, 78 % of the instructors surveyed strongly accepted that kids with particular demands will profit and another 12 % agreed to the thought. Thus a sum of 90 % of the instructors thought that inclusivity benefits the kids with particular demands. Merely 9 % of the instructors had a negative position on the thought while 1 % were undecided on the issue. On being asked if they thought that kids with particular academic demands have a right to chief watercourse instruction, 72 % of the instructors strongly accepted this position and another 18 % agreed that kids with particular academic demands have a right to chief watercourse instruction. 5 % of the instructors were open as to whether or non kids with particular academic demands have a right to chief watercourse instruction. A minority og 2 % instructors strongly rejected this position of kids with particular academic demands holding a right to chief watercourse instruction while another 3 % disagreed. Therefore a huge bulk of instructors 90 % think that kids with particular academic demands have a right to chief watercourse instruction. To the last inquiry as to whether the puting kids with particular demands in regular category suites may ensue in labeling of the kids with particular demands as Wyrd, stupid or hopeless, and therefore dispute the end of inclusivity, 68 % of the learning community thought they strongly rejected this thought. Another 23 % disagreed to the thought doing a bulk of 91 % of instructors who thought that the placing of kids with particular demands in regular category suites will non ensue in labeling of the kids with particular demands as Wyrd, stupid or hopeless, and therefore dispute the end of inclusivity. 2 % of the instructors surveyed were undecided on the issue while 7 % accepted the thought of which 4 % strongly felt that puting kids with particular demands in regular category suites may ensue in labeling of the kids with particular demands as Wyrd, stupid or hopeless, and therefore dispute the end of inclusivity and another 3 % agreed.Part II:In portion II of the questionnaire, the observations of instructors from the US sing the corporate attempts between particular instruction and chief watercourse instructors in an inclusive schoolroom were studied. On being asked if they thought that particular instruction instructors and regular chief watercourse instructors must work together to learn kids with particular academic demands in inclusive category suites, 82 % of the instructors strongly accepted this position and another 12 % agreed that particular instruction instructors and regular chief watercourse instructors must work together to learn kids with particular academic demands in inclusive category suites. 1 % of the instructors were open as to whether or non particular instruction instructors and regular chief watercourse instructors must work together to learn kids with particular academic demands in inclusive category suites. A minority og 2 % instructors strongly rejected this position of kids with particular academic demands holding a right to chief watercourse instruction while another 3 % disagreed. Therefore a huge bulk of instructors 94 % think that particular instruction instructors and regular chief watercourse instr uctors must work together to learn kids with particular academic demands in inclusive category suites. The execution of inclusive instruction as a really good construct is uneffective due to expostulation from the chief watercourse category room instructors. To this inquiry as to whether the execution of inclusive instruction is uneffective due to expostulations from chief watercourse schoolroom instructors, 12 % of the learning community thought they strongly rejected this thought. Another 18 % disagreed to the thought doing a sum of 30 % of instructors who did non believe that the execution of inclusive instruction is uneffective due to expostulations from chief watercourse schoolroom instructors. 3 % of the instructors surveyed were undecided on the issue while a bulk of 67 % accepted the thought of which 39 % strongly felt that the execution of inclusive instruction is uneffective due to expostulations from chief watercourse schoolroom instructors and another 28 % agreed. To the 3rd inquiry as to whether or non chief watercourse instructors have a chief duty towards the kids with particular demands placed in their regular category suites, 58 % of the learning community thought they strongly accepted this thought. Another 20 % agreed to the thought doing a bulk of 78 % of instructors who thought that chief watercourse instructors have a chief duty towards the kids with particular demands placed in their regular category suites. 1 % of the instructors surveyed were undecided on the issue while 21 % did non prefer the thought of which 10 % strongly rejected the thought that chief watercourse instructors have a chief duty towards the kids with particular demands placed in their regular category suites and another 11 % disagreed. Questions were raised on the ideas about hard to find on who truly is responsible for pupils with particular demands during the presence of a particular instruction instructor in the regular category suites, 62 % of the instructors strongly accepted this position and another 12 % agreed that it hard to find on who truly is responsible for pupils with particular demands during the presence of a particular instruction instructor in the regular category suites and 4 % of the instructors were open as to whether or non it is hard to find on who truly is responsible for pupils with particular demands during the presence of a particular instruction instructor in the regular category suites and a minority of 10 % instructors strongly rejected this position that it is hard to find on who truly is responsible for pupils with particular demands during the presence of a particular instruction instructor in the regular category suites while a another 12 % disagreed. Therefore with a huge bulk of instructors 74 % think that hard to find on who truly is responsible for pupils with particular demands during the presence of a particular instruction instructor in the regular category suites. To the last inquiry as to whether or non a particular instruction teacher merely helps the kids with particular demands placed in the category suites, 48 % of the learning community thought they strongly accepted this thought. Another 20 % agreed to the thought doing a bulk of 68 % of instructors who thought that a particular instruction teacher merely helps the kids with particular demands placed in the category suites. 10 % of the instructors surveyed were undecided on the issue while 22 % did non prefer the thought of which 10 % strongly rejected the thought that a particular instruction teacher merely helps the kids with particular demands placed in the category suites and another 12 % disagreed.Part III:The 3rd portion of the questionnaire highlights some of the issues that need the attending of the parties involved in implementing particular instruction plans particularly with mention to inclusive manner of instruction. To the first inquiry as to whether or non chief watercourse instruction instructors possess the preparation and the accomplishments to assist the kids with particular demands placed in the clssrooms, 15 % of the learning community thought they strongly accepted this thought. Another 8 % agreed to the thought doing a minority of 23 % of instructors who thought that chief watercourse instruction instructors possess the preparation and the accomplishments to assist the kids with particular demands placed in the clssrooms. 2 % of the instructors surveyed were undecided on the issue while a bulk of 75 % did non favor the thought of which 50 % strongly rejected the thought that a chief watercourse instruction instructors possess the preparation and the accomplishments to assist the kids with particular demands placed in the clssrooms and another 25 % disagreed. On being asked if they thought that kids with particular demands required excess aid and attending in regular category suites, 87 % of the instructors strongly accepted this position and another 8 % agreed that the kids with particular demands required excess aid and attending in regular category suites. none of the instructors were open as to whether or non the kids with particular demands required excess aid and attending in regular category suites. A minority og 3 % instructors strongly rejected this position that kids with particular demands required excess aid and attending in regular category suites while another 2 % disagreed. Therefore a huge bulk of instructors 95 % think that the kids with particular demands required excess aid and attending in regular category suites. To the inquiry og whether or non kids with particular demands in the inclusive set up to perpetrate more disciplinary jobs when compared to regular pupils, 58 % of the respondents strongly believed that kids with particular demands in the inclusive set up to perpetrate more disciplinary jobs when compared to regular pupils. Another 34 % agreed to this position doing the entire favourable attitude to this position a bulk of 92 % . 4 % of instructors were undecided on this position and merely 4 % had negative positions. Among the 4 % 2 % of the instructors strongly rejected this position and the other 2 % disagreed that kids with particular demands in the inclusive set up to perpetrate more disciplinary jobs when compared to regular pupils. Main watercourse schoolroom instructors received really small aid from particular demands instructors. To this inquiry as to whether the particular instructors are of any aid to the chief watercourse schoolroom instructors, 30 % thought they strongly rejected this thought. Another 2 % disagreed to the thought doing a sum of 32 % of instructors who did non believe that the particular instructors are of any aid to the chief watercourse schoolroom instructors and with another 10 % of the instructors surveyed were undecided on the issue while a bulk of 58 % accepted the thought of which 34 % strongly felt that particular instructors are non of any aid to the chief watercourse schoolroom instructors, 24 % agreed. Last, to the inquiry as to whether resources for pupils with particular demands are limited in a chief watercourse schoolroom though inclusive instruction is of import, merely 2 % of the learning community thought they disagreed to the thought. Not surprisingly none of the interviewed instructors strongly rejected this thought that resources for pupils with particular demands are limited in a chief watercourse schoolroom. 10 % of the instructors surveyed were undecided on the issue while a bulk of 88 % accepted the thought of which 44 % strongly felt that resources for pupils with particular demands are limited in a chief watercourse schoolroom and another 44 % agreed.Table I: Teachers perceptual experiences towards inclusive instruction:The following tabular array summarizes the consequences of the questionnaire in a simpler format where the pro-inclusive thoughts are combined to give the per centums under the relevant rubric and the anti-inclusive thoughts are combined similarly to give the per centums under the relevant rubric. Those with unsure positions on the topic are besides tabulated. Part I Questions Pro-inclusive Impersonal Anti-inclusive Inclusive category suites help pupils with particular demands to execute academically better 87 % 12 % 1 % Integration of particular Students with particular demands into the regular community 70 % 22 % 8 % In order to achieve the maximal degree of inclusion, it is of import for pupils with particular demands to be portion of regular categories with back up support. 85 % 5 % 10 % The public presentation of chief watercourse pupils in regular categories are negatively affected by the presence of pupils with particular demands 65 % 10 % 25 % Inclusion category suites will insulate academically gifted pupils 75 % 22 % 3 % Inclusion plan in regular category suites will profit the academy pupils with particular demands. 90 % 1 % 9 % Education in chief watercourse categories is the right of the pupils with particular demands. 90 % 5 % 5 % Students with particular demands will non be labeled as ‘hopeless ‘ ‘stupid ‘ and ‘weird ‘ when placed in regular category suites 91 % 2 % 7 %Table-II: Collaboration between particular instruction and chief watercourse instructors:The following tabular array summarizes the consequences of the questionnaire Part II in a simpler format where the pro-collaborative thoughts are combined to give the per centums under the relevant rubric and the anti-collaborative thoughts are combined similarly to give the per centums under the relevant rubric. Those with unsure positions on the topic are besides tabulated. Part II Questions Pro-collaborative Impersonal Anti-collaborative Regular instructors and Particular demands instructors must work together in order to learn pupils with particular demands in inclusive category suites. 94 % 1 % 4 % Because of the expostulation from the chief watercourse schoolroom teachers the execution of Inclusive instruction is uneffective although it is a really good construct. 30 % 3 % 67 % The duty of chief watercourse category instructors towards pupils with particular demands is of at most importance. 78 % 1 % 21 % The presence of a particular instruction instructor in the regular category suites could raise troubles in finding who truly is responsible for the particular pupils 22 % 4 % 74 % Particular demands of the pupils are merely met by particular instruction instructors. 22 % 10 % 68 %Table-III: Schemes to better inclusive instructionThe following tabular array summarizes the consequences of the questionnaire Part III in a simpler format where the pro-improvement thoughts are combined to give the per centums under the relevant rubric and the anti-improvement thoughts are combined similarly to give the per centums under the relevant rubric. Those with unsure positions on the topic are besides tabulated. Part III Questions Pro-improvement Impersonal Anti-improvement Teachers of the chief watercourse schoolroom have the accomplishments and the preparation to learn and run into the demand particular demand pupils 75 % 2 % 23 % Particular needs pupils need excess aid and attending 95 % 0 % 5 % compared to the regular pupils there was more of disciplinary jobs with pupils of particular demands 92 % 4 % 4 % particular needs instructors are of really small aid to chief stream category room instructors. 58 % 10 % 32 % the resources for the pupils with particular demands in a chief watercourse category room are limited although inclusive instruction is of great of import, 88 % 10 % 2 % Testing hypothesis for inclusion instruction: The above information was analysed to prove the undermentioned hypothesis. In visible radiation of the antecedently published informations, a series of hypothesis were adapted and tested against the information obtained through this survey. The undermentioned hypotheses was tested: The hypothesis which was tested provinces that, â€Å" there is no important difference between male and female instructors in their attitudes towards the inclusion of particular need pupils in general instruction category suites † .Testing Hypothesis 1:Harmonizing to the first hypothesis we assume that, â€Å" there is no important difference between male and female instructors in their attitudes towards the inclusion of particular need pupils in general instruction category suites † . The consequence of the hypothesis is presented on table below: Among the pro-inclusive attitudes observed, the per centums of work forces and adult females who portion the same position are given in separate columns. Part I Questions Pro-inclusive Work force Womans Inclusive category suites help pupils with particular demands to execute academically better 87 % 37 % 63 % Integration of particular Students with particular demands into the regular community 70 % 22 % 78 % In order to achieve the maximal degree of inclusion, it is of import for pupils with particular demands to be portion of regular categories with back up support. 85 % 35 % 65 % The public presentation of chief watercourse pupils in regular categories are negatively affected by the presence of pupils with particular demands 65 % 25 % 75 % Inclusion category suites will insulate academically gifted pupils 75 % 22 % 78 % Inclusion plan in regular category suites will profit the academy pupils with particular demands 90 % 41 % 49 % Education in chief watercourse categories is the right of the pupils with particular demands. 90 % 45 % 55 % Students with particular demands will non be labeled as ‘hopeless ‘ ‘stupid ‘ and ‘weird ‘ when placed in regular category suites 91 % 32 % 68 % On being asked if they think that inclusive manner of instruction helps pupils with particular demands fare better academically, 85 % of instructors were positive towards the inquiry. The per centum of work forces and adult females who voted for inclusivity as a aid for particular instruction in footings of academic betterment in pupils with particular demands were 37 % work forces and 63 % adult females. As both genders are unevenly represented in the population, the per centums were controlled for based on representation. For the inquiry of whether they thought that the integrating of particular needs kids into the general pupil community would impact the regular pupils in any manner 70 % of the instructors surveyed disagreed of which 22 % were work forces while 78 % were adult females. To the inquiry of whether or non endorse up support must be given to kids with particular demands in the inclusive set up to accomplish the highest degree of inclusion, 85 % of the respondents stron gly believed that back up support must be given to accomplish the highest degree of inclusion of which 35 % were work forces and 65 % were adult females. On being asked if they thought that academically talented pupils will be isolated in an inclusive category apparatus, 75 % think that academically talented kids will non be isolated in inclusive category suites of which 22 % were work forces and 78 % were adult females. To the 5th inquiry as to whether the arrangement of kids with particular demands in regular category suites may impact the academic public presentation of chief watercourse pupils, 65 % of instructors thought that the arrangement of kids with particular demands in regular category suites will non impact the academic public presentation of chief watercourse pupils of which 25 % were work forces and 75 % were adult females. To the inquiry of whether kids with particular instruction demands will profit from inclusive instruction, 90 % of the instructors surveyed strongly accepted that kids with particular demands will profit of which 41 % were work forces and 49 % were adult females. On being asked if they thought that kids with particular academic demands have a right to chief watercourse instruction, 90 % of the instructors agreed of which 45 % were work forces and 55 % were adult females. To the last inquiry as to whether the arrangement of kids with particular demands in regular category suites may ensue in labeling of the chidren with particular demands as Wyrd, stupid or hopeless, and therefore dispute the end of inclusivity, a bulk of 91 % of instructors disagreed of which 32 % were work forces and 68 % were adult females. The consequences show that overall adult females seemed to possess more positive attitude than work forces towards inclusivity. Student ‘s t-test was performed on the values obtained and hypothesis one was proved untrue. Hence, there is considerable discrepancy between male and female instructors in their attitudes towards the inclusion of particular need pupils in general instruction category suites † . Statistical analysis of the trial consequences show that 32.37 % of positive attitude was shown by work forces towards inclusive instruction, with a standard divergence of +/-8.71 while 66.37 % was shown by adult females, with a standard divergence of +/-10.63. 2-tailed T-test was performed on the information obtained and the difference was important at 99 % assurance interval. Hence there is a important difference in the attitude of work forces and adult females towards the inclusion of particular need pupils in general instruction category suites. Part II Questions Pro-collaborative Work force Womans Regular instructors and Particular demands instructors must work together in order to learn pupils with particular demands in inclusive category suites. 94 % 46 % 54 % Because of the expostulation from the chief watercourse schoolroom teachers the execution of Inclusive instruction is uneffective although it is a really good construct. 30 % 67 % 33 % The duty of chief watercourse category instructors towards pupils with particular demands is of at most importance. 78 % 41 % 49 % The presence of a particular instruction instructor in the regular category suites could raise troubles in finding who truly is responsible for the particular pupils 22 % 74 % 26 % Particular demands of the pupils are merely met by particular instruction instructors. 22 % 90 % 10 % The consequence of gender on perceptual experiences of instructors from the US the corporate attempts between particular instruction and chief watercourse instructors in an inclusive schoolroom were studied. On being asked if they thought that particular instruction instructors and regular chief watercourse instructors must work together to learn kids with particular academic demands in inclusive category suites, 94 % of the instructors accepted this position of which 46 % were work forces and 54 % were adult females. Inclusive instruction is a good construct, but its executing is bootless due to expostulations from chief watercourse schoolroom instructors. To this inquiry as to whether the execution of inclusive instruction is uneffective due to expostulations from chief watercourse schoolroom instructors, 30 % of instructors did non believe that the execution of inclusive instruction is uneffective due to expostulations from chief watercourse schoolroom instructors of which 67 % were work forces and 33 % were adult females. To the 3rd inquiry as to whether or non chief watercourse instructors have a chief duty towards the kids with particular demands placed in their regular category suites, 78 % of instructors accepted this position of which 41 % were work forces and 49 % were adult females. On being asked if they thought that the presence of a particular instruction instructor in the regular category suites could raise troubles in finding who truly is responsible for the pupils with particular demands, 22 % of the instructors disagreed this position of which 74 % were work forces and 26 % were adult females. To the last inquiry as to whether or non a particular instruction teacher merely helps the kids with particular demands placed in the category suites, merely 34 % disagreed of which 90 % were work forces and 10 % were adult females. Statistical analysis of the trial consequences show that 63.6 % of positive attitude was shown by work forces towards inclusive instruction, with a standard divergence of +/-20.23 while 34.4 % was shown by adult females, with a standard divergence of +/-17.78. A 2-tailed T-test was performed on the information obtained and the difference was non important at 95 % assurance interval. Hence there is no notable alteration in the attitude of work forces and adult females towards collaborative attempts required towards the execution of particular instruction in a manner that helps recognize its end. Part III Questions Pro-improvement Work force Womans Teachers of the chief watercourse schoolroom have the accomplishments and the preparation to learn and run into the demand particular demand pupils 75 % 48 58 % Particular needs pupils need excess aid and attending 95 % 45 % 55 % compared to the regular pupils there was more of disciplinary jobs with pupils of particular demands 92 % 54 % 46 % Particular needs instructors are of really small aid to chief stream category room instructors. 58 % 39 % 61 % the resources for the pupils with particular demands in a chief watercourse category room are limited although inclusive instruction is of great of import, 88 % 52 % 48 % The hypothesis was tested to see the consequence of the gender of the learning module on some of the issues that needs the attending of the people involved in carry throughing inclusive particular instruction plans. To the first inquiry as to whether or non chief watercourse instruction instructors possess the preparation and the accomplishments to assist the kids with particular demands placed in the category suites, a bulk of 75 % did non prefer the thought of which 42 % were work forces and 58 % were adult females. On being asked if they thought that kids with particular demands required excess aid and attending in regular category suites, 95 % of the instructors strongly accepted this position of which 45 % were work forces and 55 % were adult females. To the inquiry og whether or non kids with particular demands in the inclusive set up to perpetrate more disciplinary jobs when compared to regular pupils, 92 % of the respondents accepted this position of which 54 % were work forces and 46 % were adult females. Particular instructors are non of any aid to the chief watercourse schoolroom instructor. To this inquiry as to whether the particular instructors are of any aid to the chief watercourse schoolroom instructor, 58 % accepted the thought of which 39 % were work forces and 51 % were adult females. Last, to the inquiry as to whether resources for pupils with particular demands are limited in a chief watercourse schoolroom though inclusive instruction is of import, a bulk of 88 % accepted the thought of which 52 % were work forces and 48 % were adult females. Statistical analysis of the trial consequences show that 46.4 % of positive attitude was shown by work forces towards inclusive instruction, with a standard divergence of +/-6.42 while 51.6 % was shown by adult females, with a standard divergence of +/-6.26. 2-tailed T-test was performed on the information obtained and the difference was non important at 95 % assurance interval. Hence there is no notable alteration in the attitude of work forces and adult females towards betterments necessary in particular instruction. Based on the survey consequences, in general, the instructors had a positive attack towards the inclusive theoretical account of instruction, a positive attack towards a collaborative attempt to assist make the ultimate end of inclusion and a positive attack towards the attempts to better the inclusive programme. Further the survey tested the hypothesis of gender prejudice in credence of the inclusive plan among instructors and found that adult females were more accepting towards the inclusion of kids with particular demands and hence the end of the plan than work forces. The information was important at the 99 % assurance interval. Interestingly work forces were more positive for collaborative attempts than they were for inclusion as a whole although the information was non important at the 95 % assurance interval. Both work forces and adult females were positive about the demand for betterments in the field and there was no important difference in their attitudes based on the tool used. Restrictions of the survey: The sample size is excessively little and therefore non representative of all the schools in the United States. The Numberss of work forces and adult females campaigners interviewed are non the same and therefore the survey might hold been more colored towards the position of adult females than work forces. Further surveies with an hypertrophied sample drawn from all the provinces are needed to make to the decisions that can be said as true to the full instruction population of the United States. This survey should besides separate instructors ‘ attitudes towards the inclusion of different types of particular instruction demands, which are thought to represent an of import parametric quantity. The information must farther be linked to attitudinal tonss that link teacher attitude to either learning effectivity or to pupil results which is yet to be explored.

Censor: regulating the digital environment is difficult and challenging Essay

Bill Hastings, the chief censor, has set forth to propose changes and modifications on the current law that regulates access to and content of video games and movies being marketed and shown to the public. Hastings went forward to ask for the support of Richard Worth, the minister of Internal Affairs in order to expand the coverage and implementation of regulation laws on video games and movies. The decision and advocacy of Hastings to modify laws on regulations of digital contents were based on his belief that current laws are superseded and do not apply to the changing dynamics of digital content. Hastings has acknowledged the exponential development of technology and digital content stating that their continuing advancement should be the same reason why regulation laws should also be adjusted. The thoughts and ideas presented by Hastings relate to the issues of evaluating and controlling technology and digital content. It is true the continuous development of technology makes it difficult to implement laws that evaluate and regulate them. With the passage of time, technology and digital content changes and transforms straying away from the authority and influence of laws that are rigid and inflexible. For these reasons, with the growth and expansion of technology, laws should also be constantly evaluated and adjusted in order for judicial branches and institutions to strictly implement sound regulations consistently and appropriately. This issue is worthy of society’s attention because it relates to the kind of digital content that the public is able to access. With various issues dug up on the certain outcomes of unregulated technology, such as pornography, piracy, adaptation of violent tendencies, exploitation, harassment, etc., society must be made aware of the need for the establishment and implementation or proper regulation laws. NZPA. (2009). Censor Wants to Regulate Online Games. Retrieved 18 Jul 2009, from Television New Zealand Limited. Website: http://tvnz. co. nz/technology-news/censor-wants-regulate-online-games-2465707 A Failure: The Vulnerability of Computer Technology to Hacking Kilgannon and Cohen, correspondents for the New York Times, have covered a Cyberwar games at West Point in New York. Among the contenders were the brilliant computer science and information technology students from various intelligence and security groups and institutions including West Point, the Merchant Marine, Naval Postgraduate School, Air Force Institute of Technology, and so on. The objective of the game was to counteract the cyber threats and challenges from the National Security Agency. Ostensibly, the aforementioned agencies decided to conduct a Cyberwar game as a means to increase their awareness and vigilance towards hacking. In addition, it was the Agency and Defense Department’s scheme in order to identify the most knowledgeable and skilled students and individuals from aforementioned security and intelligence groups and recruit them to boost the resources for national security. The strong campaign of the National Security Agency and Defense Department to go to great lengths in order to increase awareness and preparedness against hacking is a glaring evidence of the risks and threats involved in utilizing computer technology to secure national intelligence and safety. As stated by Kilgannon and Cohen (2009), the game was â€Å"Part of the Pentagon’s effort to increase the military’s capabilities. † The practices and precautions taken by the security, intelligence, and defense agencies in the United States only mean that the pitfalls of computer technology are imminent. The news may be considered a warning and reminder to society about the risks, threats, drawbacks, and problems involved with computer technology. It is a caution against the recording of personal information online since the vulnerability of computer technology to hacking makes it and the Internet unsafe mediums for communication. Kilhannon, C. and Cohen, N. (2009). Cadets Trade the Trenches for Firewalls. Retrieved 18 Jul 2009, from The New York Times Company. Website: http://www. nytimes. com/2009/05/11/technology/11cybergames. html? _r=1 Computer Technology Fails to Secure Cyberspace from Breaches In January, the National Security Agency has revealed a list containing numerous erroneous codes and sequences that would pave the way for security breaches. According to the Agency, there are various possibilities that would lead to security breaches and one of them is leaving systems vulnerable to external attacks and interventions. As the Chief Technology Officer from Veracode, Chris Wysopal said that the softwares being installed in computers should be thoroughly checked and assessed taking note of the existence of the codes and sequences written on the list. Prior to the reproduction of the softwares for computers, the codes and sequences, that proves to be dangers to the security of the system should be cancelled out. Just as the Cyberwar games conducted at West Point imply the vulnerability of computer technology to hacking, the existence and identification of dangerous codes that become the source of security breaches prove the precarious nature of the computer as a system. Apparently, the installation of security applications or softwares with protective features are not adequate in order to ensure that the information being sent and received by users are secure and that their privacy is valued and protected. The inability of computer technology to ensure safety and security is a huge error and failure. With the exponential advancement of technology, security and hacking softwares, programs, and schemes will always cancel out each other leaving the computer a technology that is always open to risks and threats. Once again, this is a warning to society about the dangers of computer technology. Being a technological tool that continuously evolves, people should realize that there will always be security and privacy risks and threats involved with the use of the computer. BBC. (2009). Dangerous Coding Errors Revealed. Retrieved 18 Jul 2009, from BBC. Website: http://news. bbc. co. uk/2/hi/technology/7824939. stm.

Muet Speaking †Question ; Answer Essay Essays

Muet Speaking – Question ; Answer Essay Essays Muet Speaking – Question ; Answer Essay Essay Muet Speaking – Question ; Answer Essay Essay Try non to handle or believe of MUET as a chilling trial. However. don’t under estimation the readying. clip and attempt required for this trial either. If you have friends or schoolmates who have taken the trial. inquire them about it. You’ll likely get many many different types of replies. â€Å"OMG! It’s tough! † or â€Å"Actually. its non that difficult. † Their experiences may change depending on the sum of readying done every bit good as their background in English. Well. MUET is a trial. So. you have to set some attempt and clip into fixing for it. Many pupils inquire me all the clip. â€Å"How many hours do I have to analyze? † Then. I would inquire in return. â€Å"What’s your mark set mark? Band 6? 5? 4? 3? † If you know that you need Band 3 to prosecute and go on your surveies in Business Management. Marketing. Histories etc. and you’re non really confident about your English proficiency and ability. so. be prepared to work on it. If you know that you need Band 4 or 5 to prosecute your instruction in Law. Pharmacy. Medicine etc. so. be prepared to work really hard. The clip and attempt that you put into fixing for MUET besides ensures that you won’t struggle with English when you are prosecuting your grade or Master’s. Imagine the defeat of fighting with English words. vocabulary etc. It makes analyzing your class boring and disputing. You should be seeking to understand the constructs and thoughts of your class instead than waste clip on looking up about every individual word in your text book. Ok. so one time you’re mentally prepared to work hard on acquiring your mark set mark for MUET. What should you make? Tip # 1 Check out the construction and format of the trial. Get your custodies on theoretical account trial documents or past twelvemonth documents. You can obtain this easy from the bookshop or from your MUET coach. How many papers/components do you hold to take? How many inquiries? What type of inquiries? How much clip do you hold to finish the trial? Tip # 2 Prepare a program of action When do you necessitate to take the trial? When do you necessitate to subject your consequences to your university? You need to make up ones mind and pull up a timeline or agenda. If its July now and MUET is in October/November. inquire yourself. how much clip would you hold to apportion to MUET readying for the following 3 months or 12 hebdomads? 3 times a hebdomad. 2 hours a twenty-four hours? Self-study? Form a survey group? Join a category? I would propose all three. Tip # 3 Practice. pattern. pattern Yes. its merely that simple. However. easier said than done. You need to pull off you clip and motive degree. How severely do you desire this? Think about the effects. If you don’t acquire the set you need. what happens? You truly want to prosecute third instruction or in some instances. alumnus from university. Then. pattern. pattern. pattern. After go toing Sessionss with your MUET coach and survey group. do the followers. Practice Speaking. Get MUET talking inquiries and imitate the trial. Speak to yourself. Feign you are in the trial. Visualize the trial scenario. This is the best manner to forestall traveling clean. terror in the REAL speech production trial session. Practice Reading. Its of import to try theoretical account inquiries. You need to pattern skimming and scanning for replies. You need to cognize that you can complete the 45 inquiries in 90 proceedingss. Practice Listening. When trying the listening trial. DON’T listen to every individual word of the recording. You need to larn the techniques of listening for significance and effect. That takes pattern. If you are fighting to spell words. don’t desperation. merely pattern even more. Practice Writing. Yes. the inquiries that have appeared in past twelvemonth documents will non come out once more. And how likely are you able to foretell the inquiries for authorship. So. what should you make? You need to pattern showing your ideas. positions. sentiment. thoughts in composing on paper. in the most consistent mode and with suited vocabulary. This. takes pattern. Tip # 4 Read. read. read What should you read? Be smart about it. What sort of subjects are you likely to acquire in your trial. Read articles that are relevant to those. Do you cognize about Plastic surgery? Social jobs? Crime rates? Crime bar? ICT updates? Work related emphasis? Not much? Then read about them. Read on-line magazines. newspapers. good quality web logs. articles from English linguistic communication web sites. Salvage them. e-mail to your friends. portion and exchange articles. Tip # 5 Vocabulary. vocabulary. vocabulary Get a good academic workbook and work on it. Academic vocabulary which is required for MUET is different from normal mundane English. I’ve uploaded a vocabulary workbook on my web log. Download the pdf file. acquire it printed and complete it.

What You Must Bring to the ACT on Test Day

What You Must Bring to the ACT on Test Day SAT / ACT Prep Online Guides and Tips Picture this: you’ve studied for months, you confidently sit down to your ACT test booklet, and on the first question your pencil breaks! You can’t ask anyone around you for a pencil since the test has already started. What do you do? Luckily, this disastrous scenario won’t happen to you.In this guide,we'll look at what you need to bring to the ACT, some extra materials that could be helpful, and what you should leave behind when you head out the door. After reading this, you'll know all the things you need to bring on test day so your ACT testing experience can run as smoothly as possible. What to Bring to the ACT: The 4 Essentials We'll start by looking at the most important items tobring with you on ACT test day. You absolutely mustbring these things. In fact, without them, you likely won't be able to take the ACT! #1: Printed Admission Ticket First and foremost, you need to bring a paper copy of your ACT admission ticket.Images of your ticket on your cell phone or another device will not be accepted. Log into your ACT account to print out your ticket. Without your ticket, you will be unable to enter the testing center and sit for the ACT. So make sure you print it out and get it ready ahead of time! #2: Photo ID Like your admission ticket,photo ID is required to check in for the ACT.Your full name on your ID should match the name you registered with. In addition, your ID picture should clearly resemble the picture of yourself you uploaded during registration (so wait on any drastic hair-color changes until after test day). Acceptable forms of ID include the following: Current official school ID Driver’s license Passport If you don’t have any of these forms of ID, you can also have a school official or notary fill out this official ACT Identification Letter Form. If you’re participating in ACT Talent Search, you should also present your talent search identification letter. Unacceptable forms of ID include the following: Birth certificate Credit cards Employee ID Learner’s permit Social security card Even if your test administrator is a family friend or a teacher you’ve had since your freshman year, personal recognition won’t cut it.You must have an ID as well as your admission ticket. Go to the official ACT website tosee the full list of unacceptable forms of ID. #3: At Least Two #2 Pencils and an Eraser Since the ACT is a paper test, you obviously need something to write with! This is why it's important to bring at least two #2 pencils and an eraser (so you can erase any answers you think are wrong). Mechanical pencils, pens, highlighters, liquid paper, and any other writing utensil will not be accepted, not even for the Writing (essay) section. Don’t get stuck in the nightmare scenario described at the beginning of this article- bring at least two pencils! #4: A Permitted Calculator You're allowed to use a calculator on the Math section; however, your calculator must be a type that's permitted by ACT, Inc. Most four-function, scientific, and graphing calculators are allowed, with certain restrictions. For more info, read our expert tips on all the uses and limitations of your calculator. As long as you have these four items- your printed admission ticket, your photo ID, #2 pencils, and a permitted calculator- you should have no problem getting into and making it through the ACT. Other Things to Bring on ACT Test Day Below are some other items that might come in handy as you take this long and important test: Extra #2 pencils and a handheld pencil sharpener:By bringing backup pencils, you won’t have to worry about any of them breaking or wearing down during the test. This is especially important if you’re taking the ACT with Writing and will be writing out an entire essay. Extra batteries for your calculator:Just as you need to ensure you have working pencils, you also don’t want to be left with a dead calculator. It’s a good idea to put in new batteries the day before the ACT and to make sure your calculator is working normally. Drinks and snacks for your breaks:You are not allowed to eat and drink within the testing room, but a drink and snacks are a great way to energize you during your breaks. The ACT is a long test, and you definitely don’t want to be distracted by thirst and hunger for hours! A watch with no noises or audible alarms:A watch might be a good way to help you keep track of time as you work through the sections. If it’s too distracting or anxiety-producing for you, though, feel free to leave it at home. A sweater or light jacket:You can't predict whether the testing room will be hot or cold, so it's a good idea to bring an easily removable layer, such as a sweater or jacket. This way you won't get stressed out about the temperature and can focus entirely on the test. Stick to the things on the above two lists and you should be all set to take the ACT! But what should you notbring on test day? Read on to find out. No phones from any decade allowed. What Not to Bring on ACT Test Day Here are some items explicitly prohibited on test day, though you really don’t have any need to bring anything that hasn’t already been mentioned. First off, you can't bring inany technology besides your calculator- especially anything with communication or recording capabilities.This includes cell phones, laptops, tablets, and cameras. Security is high at ACT test centers, and any signs of potential cheating could come under investigation and make it into the news (as you can see from these high-profile SAT scandals). Bringing in these things could have devastating consequences: you could get kickedout, have your scores canceled, and destroy your chances of college admission. If you must bring your cell phone, turn it off before the test begins.Should it make even one beep sound, though, your phone will be confiscated and your test will be immediately canceled. Secondly, avoid bringing notes, textbooks, dictionaries, translators, or any additional papers. You can’t bring in "cheat sheets," reading materials, or any notes beyond the test booklet given to you. Finally, don't bringany writing utensil that’s not a #2 pencil.You can't use pens on the test, so leave those at home! Now that you know exactly what to bring and what to leave at home on test day, how can you best prepare yourself to take the ACT? Tips for Getting Ready for ACT Test Day Just as you prepared for what’s on the ACT, you'll also benefit from preparing for all the logistics of test taking. Do the following before test day, and you'll feel completely ready for the ACT: Get everything you need for the test gathered and packed away in your backpack the day before.All of your prep would count for nothing if you didn’t get into the test or have the right pencils to use on the bubble sheets! As obvious as this might be, you will still appreciate having your backpack pre-packed as you’re getting ready the morning of the ACT. Print a couple copies of your admission ticket,just to have an extra as backup. Don’t leave this to the last minute, as printers can break. In fact, it might be better to rely on your school or local library for printing resources. Eat breakfast,bring a drink and snacks, and do any other routines/exercises that help you cope with stress. Your physical health can have a huge impact on your mental and emotional health, so don’t neglect it leading up to test day (or in general!). To repeat it one more time, don’t bring your cell phone to the ACT test. Even if you’re confident it’s on silent mode, it’s definitely not worth the risk of having your scores canceled. Absolutely no cell phones are allowed in the testing room. Finally, make a checklist and double-check that you have everything you need before leaving for the test. By making sure you’re well prepared, you'll have as easy and relaxing a morning as possible before the ACT and can focus all your attention and energy on performing your best! What’s Next? It sounds like you're taking the ACT soon. Time management is important on the ACT. While you might have the vocab and math concepts down pat, you also have to be able to work quickly and strategically to get a strong score. Check out our expert strategies on how to manage your time on the ACT. Another important ACT strategy is knowing how and when to guess on certain questions.Read about the top mistakes students make so you can avoid making them yourself! To truly prep effectively, you have to know what your goals are. Learn all about what makes a good ACT score, a bad score, and an excellent score, and figure out what your target scores are. When do ACT scores come out?Find out so you don't freak out about when they're released! We hope you don't have to take the ACT again, but when you get your scores back, you might have to. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

Marketing Week 4 Discussion Assignment Example | Topics and Well Written Essays - 250 words

Marketing Week 4 Discussion - Assignment Example These are the fact that technology helps in providing computer-based clinical decision support systems, computer-based clinical protocols, and enhancement of electronic patient record systems and computer networks. Meanwhile, all these computer-based and electronic based systems of undertaking day to day processes within the health care sector have been guaranteed for effectiveness and efficiency (Morrisey, 2007). In a recent study, Koplan, Liverman and Kraak (2005) collected data on the weaknesses of paper based patient record and general health care delivery from 50 different health workers. The result of this study showed that there were as many as six (6) key weaknesses that paper based patient record present. These are lack of completeness, inaccuracies, lack of uniformity, slow transmission, lack of backup, and sheer physical volume (Morrisey, 2007). Meanwhile, using technology based systems helps in addressing all these issues in a single domain. Among the 50 respondents, the following results were produced as the worse affecting circumstances of absence of