ACT School Codes and College Codes for Score Reports

ACT School Codes and College Codes for Score Reports SAT / ACT Prep Online Guides and Tips Have you taken the ACT or will you be taking it in the future?If so, you may have heard of ACT college and school codes. These codes are used to ensure that your ACT scores get sent to the proper school. Read on to learn everything you need to know about them. What Are ACT College and School Codes? ACT college codes are four-digit codes used to differentiate between different schools.Each college and university in the United States has its own unique ACT code.ACT, Inc., the company that creates and distributes the ACT, uses these codes as a way to reduce miscommunication and ensure that student ACT scores are sent to the correct schools. What Are ACT College and School Codes Used For? ACT college codes are used by ACT, Inc. to make sending official ACT score reports to universities easier and more accurate.When you register for the ACT, you have the option of sending your official scores to up to 4 colleges for free. Sending your ACT scores to a school lets them know you are interested in them. If you decide to apply to a school you sent your ACT scores to, those scores can be used as part of your application.The ACT school codes make it simple for you to choose which schools you’d like your scores to be sent to and minimizes the possibility of confusion there might be if you wrote or typed out school names. For example, if you wrote â€Å"Texas University† as one of the schools you’d like your scores to be sent to, ACT, Inc. wouldn’t know if you wanted your score sent to University of Texas at Austin, Texas AM University, or a different school entirely.ACT college codes help prevent this type of confusion. If you are sending SAT scores to schools, be aware that you cannot use ACT codes to do this.The SAT has its own list of college codes. ACT codes help reduce confusion when you choose which schools to send your scores to Where Can You Find ACT College and School Codes? While registering online for the ACT,there will be a section for you to enter up to 4 different school codes.When registering, you can search by code number if you already know the ones you need, or you can search for the names of the schools you’d like your scores to be sent to, and when you select them their school code will be automatically filled in on the registration form (see the screenshot below). If you’d like to look at the school codes before registering for the ACT or send your scores to more schools after taking the test, you can also search for ACT school codesand see the complete list of codes. If you’d like to send your scores to more schools after you receive your ACT scores, you can do so by calling, mailing, or submitting a request online.You do not need to have any codes memorized on the day of the ACT. That's one less thing to worry about! Note that while you can send your ACT scores to up to four schools when you register for the test, after those four schoolsthere is a charge (usually $12) for each additional school you choose to send your scores to. Summary ACT college and school codes are used to make sending your score reports to colleges easier and less confusing. ACT, Inc. has assigned each college and university in the United States a unique four-digit code. You will pick up to four schools you'd like your scores to be sent to when you register for the ACT, and you can also send additional score reports after you take the test. If you also want to send SAT scores to schools, you'll need to use a different set of codes. What's Next? Trying to get a high ACT score?Of course you are! We have a list of 21 tips to help you raise your ACT score! Wondering how you should study for the ACT? We've compiled a list of the best ACT prep websites that you should be using. What other information is important to know before taking the ACT?Check out our guide on the ACT rules you need to know before taking the exam. 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. Have friends who also need help with test prep? Share this article! Tweet Christine Sarikas About the Author Christine graduated from Michigan State University with degrees in Environmental Biology and Geography and received her Master's from Duke University. In high school she scored in the 99th percentile on the SAT and was named a National Merit Finalist. She has taught English and biology in several countries. 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Meaning and History of the Term Robber Baron

Meaning and History of the Term Robber Baron Robber Baron was a term applied to a businessman in the 19th century who engaged in unethical and monopolistic practices, utilized corrupt  political influence, faced almost no business regulation, and amassed enormous wealth. The term itself was not coined in the 1800s, but actually dated back centuries It was originally applied to noblemen in the Middle Ages who functioned as feudal warlords and were literally â€Å"robber barons.† In the 1870s the term began to be used to describe business tycoons, and the usage persisted throughout the rest of the 19th century. The late 1800s and the first decade of the 20th century are sometimes referred to as an age of robber barons. The Rise of Robber Barons As the United States transformed into an industrial society with little regulation of business, it was possible for small numbers of men to dominate crucial industries. Conditions which favored vast accumulations of wealth included the extensive natural resources being discovered as the country expanded, the enormous potential workforce of immigrants arriving in the country, and the general acceleration of business in the years following the Civil War. Railroad builders, in particular, needing political influence to build their railways, became adept at influencing politicians through the use of lobbyists, or in some cases, outright bribery. In the public mind, robber barons were often associated with political corruption. The concept of laissez faire capitalism, which dictated no government regulation of business, was promoted.  Facing few  impediments to creating  monopolies, engaging in  shady stock trading practices,  or exploiting workers, some individuals made enormous fortunes. Examples of Robber Barons As the term robber baron came into common usage, it was often applied to a small group of men. Notable examples were: Cornelius Vanderbilt, owner of steamship lines and railroads.Andrew Carnegie, steel manufacturer.J.P. Morgan, financier, and banker.John D. Rockefeller, founder of Standard Oil.Jay Gould, Wall Street trader.Jim  Fisk, Wall Street trader.Russell Sage, financier. The men who were called robber barons were often  portrayed in a positive light, as â€Å"self-made men† who had helped build the nation and in the process created many jobs for American workers. However, the public mood turned against them in the late 19th century. Criticism from newspapers and social critics began to find an audience. And American workers began to organize in great numbers as the labor movement accelerated. Events in labor history, such as the Homestead Strike and the Pullman Strike, intensified public resentment toward the wealthy. The conditions of workers, when contrasted with the lavish lifestyles of millionaire industrialists, created widespread resentment. Even other businessmen felt exploited by monopolistic practices as it was virtually impossible to compete in some fields. Common citizens became aware that monopolists could more easily exploit workers. There was even a public backlash against the lavish displays of wealth often exhibited by the very wealthy of the age. Critics noted the concentration of wealth as evil or weakness of society, and satirists, such as Mark Twain, derided the showiness of the robber barons as â€Å"the Gilded Age.† In the 1880s journalists such as Nellie Bly performed pioneering work exposing the practices of unscrupulous businessmen. And Blys newspaper, Joseph Pulitzers New York World, positioned itself as the newspaper of the people and often criticized wealthy businessmen. In 1894 the protest march by Coxeys Army drew enormous publicity to a group of protesters who often spoke out against a wealthy ruling class that exploited workers. And the pioneering photojournalist Jacob Riis, in his classic book How the Other Half Lives, helped to highlight the great gap between the wealthy and the suffering poor in New York Citys slum neighborhoods. Legislation Aimed at Robber Barons The public’s increasingly negative view of trusts, or monopolies, transformed into legislation with the passage of the Sherman Anti-Trust Act in 1890. The law did not end the reign of robber barons, but it signaled that the era of unregulated business would be coming to an end. Over time, many of the practices of the robber barons would become illegal as further legislation sought to ensure  fairness in  American business. Sources: The Robber Barons.  Development of the Industrial U.S. Reference Library, edited by Sonia G. Benson, et al., vol. 1: Almanac, UXL, 2006, pp. 84-99. Robber Barons.  Gale Encyclopedia of U.S. Economic History, edited by Thomas Carson and Mary Bonk, vol. 2, Gale, 2000, pp. 879-880.

Sweatshops Essay Example | Topics and Well Written Essays - 750 words - 1

Sweatshops - Essay Example Out-of-date facilities and poor labor education often lead to workers being injured. In turn, employers rarely provide health insurance, and the burden of recovery expenses lies entirely on the employee. Lethal cases are also frequent. Thus, over 400 were buried alive after an apparel factory collapsed in Dhaka in May 2013 (Kazmin). Secondly, since the poorer countries are dependent on the foreign cash inflows, huge multinational corporations can satisfy their selfish motifs deriving the most benefit out of the host country. As far as the third-world countries share similarly appalling economic conditions, it gives companies the scope to choose the location of their plant. To win a tough competition, governments and local authorities have to draw the attention of the organizations offering greater financial benefits. Unfortunately, fundamental laborer’s rights, such as a minimum salary and adequate workload are often neglected, and employees get unfairly exploited. Some of the most ludicrous concessions may even include unlimited tax holidays. Additionally, the firms do not bring technology that the local population could take advantage of. The deficit of education mixed with the lack of skill conduces to a situation where no economic growth is possible. Furthermore, employing nearly 165 million children worldwide, sweatshops have a detrimental impact on education. For instance, four in every five Bangladeshi kids aged 10 and below attend school. However, of those employed only 20% are capable of combining work with classes (Salmon). The lack of education limits a person’s further employment opportunities and enables only to be a worker qualified enough for a sweatshop, where mainly low-skilled work is performed. Superficially, it may seem that sweatshops help to resolve the issue of unemployment in the absence of better alternatives, but digging deeper, one realizes that they only launch the vicious

MANAGING PROFESSIONAL DEVELOPMENT Essay Example | Topics and Well Written Essays - 2500 words

MANAGING PROFESSIONAL DEVELOPMENT - Essay Example ersonal styles. My own results from taking the inventory report that my strengths lie mostly in musical, existential and intrapersonal intelligences, as I got a perfect score on these sections. Next to these, I scored 90 in Kinesthetic and Verbal intelligences, followed by a score of 70 in naturalist, interpersonal and visual intelligences. I scored lowest in logical intelligence, garnering a score of 60. VARK Test VARK stands for Visual, Aural, Read/Write and Kinesthetic learning styles. It is an online questionnaire that asks 16 questions to measure which reflects the learning style of the test-taker. VISUAL- learners who would like to  see it on the whiteboard, flip charts, walls, graphics, pictures, colour. AUDITORY-learners who would like to sit back and listen. ... Team roles improve self-knowledge and understanding among individuals and teams. They also depict a current behavioral pattern at a certain point in a person’s life. Preferences are not fixed, since many factors can influence behavior, whether a new job, promotion or circumstances outside work. My Belbin Test Results Preferred Roles: Teamworker Manageable Roles: Resource Investigator/ Plant Least Preferred Roles: Shaper MBTI (Myers-Briggs test) This theory measures psychological preferences in how people perceive the world and make decisions. The preferences indicate the differences in people based on the following: How they focus their attention or get their energy (Extraversion or Introversion) How they perceive or take in information (Sensing or Intuition) How they prefer to make decisions (Thinking or Feeling) How they orient themselves to the external world (Judgment or Perception) Myer-Briggs Test Result: ESFJ & ENFJ Self-Assessments Self-assessments are effective ways f or individuals to evaluate themselves to see how far they have come in terms of progress in one area or another and to know their strengths and weaknesses. Self-assessments can come in various forms. Some are simple reflective practices while others entail taking some tests. Self-assessments, including those done by practitioners in clinical environments are truly helpful in one’s learning and professional development as individuals who assess themselves either through reflective practice or test-taking, find ways to be better learners. This begins with the realization that they need to improve on the weaknesses reflected in the assessment as well as honing the

Human behavior Essay Example for Free

Human behavior Essay Behavior of individuals in various settings is at times very difficult due to ethical constraints. This includes the investigation of why people take risks or gamble with their decision making processes. However, it is quite interesting to note that on situations which are not so threatening for individuals, it is apparent that people typically take risks in picking their options or when making their final choice. The following shows available data on human motivation and the theories surrounding the topic. Risk taking is defined as engaging in any activity with an uncertain outcome, as one scholar puts it. Theories of Motivation on Risk Taking Different theories describe and explain risk taking and why human beings are motivated to pursue or engage in activities or behavior that put their lives in much danger or create an element of risk of whatever form. The following are taken from current literature in the field of human behavior analysis. 1. Psychoanalytic or Psychodynamic Theory. Following the tradition of Freud, human motivation to take risks is taken from the basic understanding that when people feel fear in a certain situation or occasion, it is not good to overcome that fear. Freudian theory condemns outrightly risk taking as plain insanity. It reasons that to risk man’s very life has no warrant at all. It is nonsense. In other important spheres of life, however, to risk is inevitable and deemed necessary. There are many successful people in the business world who are known as risk takers (Llewellyn, 2003). They succeed, in fact, because of this unique attitude in them which is considered foolhardy in other realms. While it is true that life is the most precious commodity a man could ever possess, and to risk it is foolishness, it is equally true that not to risk at all in other areas means cowardice and immobility. Psychoanalysts even treat risk-taking behavior as a symptom of â€Å"a diseased mind. † Because for them, life is not to be gambled, therefore, it is insanity when someone chooses bungee-jumping as his/her sport (Llewellyn, 2003). 2. The Evolutionary Theory. Evolutionary theory explained man’s adventurous nature as simply an expression of his primal instincts (Llewellyn, 2003). Assuming that Darwin’s theory is correct, that man evolved from apes like common animal, a human early in the evolutionary process had to fight for his life to survive. This survival nature, according to this theory, is retained in modern man’s genetic make up (Llewellyn, 2003). This is the reason why even those people in the elite echelon of society choose to use their favorite sport like riding a dirigible as their campaign tool to promote their business. The problem with this theory is that it has remained to be unproven and lacking in evidences as yet. Humans are not proven to have descended from apes. 3. Contemporary Theories a. Extroversion and Introversion Personality theories contend that this two broad scope of personality traits capture the individual’s propensity towards behaving in certain ways. Extroversion helps explain why some people tend to be outgoing and hence, the greater the probability to engage in risky decisions (Llewellyn, 2003). b. Emotional Stability and Neuroticism This is another of the Contemporary theories that shed light on traits that remain stable over a period of time, clearly indicating which may best describe an individual and what differs him/her from another. Emotionally stable people, as those who posit on this model, may take risks but have taken many things to great lengths in order to get the best possible option or alternative (Llewellyn, 2003). Conversely, people who are more on the neuroticism side manifest the greater tendency to take risks without much weighing on the consequences. The tendency to be impulsive is to a higher degree present in individuals under this category. 4. Eysenck and Costa and McCrae’s model These two theorists added their own version to the array of personality theories. The former has the Psychoticism versus Humaneness dimension while the latter two theorists added three dimensions: Openness to Experience, Conscientiousness, and Agreeableness. The main argument against these classifications is its narrowness in explaining and categorizing the complexities that make human behavior (Llewellyn, 2003). While they help explore different behaviors or attitudes, there are more that remained unexplained. Until now, certain serial killers or murderers, defy the above mentioned explanations of human behavior. 5. The Zuckerman ‘Sensation Seeking Trait’ Although an expansion on one of the features of Psychoticism and Humaneness model, Sensation Seeking helps also explain the differences between individuals. There are people who do have a higher degree of this trait; like more men seek sensation-enhancing-experiences or â€Å"venturesome† traits, while others have very minimal of this trait. This is what Zuckerman refers to in his Sensation seeking trait theory. What other experts consider as this theory’s limitation is embedded in the matter of other personality traits’ influence on risk taking behavior other than this trait by itself. Studies reveal that the psychological profiles of risk takers are diverse and the universality of this trait is still further being investigated (Llewellyn, 2003). Risk taking is a fascinating area of interest for many students of human behavior. When explored through the eyes of a Psychoanalyst, the subject becomes even more intriguing because Freudian understanding possesses an attractive alternative to the more cognitive way of assessing risk taking behavior. When the subject of evolutionary psychology of explaining risk taking behavior is concerned, it contains a ring of truth in it that many today are convinced of its manner of explaining behavior. Instinct is still a potent facet in behavior that cannot be eradicated from the study of behavior of humans (Llewellyn, 2003). When people are confronted with the distinctiveness of the human personality, the dimensions are almost unlimited; some experts opt for the multi-dimensional method while others choose the narrow and concise way. All of these approaches have their strengths and weaknesses; degree of breadth and limitations. However, they are good and profitable for jumpstarting further explorations into the human psyche and its accompanying expressions. Reference: 1. Llewellyn, David J. 2003. The Psychology of Risk Taking. Accessed in www. risktaking. co. uk.

The Fatal Jet Ski Ride :: Memoir Essays

The Fatal Jet Ski Ride Walking down the cold, white, hospital hall, my mind was racing a million miles an hour. How could she be dead? Two people in two days...what are the chances? We rounded the corner, my cousin Daniele holding on to me as hard as she could, me gripping her arm to keep myself in pace. There she was, Pam Doan, her body I should say, lying there under that white sheet. Pam, was my cousin's best friend, and mine too, for the fourteen days I'd been there. Two weeks earlier I had arranged for my boyfriend, Charles, to come pick me up and take me back with him to Bridgeport, Nebraska to stay with my Aunt Annie, Uncle Gaylen and my cousins Casey, 18 and Daniele, 15. I arrived there June 23rd, 2002, the day after my 17th birthday. The first few days consisted of Daniele teaching me how to drive her car, seeing how I didn't have one of my own there, and she couldn't drive yet. I had never driven a stick shift before, and it was a pretty comical experience for the both of us. But once I had mastered it, we drove all over that little town. Just Daniele, Pam and I. Pam was 17 also, looking forward to her 18th birthday in November. Our days started routinely. Daniele and I getting up and showering, convincing her dad to take the boat out to the town lakes so we could go tubing and water skiing. Meeting Pam out there and the three of us spending all day in our swimsuits getting tan and sore from riding those damn tubes around the lakes. A few trips here and there into town to my aunt's mexican restaurant to get some food. Then it was back into the shower as we got ready to go out for the night. There were places to go and people to meet. I met my cousin's ex-boyfriend, Aron, and his friend Kyle. Then there was "Perv", whose real name I haven't a clue. At one social gathering, Daniele and I were having a conversation with a couple of guys, one who was Aaron Houston and the other was Stuart Klassen, who will always be known to Daniele and I as "Possum". Then along came the 4th of July weekend that will haunt me forever. My uncle took their family camper out to the lakes and Daniele and I took turns with her brother, Casey, staying out there.

Hbr – Cash Flow Stattement – Chemalite.

Cash FLows – Part 1 – Exercises Classification of Cash Flows For each event listed below, select the appropriate category which describes the effect of the event on a statement of cash flows: a. Cash provided/used by operating activities. b. Cash provided/used by investing activities. c. Cash provided/used by financing activities. d. Not a cash flow. C/A 1. Payment on long-term debt (company pays INTEREST only) – think about this how this could be both – related to debt because financing and operating because it’s part of operations C 2. Issuance of bonds at a premium A3. Collection of accounts receivable D4.Cash dividends declared – it’s not a cash flow D 5. Issuance of shares to acquire land (â€Å"exchange† of shares for land) – no cash exchanges here B6. Sale of marketable securities (long-term) – A7. Payment of employees' wages C8. Issuance of common shares for cash A/? 9. Payment of income taxes payable †“ could be disposition of property, etc. then this will fall under investing B10. Purchase of equipment B11. Purchase of common shares in another company B12. Sale of real estate held as a long-term investment Transactions Transaction| Journal Entry| Impact on earnings | Impact on cash flows| Cash flow classification| Adjustment? Issue 1,000 shares for $10,000| Dr. cash (BS) 10K Cr. Common shares 10K| No| INFLOW of 10k| Financing| No reconciliation required; item included in CFF| Purchase inventories for $2,000 on account (i. e. not for cash)| Dr. inventory (BS)CR. Accounts payable (BS)| No| No impact| Operating (no CASH FLOW)| Earnings $0CFO $0| Pay off $2,000 for inventories purchased above| Dr. AP (BS) 2kCr. Cash (BS) 2k| No| OUTFLOW of 2k| Operating| Earnings $0â€Å"Adjustment â€Å"Change in non-cash working capital $-2kCFO $-2k| Sell $1,000 worth of inventory for $4,000, on account (i. e. not for cash)| Dr. /r 4000Cr. Revenue 4000Dr. Cost of Goods Sold 1000Cr. Inventory 1 000| Yes| no| Operating (no cash flow)| Earnings $3000AdjustmentChange in non-cash wc $-3000CFO $0| Collect $4,000 relating to sale above| Dr. cash 4kCr. Ar 4k| no| INFLOW of 4k| Operating | Earnings 0AdjustmentChange in non-cash wc 4kCFO 4k | Purchase truck (PPE) for $3,000 cash| Dr. PPE 3kCr. Cash 3K| No| Outflow of 3k| Investing| Included in CFI; no reconciliation needed| Record depreciation of truck for the period ($500)| Dr. Depreciation expense 500Cr. Acc. Dep. (BS) 500| Yes-500| no| Operating| Earnings -500AdjustmentDepreciation +500CFO 0|Introduction to Cash Flow construction The Controller of Schmidt Tooling Corporation has provided you with the following information: Schmidt Tooling Corporation| Income Statement| For the Year Ended December 31, 2010| | | | Net Sales| | 620,000 | Operating expenses| | 410,000 | | | 210,000 | Income from operations| | | Other revenues and expenses| | | Gain on sale of equipment| 30,000 | | Interest expense| 8,000 | 22,000 | Income before inc ome taxes| | 232,000 | Income taxes| | 92,800 | Net income| | 139,200 | Schmidt Tooling Corporation|Comparative Account Information | Relating to Operations| For the Year Ended December 31, 2010| | | | | 2010| 2009| Accounts receivable| 56,000 | 40,000 | Prepaid insurance| 5,000 | 6,000 | Accounts payable| 59,000 | 47,000 | Interest payable| 600 | 1,500 | Income taxes payable| 4,200 | 6,000 | Unearned revenue| 20,000 | 14,000 | Instructions: Prepare a statement of cash flows (for the company’s operating activities only) for the year ended December 31, 2010 using the indirect format.

Branded Luggage Analysis

DSS 21106 AdverMsing Management Campaign Delsey – Client Team TA1 Cham Ka Yan Polly Chui Tsz Shan Didian Koon Tsz Ling Cuby Lai Paak Ling Paakling Leung Hoi Man Niki Leung Wing Nam Erica Tsai Chi Ho Harold Tse Lai Shuen Sherry Wong Yi Tsang Anna 52214988 52213200 52214349 52235277 52214546 52213574 52215844 52215764 52213629 1 Delsey - ­? Background: †¢? Founded: France in 1946 †¢? Founder: Delahaye Seynhaeve brothers †¢? Name: The company named by the Founder who are Mr. DELAHAYE and he †¢? Slogan: Travel Smart SEYNHAEVE brothers, they combine their name – DELSEY †¢? Head o? ce: France †¢? Business: Delsey Design, an integrated research and creaMon laboratory of 7 designers has implemented a consistent creaMve approach. Delsey designers draw their inspiraMon from a range of rich and unique spheres (as fashion, car and sport industry) focusing their creaMvity to invent ever more innovaMve luggage 2 Delsey - ­? History: 1946 The Seynhaev e brothers joined with Mr.Delahaye and together created the DELSEY brand 1972 The revolution: the first rigid suitcase on wheels 1975 Creation of a rigid luggage in injection-moulded polypropylene 1984 First semi-rigid ‘Helium’ suitcase built on an injected monobloc frame 1993 Creation of the ‘Dual Drive’ concept, a rolled suitcase on 2 or 4 wheels 1999 Wheels pack system (patented) stopping wheels scraping against the back 2001 Creation of the largest and lightest polypropylene suitcase in the world 2006 Easy removable wheel system (patent pending) 2008 First fiberglass structure with shape memory (patent pending) 2009 Introduction of the lightest soft suitcase in the world 2010 Launch of Zip Securi Tech, an exclusive security innovation (patented) 3 Delsey- ­? Trademark Information 4 †¢? The Trademark: Delsey ® Delsey- ­? Trademark Registration 5 Delsey - ­? Spirit: †¢? DELSEY creates LIGHT and DESIGN luggage with HIGH QUALITY standards †¢? No compromises on FUNCTIONALITIES †¢? Discovers the equaMon between lightness and resistance †¢? DELSEY LUGGAGE ARE SUBJECTED TO RIGOROUS TESTS OF QUALITY FOR HOMOLOGATION †¢? Enjoy the perfect balance between useful and essenMal funcMons 6 Delsey - ­? Spirit: Design & [email  protected] are †¦ †¢? FOCUSED on your needs DETERMINED on [email  protected] SHINING AHEAD so you can feel the di? erence 7 Delsey – Innovations †¢? Totally 10 InnovaMons from 1972 – 2010 †¢? 1972: The 1st rolley hardside suitcase with wheels †¢? 2001: World’s largest hardside polypropylene suitcase †¢? 2009: The lightest DELSEY soa suitcase †¢? 2010: ZIP SECURI TECH 8 Delsey – Innovations 2010 - ­? ZIP SECURI TECH 2009 - ­? The lightest DELSEY 9 soa suitcase Delsey – Awards †¢? Totally 9 Design Awards †¢? Best product of the year in Cannes Tax free Word- ­? wide ExhibiMon †¢? Special award at the Paris leather goods fair †¢? ILM O? enbach award for innovaMve design 1975 : French Export Oscar Award 1987 : French Export Oscar Award for excepMonal performance 1992: Product of the Year Award from the BriMsh luggage associaMon 1998 : Cannes Tax free Word- ­? ide ExhibiMon, best product of the Year 2004 : Special award at the Paris leather good fair 2006 : NominaMon for InnovaMon during the Milano Impel exhibiMon 2009 : ILM O? enbach award for innovaMve design 2010 : Nominated by Observeur du design 2011 : Nominated by Observeur du design 10 11 Delsey – Kapferer’s Branding System Delsey Travel Business Endorser Brand Travel NecessiMes Delsey school Umbrella Brand 12 Endorsing brand Line Brand Umbrella Brand 13 Product Brand Endorsing brand Umbrella Brand Line Brand 14 Endorsing brand Umbrella Brand Line Brand Product Brand 15 Delsey †¢? Endorser brand Umbrella brand ? TELESCOPIC   TROLLEY CART FOLDABLE TROLLEY CART LUGGAGE SCALE AU TOMATIC POCKET UMBRELLA DRY BOX SAFETY CABLE POCKET UMBRELLA TRAVEL PILLOW ERGONOMIC TRAVEL PILLOW DE LUXE HANGTAG TRAVEL CUSHION FOR THE BACK SET OF 2 PROTECTION COVERS FOR SHOES AND LAUNDRY SET OF 3 PROTECTION COVERS FOR SHIRTS, UNDERWEAR AND SOCKS TRANSPARENT POUCH FOR LIQUIDS AEROSOLS AND GELS TSA LUGGAGE STRAP WITH 3? VDIGIT COMBINATION LOCK DELUXE UNIVERSAL ELECTRICAL PLUG ADAPTOR 16 WITH USB CONNECTION Travel [email  protected] †¢? FOLDABLE TRAVEL BAG †¢? FOLDABLE BACKPACK †¢? FOLDABLE SHOPPING BAG †¢? TOILETRY ORGANISER SIZE L †¢? WET PACK †¢? REPORTER BAG †¢? ORGANISED BELTBAG †¢? SMALL VERTICAL REPORTER BAG †¢? MULTIFUNCTION BELT BAG †¢? TOILETRY ORGANISER SIZE S †¢? DOCUMENT HOLDER WITH ZIPPED CLOSURE †¢? NECK BAG †¢? WAIST BAG †¢? EXPANDABLE SUITCASE COVER L/XL †¢? EXPANDABLE SUITCASE COVER M/L †¢? DOCUMENT HOLDER WITH ELASTIC CLOSURE †¢? TRAVEL COMPANION †¢? VERTICAL MULTIFUNCTIO N POUCH SIZE M/L †¢? HORIZONTAL MULTIFUNCTION POUCH †¢? VERTICAL MULTIFUNCTION POUCH SIZE S/M †¢? 3 ZIP POUCH †¢? CLOTHES COVER †¢? MULTIPOCKET HOLSTER BAG †¢? 2 FUNNY HANGTAGS †¢? DIGITAL LUGGAGE SCALE Product †¢? 3? VDIGIT COMBINATION PADLOCK brand DELSEY Endorser brand DELSEY SCHOOL Umbrella brand 1–CPT ROUND BACKPA CK 31 CM 1– GUSSET SCHOOL BAG LARGEPENCIL CASE DUO BOX LUNCH BAG 2–CPT PENCIL CASE PENCIL CASE DUO BOX VERTIC AL WPS TROLLE Y BACKPA CK HORIZO NTAL WPS TROLLE Y BACKPA CK 44 CM 2– GUSSET SCHOOL BAG 40 CM 2– GUSSET SCHOOL BAG 2–CPT ROUND BACKPA CK 17 Line brand Product Aoributes 18 Delsey Commitment to Quality †¢? DELSEY Luggage are subjected to rigorous tests of quality 1. Wheels 2. Shells 3. Shoulder and carry straps 4. Sliding closures 5. Buckle and metal parts ?nishes 19 Delsey Commitment to Quality (1) 1. Wheels - ­? Wheels are made to carry fully loaded luggage over 30 kilome ters of abrasive surfaces and obstacles e? Able to surmount such abrasive surfaces and obstacles and urable Being pulled down to the stairs Being pulled on the ?at ?oor 20 Delsey Commitment to Quality (2) 2. Shells - ­? the loaded suitcase is placed one meter above the ground. It is then dropped in 26 di? erent Places - ­? producing a total of 26 impacts. e? Ensure the luggage is not easy to be broken nor accidentally opened even fall down in a height 21 Delsey Commitment to Quality (3) 3. Shoulder and carry straps - ­? are tested by being raised/lowered several thousand Mmes. e? Ensure the luggage is durable for carrying 22 Delsey Commitment to Quality (4) 4. Sliding closures - ­? can be opened and closed 5,000 Mmes, the equivalent of 5 years’ ormal everyday use. Repeatedly being opened and closed for 5,000 Mmes e? To guarantee the zippers are durable and capable to cope with normal everyday use 23 Delsey Commitment to Quality (5) 5. Buckle and metal parts ?nishes -à ‚ ­? are subjected to extreme corrosive and weather condiMons to test resistance to rust. Fabrics have to pass tear resistance tests. e? Guarantee the luggage are durable in materials and surmount most environmental changes 24 Delsey – CODE SECURI TECH  § Every luggage that has a unique code or CODE SECURI TECH. †¢? registraMon on our partner’s site RegProtect, via DELSEY. com a? opMmizes your chances of ?nding lost luggage y using the Internet to put you in contact with the ?nder. a? Able to ?nd the luggage back even there is a mistake of being taken by others 25 Delsey – ZIP SECURI TECH †¢? Exclusive Delsey anM- ­? thea innovaMon †¢? Unique major technological revoluMon and innovaMve secure closure system †¢? Strength e? ciently combats risk of luggage 26 Delsey – Luggage Security Locks †¢? TSA LOCK †¢? Used by American TransportaMon Security AdministraMon (TSA) †¢? Allows the US authoriMes to check your luggage wi thout damaging it 27 Delsey – Luggage Security Locks COMBINATION LOCKS O Ensuring e? ecMve protecMon for personal belongings COMBINATION PADLOCKS O Can nsert on certain luggage in the middle zipper and pocket for extra security 28 Delsey’s Exclusive Design  § Delsey commitment to design and technology †¢? Delsey has its own design laboratory to develop exclusive [email  protected] and patents †¢? Every product created and designed in France, at the very curng edge of technology O Quality and magneMsm is guaranteed 29 Delsey – Individualism Luggage †¢? Customer can put on their favorite painMng or picture on the hardside luggage for free O Every Saturday and Sunday they will demonstrate in the 3 retail store at 12pm, 3pm and 6pm 30 Delsey – Guaranteed Warrants  § INTERNATIONAL WARRANT †¢? All DELSEY roducts are guaranteed 5 years †¢? Using high speci? [email  protected] materials and subjected to stringent quality controls †¢? Guarantees world- ­? wide †¢? Against any manufacturing defects under the terms of the condiMons described on the guarantee coupon inside the luggage. 31 Delsey – Ultra Light Weight †¢? Lightweight, the concern essenMal issue for all Delsey product †¢? Lightened up the average weight of a luggage by 1. 1kg to 2. 1kg for soa ranges and up to 1. 2 kg for its hard ranges O Fiber Lite (O? ering extreme lightness) O Lite Gloss (Lightness for hardside) O X’Pert Lite (ExperMse serving light weight) O Secur- ­? lite (Combining security, esilience and light weight) 32 Partnership - ­? Delsey Camera Bags †¢? In 2001, AGENA and DELSEY started the development of a camera bag collecMon - ­? called Delsey Camera Bags. 33 Partnership - ­? Delsey Camera Bags †¢? Inspired by the French Delsey styling, we developed a superb collecMon of bags ideally suited for photographic equipment. Each and every model of the Delsey camera bag collecMon has been carefully studied to saMsfy the photographers' speci? c requirements, such as extra padding, easy accessibility and opMmum carrying comfort, while maintaining that typical â€Å"French† touch of class. 34 Partnership - ­? Delsey Camera Bags †¢? Products nclude : BACKPACKS, BELT BAGS / POUCHES, NOTEBOOK CASES, SHOULDER BAGS, SWING BAGS, TROLLEY BAGS, ZOOMSTERS †¢? This cooperaMon help Delsey to expand their business to di? erent ?elds 35 Partnership - ­? Biztrails †¢? Delsey work with Biztrails. com which is operated by BCD Travel Germany. †¢? Biztrail. com provide travel informaMon to the consumer †¢? Biztrail. com will insert some informaMon of Delsey in the arMcles that introduce the places around the world. †¢? This cooperaMon help Delsey to reach the target consumer 36 Price of Delsey †¢? Price range of Delsey HKD$900- ­? $5,000 37 Delsey - ­? Distribution (Place) †¢? BouMque Store v Hysan Avenue

Abraham Maslow Quotes About Psychology

Abraham Maslow Quotes About Psychology Abraham Maslow was a psychologist and the founder of the school of thought known as humanistic psychology. Perhaps best remembered for his famous needs hierarchy, he believed in the basic goodness of people and was interested in topics such as peak experiences, positivity, and human potential. In addition to his work as a teacher and researcher, Maslow also published several popular works including Toward a Psychology of Being and Motivation and Personality. The following are just a few selected quotations from his published works: On Human Nature When people appear to be something other than good and decent, it is only because they are reacting to stress, pain, or the deprivation of basic human needs such as security, love, and self-esteem.(Toward a Psychology of Being, 1968)Getting used to our blessings is one of the most important nonevil generators of human evil, tragedy, and suffering.(Motivation and Personality, 1954)It seems that the necessary thing to do is not to fear mistakes, to plunge in, to do the best that one can, hoping to learn enough from blunders to correct them eventually.(Motivation and Personality, 1954)I suppose it is tempting, if the only tool you have is a hammer, to treat everything as if it were a nail.(The Psychology of Science: A Reconnaissance, 1966) On Self-Actualization Self-actualizing people have a deep feeling of identification, sympathy, and affection for human beings in general. They feel kinship and connection as if all people were members of a single family.(Motivation and Personality, 1954)Self-actualizing persons contact with reality is simply more direct. And along with this unfiltered, unmediated directness of their contact with reality comes also a vastly heightened ability to appreciate again and again, freshly and naively, the basic goods of life, with awe, pleasure, wonder, and even ecstasy, however, stale those experiences may have become for others.(Toward a Psychology of Being, 1968)Something of the sort has already been described for the self-actualizing person. Everything now comes of its own accord, pouring out, without will, effortlessly, purposelessly. He acts now totally and without deficiency, not homeostatically or need-reductively, not to avoid pain or displeasure or death, not for the sake of a goal further on in the futu re, not for any end other than itself. His behavior and experience become per se, and self-validating, end-behavior and end-experience, rather than means-behavior or means-experience.(Toward a Psychology of Being, 1968) Musicians must make music, artists must paint, poets must write if they are to be ultimately at peace with themselves. What human beings can be, they must be. They must be true to their own nature. This need we may call self-actualization.(Motivation and Personality, 1954) On Love I may say that (Being) love, in a profound but testable sense, creates the partner. it gives him a self-image, it gives him self-acceptance, a feeling of love-worthiness, all of which permit him to grow. It is a real question whether the full development of the human being is possible without it.(Toward a Psychology Being, 1968) On Peak Experiences The person in peak-experiences feels himself, more than other times, to be the responsible, active, creating center of his activities and of his perceptions. He feels more like a prime-mover, more self-determined (rather than caused, determined, helpless, dependent, passive, weak, bossed). He feels himself to be his own boss, fully responsible, fully volitional, with more free-will than at other times, master of his fate, an agent.(Toward a Psychology of Being, 1968Expression and communication in the peak–experiences tend often to become poetic, mythical, and rhapsodic as if this were the natural kind of language to express such states of being.(Toward a Psychology of Being, 1968) You can learn more about Abraham Maslow by reading this brief biography of his life, further explore his hierarchy of needs  and his concept of self-actualization. Source: Maslow, A. Motivation and Personality. 1954.   Maslow, A. The Psychology of Renaissance. 1966.   Maslow, A. Towards a Psychology of Being. 1968.

The Role of Fate in Shakespeares Romeo and Juliet

The Role of Fate in Shakespeares Romeo and Juliet Theres no real consensus among Shakespearean scholars about the role of fate in Romeo and Juliet. Were the star-crossd lovers doomed from the start, their sad futures determined before they even met? Or are the events of this famed play a matter of bad luck and missed chances? Lets take a look at the role of fate and destiny in the story of the two teenagers from Verona whose feuding families cant keep them apart.  Ã‚   The Tragedy of Romeo and Juliet Romeo and Juliets story begins in the streets of Verona. Members of two feuding families, the Montagues and Capulets, are in the midst of a brawl. When the fight is over, two young men of the Montague family (Romeo and Benvolio) agree to secretly attend a Capulet ball. Meanwhile, young Juliet of the Capulet family is also planning to attend the same ball. Romeo and Juliet meet at the ball and instantly fall in love. Each is horrified to learn that their love is forbidden, but they nevertheless secretly marry. A few days later, in another street brawl, a Capulet kills Romeos dear friend Mercutio, and Romeo, enraged, in turn, kills the Capulet. Romeo flees and is banned from Verona. Meanwhile, however, friends help him and Juliet to spend their wedding night together. After Romeo leaves the next morning, Juliet is counseled to drink a potion that will make her appear to be dead. After she is laid to rest, Romeo will rescue her from the crypt and they will live together in another city. Juliet drinks the potion, but because Romeo doesnt learn of the plot, he believes she is really dead. Seeing her dead, he kills himself. Juliet wakes, sees Romeo dead, and kills herself. The Theme of Fate in Romeo and Juliet The story of Romeo and Juliet asks the question are our lives and destinies preordained? While it is possible to see the play as a series of coincidences, bad luck, and bad decisions, most scholars see the story as an unfolding of events predetermined by fate.   In the opening lines of Romeo and Juliet, Shakespeare allow the audience to be party to his characters’ destiny. We learn early on what is going to happen to the title characters: â€Å"a pair of star-crossd lovers take their life.† Throughout the story, the words of the play encourage the audience to think about fate and to what extent our actions and outcomes are preordained.Before the Capulets party, in Act 1, Scene 3, Romeo is already feeling that fate is planning his doom. He wonders if he should attend the party, as my mind misgives/Some consequence yet hanging in the stars.  Ã‚  When Mercutio shouts â€Å"a plague on both your houses† in Act 3, Scene 1, hes foreshadowing whats to come for the title couple. This bloody scene in which characters are killed gives us a glimpse of whats to come, marking the beginning of Romeo and Juliet’s tragic downfall.Later, when Mercutio dies, Romeo himself foreshadows the outcome: This days black fate on more days doth depend/This but begins the woe, others must end. The others upon whom fate later falls, of course, are Romeo and Juliet. In Act 5, when he hears of Juliets death, Romeo swears he will defy fate: Is it even so? Then I defy you, stars! Later, in Juliets tomb, as he plans his own death, Romeo says: O, here/Will I set up my everlasting rest,/And shake the yoke of inauspicious stars/From this world-wearied flesh. This brave defiance of fate is especially heartbreaking because Romeos suicide is the event that actually leads to Juliets death. The idea of fate permeates many of the events and speeches in the play. Romeo and Juliet see omens throughout the play, continually reminding the audience that the outcome will not be a happy one. Their deaths are a catalyst for change in Verona: The dueling families are united in their grief and create a political shift in the city. Perhaps Romeo and Juliet were  fated to love  and die for the greater good of Verona. Were Romeo and Juliet Victims of Circumstance? A modern reader, examining the play through the lens of happenstance and coincidence, may feel that Romeo and Juliets fates were not wholly predetermined, but rather a series of unfortunate and unlucky events. Here are just a few of the coincidental or unlucky events that force the story into its apparently preordained track: Romeo and Benvolio happen to meet and talk about love on the very day of the Capulets ball. Had they had the conversation the following day, Romeo would not have met Juliet.Friar Lawrences messenger to Romeo, who would have explained the plan by which Juliet was to pretend death, is detained. As a result, Romeo doesnt get the message.Juliet wakes just moments after Romeos suicide. Had Romeo arrived just a few moments later, all would have been well. It is certainly possible to describe the events of Romeo and Juliet as a series of unfortunate events and coincidences, but that was almost certainly not Shakespeares intent. By understanding the theme of fate and exploring the question of free will, modern readers still find the play challenging and intriguing.

School Finance in New Jersey Essay Example | Topics and Well Written Essays - 750 words

School Finance in New Jersey - Essay Example Free education for students who come from poor neighborhoods set a leveled ground for employment and competition in a knowledge-driven market. Other private universities and schools receive income from; school fees, selling and leasing commodities, real estate business, foreign corporate equities, debt securities, treasury securities, corporate bonds, common stock and mortgage-backed securities1. In New Jersey, tax levied on the property is $1 for every $100 of assessed taxable value. The tax bill paid by schools in the district is calculated using a general tax rate of 0.03758 (New Jersey State, 2012). A property that has an assessed value of $200,000 pays a tax bill of $7,516. This is the total amount of $1 for every $100 in the value of the property2. The greatest financial challenge facing the school district in New Jersey is the freezing of financial aid that assists the public schools. The state froze this aid under the federal and state mandate. Due to this freezing legislatio n, the level of student enrollment and costs of learning and property are on the increase. Also, it has led to a loss of about $846 million that was allocated for school finance New Jersey state (New Jersey School Board Association, 2010). Other financial challenges include schools that are waiting for the funding of construction of educational facilities. This delays educational development in the school district. New Jersey experiences shortage of education, technology, world languages, Math, preschool and science teachers. New Jersey state legislation has focused on increasing the property tax to cater for free education, but the 2008 financial crisis cast a dark shade on the growth of free education system in the district because the government and federal funding was cut due to the crisis, and a slow but developing economy. Roles of Principals in Budget Development School principals are the leaders in New Jersey school system. They not only communicate with teachers and student s, but also plan for school facilities, educational trips and advanced learning system. The principals record the number of certified teachers in their schools and the amount of salaries and other benefits they are paid. Salaries and benefits for assisting, substitute and relief teachers are also recorded and included in the budget. The principal records the number of classroom and cafeteria supplies as well as the materials needed. New Jersey State gives principals $2,000 as budget guidance for supplies and materials (New Jersey Department of Education, 2006). Technology costs are included in the budget for improvement of computer usage in classrooms. Principals budget for new classrooms that require furniture, computers and academic supplies among others. The total amount of funds for start-up classrooms in New Jersey is $14,450.3 Field trips are organized by teachers, but the principal takes the initiative to issue funds and budget for them in advance. Management salaries and ben efits are also calculated and recorded in the budget. The Self-Sufficiency School Principals Principals in New Jersey State are given the freedom and respect to manage their own budget system in accordance with state legislation. It is extremely essential for principals to manage their own budgets because different public and private schools have their own unique setting in terms of educational constructions, equipment and