Course Project Week 1 MKT Example

Course Project Week 1 MKT Example Course Project Week 1 MKT – Coursework Example Running Head: Project Week One: Marketing Plan. Our company- the XYZEE Luxury Spa is registered and incorporated in the state of New York as a Limited Liability Company. The company will start with three directors, two managers and 30 employees. Ownership is between me and two siblings John and Esther making up the three directors. I own 45% stake, John owns 35% and Esther 20%. I will be holding the position of chairman, John will be director marketing and Esther will be the director customer service. The company’s mission is â€Å"to grow our business whilst building a platform to become global luxury spa brand.† We shall achieve this by constituently uncovering tranquillity for all our guests. In terms of business we shall be offering luxury accommodation, spa and massage services. We have enlisted very well trained therapists to offer top of the class spa treatment marketed extensively via Facebook, twitter and Instagram. We target customers who want an indulgent, r elaxed spa experience, escape the days hustle into a serene & friendly environment. These are typically individuals in the middle and upper classes who work in the city of New York. Our proposition is to meet and surpass all customer expectations. We will consistently roll out services that constantly delight customers, offer enjoyment and relaxation of the mind. We have set ourselves very ambitious marketing goals that we hope to achieve in a span of 5 years. Our spa opens doors for customers on 1st of August 2015 with 25 rooms, a swimming pool, gym, whirl pool, steam room, sauna and fully functional health club. Our target is to have all our rooms full utilized by December 2015. In three years we plan to have our spas in all US states and in five years five years enlist on the New York stock exchange.

The Border States of the Civil War

The Border States of the Civil War Border states was the term applied to a set of states which fell along the border between North and South during the Civil War. They were distinctive not merely for their geographical placement, but also because they had remained loyal to the Union even though slavery was legal within their borders. Another characteristic of a border state would be that a considerable anti-slavery element was present within the state which meant that, while the economy of the state would not have been heavily tied to the institution of slavery, the population of the state could present thorny political problems for the Lincoln administration. The border states are generally considered to have been Maryland, Delaware, Kentucky, and Missouri. By some reckonings, Virginia was considered to have been a border state although it did eventually secede from the Union to become part of the Confederacy. However, part of Virginia split away during the war to become the new state of West Virginia, which could then be considered a fifth border state. Political Difficulties and the Border States The border states posed particular political problems for President Abraham Lincoln as he tried to guide the nation during the Civil War. He often felt the need to move with caution on the issue of slavery, so as not to offend the citizens of the border states and that tended to annoy Lincolns own supporters in the North. The situation greatly feared by Lincoln, of course, was that being too aggressive in dealing with the issue of slavery might lead the pro-slavery elements in the border states to rebel and join the Confederacy which could be disastrous. If the border states joined the other slave  states in rebelling against the Union, it would have given the rebel army more manpower as well as more industrial capacity. Furthermore, if the state of Maryland joined the Confederacy, the national capital, Washington, D.C., would be put in the untenable position of being surrounded by states in armed rebellion to the government. Lincoln’s political skills managed to keep the border states within the Union, but he was often criticized for actions he took that some in the North interpreted as appeasement of border state slave owners. In the summer of 1862, for instance, he was condemned by many in the North for telling a group of African American visitors to the White House about a plan to send free blacks to colonies in Africa. When prodded by Horace Greeley, the legendary editor of the New York Tribune, to move faster to free slaves 1862, Lincoln responded with a famous and deeply controversial letter. The most prominent example of Lincoln paying heed to the particular circumstances of the border states would be in the Emancipation Proclamation, which stated that slaves in states in rebellion would be freed. Its notable that the slaves in the border states, and thereby part of the Union, were not set free by the proclamation. The ostensible reason for Lincoln excluding the slaves in the border states from the Emancipation Proclamation was that the proclamation was a wartime executive action and thus only applied to the slave states in rebellion- but it also avoided the issue of freeing slaves in border states which could, perhaps, have led some of the states to rebel and join the Confederacy.

Organizational Change Business Essay Example | Topics and Well Written Essays - 750 words

Organizational Change Business - Essay Example The utilization and implementation of change management are needed to turn this company around. H-P since its inception manufactured computers as one its core business strategies. The organization is currently considering a spin-off of its personal computer business which generated over $40 billion yearly revenues. It is looking to move the company in another direction. â€Å"H-P has agreed to pay $10.3 billion to buy U.K. software maker Autonomy Corp. and scrapped its TouchPad tablet computer, moves that had sparked concern from customers and investors alike† (Worthen, 2011). The HP, tablets are a product that the company showcased for many years. There seems to be resistance to change among the managerial staff of the enterprise. Resistance to change can be defined as an attitude or behavior that shows an unwillingness to make or support change (Shermerhorn, Hunt, Osborn, 2003, pg. 404). Mr. Apotheker was fired because he was unable to meet the financial expectations of the shareholders during the past three quarters. His tenure as CEO of the firm lasted less than a year. Mrs. Whitman has a tough task ahead as the employees, investors, and other stakeholders of the company are desperate for results. In order for her to be successful, she must change the organizational culture, improve the internal and external communication, and invest in research and development to bring to market the type of innovative products Hewlett Packard customers expect of the company. The second article chosen for analysis was How to Change Your Culture: Organizational Culture Change (Heathfield, 2011). I found this article insightful because the business culture of a company is the root that must be targeted when implementing organizational change. People get accustomed to routines, processes, and old technologies in the workplace. Changing organizational culture is a very tough task. The organization culture of a company is correlated to the managerial style of the decision makers of the company.  Ã‚  

Business-to-business (B2B) marketing Coursework

Business-to-business (B2B) marketing - Coursework Example The paper tells that business-to-business (B2B) marketing describes dealings between businesses which take place in between a manufacturer and a wholesaler or amid a wholesaler and a dealer whereas in business-to-consumer (B2C) marketing transaction takes places between a company and a consumer. There are various characteristics that differentiate B2B marketing from B2C marketing: Market Size In case of B2B firms, there are small and focused customer base whereas in case of B2C firms, they include huge number of customer base. But if compared in terms of monetary values, then investment from each of the customers of B2B firms are much higher than the customers of B2C firms. Along with this, high customer loyalty can be developed in case of B2C process but it is quite low in the case of B2B. Buying Process The buying process of B2B firms is much longer and includes many people whereas the buying process of B2C is much smaller and at times can be a single step process. In case of B2B marketing, customer loyalty is acquired by the word-of-mouth but in case of B2C marketing, it grows by mass adoption process. Selling Process The selling processes within B2B and B2C are vastly different. The B2B marketing process includes many efficient and highly trained individuals, distributors and business partners, in order to accomplish the tasks as well as to maintain a good relation with the customers, which can be beneficial in the long run. In B2C marketing process, the selling procedure is very small and highly skilled persons are not essential. (Raisinghani, 2004). Reduced Capital Commitment and Less Overproduction As production is usually based on the actual demand, so overproduction does not take place in case of B2C marketing processes but in case of the B2B process, overproduction is necessary to meet the sudden arising requirements of the customers. The production in case of B2B process is based on inventory of accumulated warehouse rather than actual customer demand. As in B2C process production takes place according to the demand of the customer, so less capital is invested as well as less cost is associated with stock keeping operations. In case of B2B process, high amount of capital is indulged in the stock keeping process which brings in the requirement of high investment. B2C marketing process requires less staffs whereas B2B marketing requires large number of efficient staffs (Raisinghani, 2004). From the point of view of a marketing manager of an office supply based company, the promotional media which can be highly beneficial for promoting their products in relation to the above stated characteristics is online media via internet and by newspaper advertisements. If internet is used in the promotion process, then it would be highly beneficial as it would help to attract more customers and increase the market share by endorsing innovative products to the customers according to their needs and wants. This can enhance the brand image as well as the market size of the company. Moreover, it can also be advantageous for increasing the profitability of the firm. In order to increase the customer loyalty and satisfaction, new innovative office supply products with varied benefits according to the needs and wants of the customers should be launched and promoted through both online media and newspaper advertisements. This is required in order to make the customers aware about the benefits of the products and to attract them towards the brand. It can also enhance the market share by increasing the number of purchasing made, thereby improving the profitability of the organisation (Oracle Corporation, 2010). The online media as well as newspaper advertisements can also play a part in the selling process as they can highlight all the

Face Recognition Ability Inherited Separately from IQ Essay Example for Free

Face Recognition Ability Inherited Separately from IQ Essay This article supports the modularity hypothesis of the brain where it is expressed that the human brain is like a Swiss knife that is represented as â€Å"a general purpose tool with special-purpose devices† (Massachusetts Institute of Technology, 2010, n. p. ). Such kind of mentality is based on the idea that specialized genes are located in various regions of the brain which function for specific cognitive abilities like face recognition. In attempt to further investigate this issue, the researchers studied the relationship of face recognition to heritable characteristics by utilizing the help of 102 pairs of identical twins and 71 pairs of fraternal twins. The experiment made use of black-and white images of 20 different faces which were shown to each participant on a computer screen each for one minute and this step was followed by the mixing of 10 of the original 20 faces to 20 new faces. Results showed that identical twins, whose genes are 100% common, were more likely to provide matched results of the face experiment (Massachusetts Institute of Technology, 2010). Moreover, 39% of the variance is attributed to genetic effects thereby suggesting that face recognition is a heritable trait. IQ relatedness of face recognition, on the other hand, was investigated by employing the participation of 321 students which revealed that the ability to recognize faces is independent of IQ (Massachusetts Institute of Technology, 2010). The results gathered in this study affirm the hypothesis that some cognitive skills are not correlated with IQ which is the indicator of general intelligence (Massachusetts Institute of Technology, 2010). Subsequent studies are intended to investigate if other cognitive abilities like language processing, navigation, reading and the likes are related to IQ. Consequently, the significance of these findings is seen on the study of autism and dyslexia because these heritable developmental disorders might also be dictated by specific genes on the human brain. Lastly, the findings presented on this paper are believed to be credible because they are grounded on empirically derived evidence. However, it is suggested that a larger sample size must be used to further confirm the statistical acceptability of the results. Nevertheless, the researchers made substantial and highly qualified efforts on the choice of participants because identical and fraternal twins are really the most appropriate subjects for studies that investigate heritable properties. In general, this study is a timely research endeavor that can lead to a series of promising effects in the fields of neurobiology and developmental psychology. Reference: Massachusetts Institute of Technology (2010, January 20). Face recognition ability inherited separately from IQ. Science Daily.

psychology: male eating disorders :: essays research papers

Eating Disorders are psychological disorders that result from a drive to be thin. They are broken down into three categories, anorexia nervosa, bulimia nervosa, and binge-eating disorder. Anorexia nervosa is diagnosed according to the DSM-III-R in individuals with body weight that is significantly lower than the norm, extremely concerned with weight and shape, distorted self-image, and an absence of three consecutive menstrual periods, in women. Bulimia Nervosa is diagnosed according to the DSM-III-R in individuals who have recurrent binge eating episodes, have weight and shape concerns, have a lack of control over such behavior, and have compensatory behaviors (e.g., vomiting, fasting, misuse of laxatives, or excessive exercise). Binge eating disorder has much of the same criteria as Bulimia Nervosa with the exception of the compensatory behaviors. This study has several goals. First, the authors compare men with eating disorders to women with eating disorders, specifically to find clinical similarities. Because eating disorders are considered rare in men, the authors set out to investigate the differences between the two sexes. Second, the authors wanted to find differences in men with eating disorders and normal men. The authors also set out to find a representative sample that would provide the greatest validity. Concentrating on men with eating disorders, the authors also were looking for a correlation between eating disorders and other psychological disorders, such as affective disorder, anti-social personality disorder, and substance abuse. On the subject of sexual orientation, the authors explain, "...although an obvious area of investigation, (sexual orientation) was deemed too sensitive a topic for a government-sponsored survey and unfortunately was not assessed". METHOD Subjects Sixty-two men meeting the DSM-III-R criteria of an eating disorder, 212 women with equivalent eating disorders, and a control group of 3,769 men who had no presence of an eating disorder. Measures Community survey. Random houses were selected in Ontario. From each household an individual aged fifteen years and older was chosen at random and then administered the Mental Health Supplement to the Ontario Health Survey. The individual was then asked to submit written informed consent prior to the interview. A sample size of 9, 953 individuals was obtained by these means. Subject reduction. Using the University of Michigan's version of the World Health Organization Composite International Diagnostic Interview, the subjects were narrowed down. During this process, individuals were interviewed for one to two hours by trained interviewers. The subjects were assessed for anxiety disorders, substance use and or abuse, affective disorders, anti-social personality disorder, and of course eating disorders.

Why One Should Not Steal

Someone would say stealing is only right when you are poor, homeless, or to help your family. There are many times when people have said â€Å"we needed to steal even though we did not want to, because we had to survive. † In my opinion, no matter what the circumstances are, stealing anything, from anyone, is not morally right, is unjust, causes consequences, and most importantly, defies, breaks, and sometimes completely diminishes, trust. Although I did not intentionally steal from my parents, this essay will be about why stealing money from parents is wrong.First of all, stealing things is not morally or ethically, the right thing to do. At a young age, people learn that taking things from other people without their permission is not going to be accepted as good behaviour. It is important to know that if something isn’t yours, you do not have a right to it. I’m pretty sure even in the bible it says; â€Å"thou shall not steal. † If you know something is going to be frowned upon if done, or that you would be frowned upon, upon participating in something, you simply should not partake in that action.Another reason stealing should not be performed, is because it is unjust. Just like Antoine Lavoisier's Law of Conservation of Mass, to gain something physical from one person, means that person must have lost something. Stealing money from someone means that the amount you took is the amount they lost, and they have to make up for that loss somehow. This is not fair, because the person earned that money themselves, and should not have to work extra, to accommodate more than just them. The effort they are making for the money is not equal to the effort the thief is making, which is unjust.Thirdly, people should refrain from robbing others, is because what comes with crime or bad behavior, is consequences. Stealing is obviously against the law. If caught doing it, it could cause you to have that on your record and this could hinder you fro m getting a job, etc. Not to mention, in the end, it is your loss, because you would get fined, or have to pay off the value of what you had taken. On a less lawful note, your parents could find out, and this could bring about many repercussions, of their choice.If that doesn’t scare you, you are of another species. Lastly, and most importantly, stealing destroys almost all trust you had with the person you stole from. Robbing things can leave someone, such as my parents, to feel utterly betrayed. They think they have a good relationship with you, and then when you take something from them without their permission, it can make them re-evaluate the bond they have with you. Stealing makes people feel vulnerable and sad, like you used them, and don’t care about their feelings, values, beliefs or thoughts.This can seriously affect what they (and other people) think of you, and you never know, you may need them at some point and they won’t be there to help you. This is because they will remember what you did to them, and think twice before doing something nice to/for you. Clearly, it is not worth it to steal anything, from anyone because it will not affect you positively in the end. I have learned my lesson, and will never take money if I am not one hundred percent sure it is mine. My sincere apologies for my actions, and I will pay you back every penny of it.

Donald Trump’s Presidency

Donald Trump's presidency has brought a lot of controversy with it. His constant tweeting, his blunt statements, and his act-now-think-later mentality have earned him both praise and criticism since the moment he announced he would run for United States President. One act that has stirred up a lot of mixed emotions is President Trump's announcement of a ban that would prevent transgender individuals from serving in the military. This ban, which was first announced via President Trump's twitter account in late July, will override an Obama-era plan that was previously in place specifically to allow transgender individuals to serve in the military (Davis, 2017). Perhaps what is the most frustrating development of this ban for many people is the fact that it was revealed shortly after President Trump declared his great respect for members of the LGBT community and intentions to protect their individual rights and freedoms during his presidential campaign. While many have cited discrimination as the reason behind this act, President Trump and his staff have ensured the public that this ban is purely for national security reasons, and he wanted to assure the LGBT community that this is not a betrayal (Cooper, 2017). This ban has been a hotly debated topic for quite a while. While both the Trump administration, supporters of the ban, and those opposed to the ban all have valid arguments, anyone who is willing to fight and die for his or her country and its freedoms should have the opportunity to do so. This statement holds especially true for Americans because the United States was founded on this very principle. While the military shouldn't pay for gender reassignment surgeries and treatments, recruitment options should be open to all Americans, including transgender individuals. There are many reasons why this is acceptable, including the fact that transgender people are already serving in the military, transgender individuals provide little to no disruption of military activities, and the transgender ban is currently being scrutinized in court for its constitutionality. Taking all of this into consideration, it's hard to see a reason why transgender individuals shouldn't be allowed to fight for the freedom our country provides. It's difficult to argue that transgender individuals shouldn't be allowed in the military simply because there are already transgender people serving in the military today. In fact, as of 2016, there are an estimated 6,630 actively serving transgender individuals in the military and anywhere from 2,030 to 7,160 individuals serving in reserves. Along with these numbers, an estimated 150,000 transgender individuals have served since the year 2012, which is about 21% of all transgender adults in the United States according to UCLA researchers. In contrast, only 10% of the general non-transgender population has served (Hamblin, 2017). The fact that a higher percentage of transgender individuals has served in the United States military compared to those who do not identify as transgender should serve as an eye-opener to many. After all, active military service poses many risks, especially during times of conflict or war. In fact, several American and British armed forces members in Afghanistan were asked about the threats that they faced. The statistics, which are represented by the above image, are quite shocking. Roughly half of all individuals interviewed said that they saw at least one person killed while actively serving. One in every six people witnessed a close friend being injured or killed. One in four were injured by an IED, three in four experienced long-range attacks with rockets or mortars, and half had been attacked at close range with machine guns (Gee, 2017). The point of these statistics is that serving in the United States military can be dangerous, and if such a high percentage of transgender adults are willing to serve in the United States military and risk injury, they shouldn't be denied the ability to do so. The decision to serve in the United States Military should be respected regardless of any drama created by gender. Along with the fact that transgender Americans have already proved that they are willing to make the same sacrifices as their military comrades, a large majority of transgender individuals cause little to no disruption of military activity while serving. In fact, as far as disruption of military activity is concerned, transgender individuals who could possibly be disrupting military activity by getting reassignment surgery account for less than 1% of all available members. The actual number of all individuals estimated to have surgical treatments while actively serving was between 25 and 130 individuals – hardly enough to cause any meaningful hindrance to military activities (PBS, 2017). In regards to this same issue of military disruption, eighteen other countries were examined in a study to determine if transgender service members cause any noticeable problems. Overall, the study â€Å"didn't find any readiness or cohesion implications† involving transgender individuals. Many countries revealed concerns about bullying issues at one point, but it was later determined that simple policy changes were able to deal with this issue (PBS, 2017). If other countries are able to work around the minor ‘difficulties' that transgender individuals may pose, then why can't the United States as well? Surely if this situation is able to work for other countries, it can for Americans as well. Along with this information, President Trump's proposed ban has received legal criticism as well. There are concerns that this ban would violate the Constitutional rights of those individuals affected by the ban. One example of the legal obstacles that this ban has faced occurred in August of 2017. Two gay rights groups filed a lawsuit to ‘ban' the ban before it could be instated. This lawsuit was filed on behalf of five transgender women who are openly and actively serving in the military, for they feel strongly that this ban would violate their constitutional rights (Cooper, 2017). Although the lawsuit itself wasn't the cause, the individuals who filed the suit earned at least a temporary victory in late October, for the ban was temporarily blocked in court by a federal judge (Kheel, 2017). This same judge responsible for the blockage was quoted saying that the ban â€Å"does not appear to be supported by any facts.† Along with this, another federal judge reviewed this ban in court and halted the ban altogether (Marimow, 2017). He stated that active-duty transgender service men and women already suffer harmful consequences because of the president's policy. Some examples of said consequences include being set apart as inherently unfit, facing the threat of discharge, the inability to move ahead with long-term medical plans, and the inability to commission as an officer.Due to these two federal court rulings, it is clear that there is much to be concerned about regarding the legality of the ban. A third court case was carried out with the National Center for Lesbian Rights (NLCR) and the GLBTQ Legal Advocates ; Defenders (GLAD) as the plaintiffs. They argued that the ban violates the Fifth Amendment rights of all transgender service members, and they pushed for the removal of the ban on funds for gender reassignment surgery (which accompanied the transgender ban). Judge Colleen Kollar-Kotelly presided over the court. After the case ended, she wrote a 76-page memo emphasizing the fact that the plaintiffs' Fifth Amendment claim is a strong one that will prove difficult to refute once it reaches the Supreme Court. The fact that this ban has been heavily criticized, and in some cases acted upon, by not one, not two, but three highly-esteemed judges only serves to prove that this ban is in violation of the Fifth Amendment and is highly discriminatory against transgender individuals who are only trying to serve their country. This ban has only encountered setback after setback in court, yet the Secretary of Defense is still being pressured to produce a plan for both carrying out the ban and dealing with currently enlisted transgender individuals. Although President Trump is still pushing for action to be taken, the ban is still being processed through the courts as an appeal is being sought after due to the decisions made from past cases (Lopez, 2017). Although there are many ‘arguments' out there that support the idea of a United States Military with a transgender ban, they lack substantial evidence, and the evidence that is presented is far from accurate in most cases. President Trump's two main reasons for the ban, disruption of military service and health and medical costs, are easily discredited when all of the facts are lined out.In regards to ‘disruption of services,' it's clear to see why this isn't a legitimate issue for the United States Military. First of all, there is roughly, on estimate, a total of 13,500 transgender individuals serving actively, in the reserves, or in the National Guard. Of these 13,500 transgender individuals, only an estimated 25-130 active members will ever undergo long-term surgical treatments that would cause disruption while serving. These numbers, compared with the estimated 1,281,900 total of all active service member, along with the 801,200 estimated to be in reserve, account for far less than even one percent of the military's total service members (PBS, 2017). So, assuming that the highest estimate of 130 military members undergo surgical treatment while serving, an extremely insignificant fraction of all military members would be incapable of carrying out military duties while recovering. This accounts for .0015% of all available ‘manpower' at any given time for the military (PBS, 2017). That percentage is hardly worthy of being referred to as a ‘disruption.' The second main ‘reason' behind this ban is the potential costs. The President and his staff worry that the medical treatments and surgeries that transgender individuals require is an expensive and unnecessary cost to the United States Military budget. While gender reassignments and other surgeries are certainly expensive, as stated in the previous paragraph, only about 25-130 individuals will even have the operation done (PBS, 2017), and the military has historically not been required to pay for these surgeries unless they are proven medically necessary on a case-by-case basis. Along with this information, a study in The New England Journal of Medicine in 2015 found that the total costs for these surgeries and treatments would amount to somewhere between 4.2-5.6 million dollars, or roughly ten percent of the annual military healthcare budget. For those that think this is a large amount of money, the annual amount of taxpayer dollars spent on medication for erectile dysfunction alone is over ten times this amount at 84 million dollars annually. Claiming that transgender medical costs are expensive and unnecessary is plain wrong. While not all treatments are medically ‘necessary,' several treatments are. Denying transgender individuals from serving in the military due to medical costs would be the equivalent of denying a diabetic the ability to serve; it makes no sense. President Trump has made a lot of changes since he was elected into Presidency. While his decisions usually at least make some sense, the transgender military ban makes no sense at all. His two main reasons for this ban, which were potential disruption of military activity and medical costs, are backed by little to no evidence, and his ban is coming across as discriminatory both in the public eye and in court so far. Transgender individuals should not be denied the right to serve because they have been allowed to serve (not openly) for several years with little to no problem, they don't cause any disruption or hindrance to military activity, and the ban itself is being reviewed for its potential violation of the Fifth Amendment and discrimination against transgender individuals. All of this effort for a ban that isn't necessary should be spent on something more useful to America.

Salaries of Canadian Members of Parliament 2015-16

Salaries of Canadian Members of Parliament 2015-16 The salaries of Canadian members of parliament (MPs) are adjusted on April 1 each year. Increases to MPs salaries are based on an index of base-wage increases from major settlements of private-sector bargaining units maintained by the Labour Program in the federal Department of Employment and Social Development Canada (ESDC). The Board of Internal Economy, the committee which handles the administration of the House of Commons, does not have to accept the index recommendation. On occasions in the past, the Board has put a freeze on MP salaries. In 2015, the MP salary increase was significantly more than what the government offered in negotiations with the public service. For 2015-16, the salaries of Canadian members of parliament increased by 2.3 percent. The bonuses that members of parliament receive for extra duties, for example being a cabinet minister or chairing a standing committee, were also increased. The increase also affects severance and pension payments for MPs leaving politics in 2015, which, as an election year, will be larger  than normal. Base Salary of Members of Parliament All members of parliament now make a basic salary of $167,400, up from $163,700 in 2014. Extra Compensation for Additional Responsibilities MPs who have extra responsibilities, such as the Prime Minister, Speaker of the House, Leader of the Opposition, cabinet ministers, ministers of state, leaders of other parties, parliamentary secretaries, party house leaders, caucus chairs and chairs of House of Commons committees, receive additional compensation as follows: Title Additional Salary Total Salary Member of Parliament $167,400 Prime Minister* $167,400 $334,800 Speaker* $ 80,100 $247,500 Leader of the Opposition* $ 80,100 $247,500 Cabinet Minister* $ 80,100 $247,500 Minister of State $ 60,000 $227,400 Leaders of Other Parties $ 56,800 $224,200 Government Whip $ 30,000 $197,400 Opposition Whip $ 30,000 $197,400 Other Party Whips $ 11,700 $179,100 Parliamentary Secretaries $ 16,600 $184,000 Chair of Standing Committee $ 11,700 $179,100 Caucus Chair - Government $ 11,700 $179,100 Caucus Chair - Official Opposition $ 11,700 $179,100 Caucus Chairs - Other Parties $ 5,900 $173,300 *The Prime Minister, Speaker of the House, Leader of the Opposition and  Cabinet Ministers  also get a car allowance. House of Commons Administration The Board of Internal Economy handles the finances and administration of the Canadian House of Commons. The board is chaired by the Speaker of the House of Commons and includes representatives of the government and official parties (those with at least 12 seats in the House.) All of its meetings are held in camera (a legal term meaning in private) to allow for full and frank exchanges. The Members Allowances and Services Manual  is a useful source of information on House budgets, allowances, and entitlements for MPs and House Officers. It includes insurance plans available to MPs, their office budgets by constituency, the House of Commons rules on travel expenses, rules on mailing householders and 10-percenters, and the cost of using the members gym (annual $100 personal expense including HST for MP and spouse). The Board of Internal Economy also publishes quarterly summaries of MP expense reports, known as  Members Expenditures Reports, within three months of the end of the quarter.

Reflections, Rotations, and Translations ACT Geometry Strategies and Practice

Reflections, Rotations, and Translations ACT Geometry Strategies and Practice SAT / ACT Prep Online Guides and Tips Reflections, rotations, translations, oh my! Whether you’re dealing with points or complete shapes on the coordinate plane, you can spin 'em, flip 'em, or move 'em around to your heart’s content. And, often enough, you’ll be asked to do so on the ACT. This will be your complete guide to rotations, reflections, and translations of points, shapes, and graphs on the ACT- what these terms mean, the types of questions you’ll see on the test, and the tips and formulas you’ll need to solve these questions in no time. Before You Continue Reflection, rotation, and translation problems are fairly rare on the ACT, only appearing once per test, if at all. If you’re shooting for a perfect or nearly perfect score and want to make sure you have all your bases covered, then this is the guide for you. But if you still need to brush up on your fundamentals, then your focus will be better spent on studying the more common types of math problems you’ll see on the test. Remember, each question is worth the same amount of points, so it is better that you can answer three or four questions on integers, triangles, or slopes than to answer one question on rotations. So if you’ve got a solid grasp of all your foundational math topics (or you just really, really like coordinate geometry), then lets talk reflections, rotations, and translations! What is a Reflection? A reflection in the coordinate plane is just like a reflection in a mirror. Any point or shape can be reflected across the x-axis, the y-axis, or any other line, invisible or visible. This line, about which the object is reflected, is called the "line of symmetry." Let's look at a typical ACT line of symmetry problem. To find our lines of symmetry, we must divide our figure into symmetrical halves. This means that each side must be a reflection of the other, about a line. If we connect opposite angles in our figure, we will have several lines of symmetry. Let us do so. Now, from here, we can see that there are also lines of symmetry between our interior angles, like so: If we put them together, we get this. But wait! We can count our total number of lines (diameters, since they're spanning the entire length of the circle), but we CANNOT count each individual point that connects to the circumference of the circle as a line of symmetry. The number of actual lines of symmetry will be half the number of connecting points, because we need to only count each line one time. Because this is a busy figure, let us look at it a little more simplistically. Here, we have gotten rid of the other half of each line of symmetry and transformed them into all the radii of the circle. Now we can count the lines of symmetry without fear that we are double-counting one line. If we count them as they are, we can see that there are eight lines of symmetry total. Our final answer is H, 8. Nature's take on lines of symmetry in action. What is a Rotation? Objects in the coordinate plane can also be rotated (turned) clockwise or counterclockwise. Imagine that we can adjust the object with our hands- it will spin, while still lying flat, like a piece of paper on a tabletop. We must always select a point to act as the center point for our rotation. This center point of our rotation can be anywhere on the coordinate plane or on the shape in question (notice that it does NOT have to be the center of the shape). Let us look at a visual demonstration of this. We can have an object that rotates about its own center. A trapezoid is rotating about its center. Or the same shape can also be rotated about a different point. Here, the trapezoid is rotating about a point on the base of the trapezoid. But on the ACT, you'll almost always be asked to rotate an object "about the origin." This means that the origin (coordinates $(0,0)$) acts as your center of rotation. The angle about which the object moves is called the angle of rotation. As we rotate an object, the angle of rotation will be: Positive when we move the object counterclockwise Negative when the object is rotating clockwise. A positive angle of rotation. A negative angle of rotation. You can see that our shape ended up in the same place, but it got there by being rotated either $+180Â °$ or $-180Â °$. On the other hand, sometimes the ACT will have you rotate objects in a way that runs counter to these standard rules. Always follow the given instructions, even if they seem to contradict mathematical laws. For instance, (We will walk through this question later in the guide) We will walk through how to solve this question later in the guide, but for now notice that the question asks you to rotate the circle 90 degrees clockwise. Really, the degree measure would be $-90$ degrees, even though it is technically correct to say that you’re moving $+90$ degrees in a certain direction. Because this can be confusing and seemingly contradicts the rules of rotation degrees (though technically does not), just follow the information you are given in the question, rather than trying to overcomplicate the problem. As you might also guess from the above question, if you are asked to rotate an object on the ACT, it will be at an angle of 90 degrees or 180 degrees (or, more rarely, 270 degrees). These are nice numbers that evenly divide the coordinate plane into four parts, and each of these degree measures has a standard rule of rotation, when rotating a point about the origin. Let us look at these rotation rules. Some rules are more helpful than others. Rotation rules and formulas happen to be quite useful. Rotation Rules/Formulas Whether you are asked to rotate a single point or a full object, it is easiest to rotate the point/shape by focusing on each individual point in question. You can determine the new coordinates of each point by learning your rules of rotation for certain angle measures. Each of the three degree measures- 90, 180, or 270- will shift the coordinates of your original point to a different, calculable, position on the graph. If rotating counterclockwise (a positive angle of rotation), you can use these rules to find your new coordinate points. If you're a little rusty on which quadrants of the $xy$-coordinate plane have positive and negative $x$- and $y$-coordinates, you should take a quick detour to our article on graph quadrants before moving on. [Note: these formulas only apply when rotating an object about the origin. If you are asked to rotate objects about another center of rotation (as with the circle question above), these rules will NOT apply.] Let us say we begin with a point at coordinates $(8, 3)$. For 90 degree rotations: $(a, b)$ = $(-b, a)$ A 90Â ° rotation bring our original coordinates of $(8, 3)$ to $(-3, 8)$. For 180 degree rotations: $(a, b)$ = $(-a, -b)$ A $180Â °$ rotation brings our original coordinates of $(8, 3)$ to $(-8, -3)$. For 270 degree rotations: $(a, b)$ = $(b, -a)$ A $270Â °$ rotation brings our original coordinates of $(8, 3)$ to $(3, -8)$. (And, of course, a 360 degree rotation will bring you right back to the beginning at $(a, b)$ again!) A $360Â °$ rotation bring our original coordinates of $(8, 3)$ back to $(8, 3)$ once again. Keep your head on you- those rotations can be a doozy! What is a Translation? In addition to reflecting or rotating an object, we can also translate the object to another place on the coordinate plane. Translation is the act of "sliding" our point or shape along the coordinate plane in a particular direction. The shape can be translated up or down (or both!) any amount of distance along the plane. It maintains its shape and bearing, but is simply located elsewhere in the plane. The way to notate that a translation is to occur is to say: $T_{a,b}(x,y)$ This means that your final coordinates for this point will be: $(x+a,y+b)$ For example, What is the new point for $T_{5,−2}(−3,6)$? A. $(3, 3)$B. $(2, 4)$C. $(-3, 6)$D. $(11, -5)$E. $(-1, -2)$ We know that we must add together our translated points to the corresponding $x$ and $y$ values of our original coordinates. So: $T_{5,−2}(−3,6)$ $(−3+5,6+−2)$ $(2,4)$ Our new coordinates for this point are at $(2, 4)$ You can see why this is true if we look at it on a graph. Here, we have our starting point of $(-3, 6)$. Now, we are moving positively (to the right) 5 spaces and negatively (downwards) 3 spaces. If we started at $(-3, 6)$, this wll put our new point at $(2, 4)$. Our final answer is B, $(2, 4)$. Typical Reflection, Rotation, and Translation Problems Again, these types of questions are fairly rare on the ACT, and you will only ever see one question on reflections, rotations, or translations, if indeed you see any at all. That said, there are four different types of reflection/rotation/translation problems that will show up, when they appear. These questions will be either a reflection, rotation, or translation questions about: #1: Points #2: Shapes in the coordinate plane #3: Function graphs #4: Shapes and their lines of symmetry Let’s look at all three. Points Because a point is individual, points are the simplest objects to be rotated, reflected, or translated. Each point will always be made up of an $x$ and $y$ coordinate- written $(x,y)$- but you only have to keep track of the solitary point and how it should shift and move, rather than having to keep track of it in relation to other points (as you will have to when working with shapes). Shapes Shapes are slightly more complicated to reflect or rotate than points are, due to the fact that all the points on a shape (and the lines connecting those points) will have a relationship with one another that must be maintained or altered in a controlled manner. This means that any shape rotation/reflection/translation will require more consideration and care, in order to make sure all your pieces are properly aligned. It is often much easier, when working with modified shapes, to map out the positions of the points alone. Don’t worry about the lines- mark the proper position of the new coordinates for the points and the lines will fall into place. Let's look at an example. The red line makes up one side of the trapezoid above. If this line has a slope of $3/2$, what is the slope of the line when the trapezoid is reflected across the $x$-axis? A. $−2/3$B. $−3/2$C. $2/3$D. $3/2$E. $4/3$ Instead of focusing on the slopes themselves, let us map out the new trapezoid by its points and only then connect the lines. Now, if we connect the lines to actually make the trapezoid... We can find the new slope of the line by counting the rise of over the run. The rise is $-3$ and the run is $+2$. The new slope of the equivalent line in our trapezoid will be $−3/2$. Our final answer is B, $−3/2$ Function Graphs Function graphs can be reflected or translated just like shapes and points, though they CANNOT be rotated. (Why can functions not be rotated? If a function were rotated, it would fail the vertical line test (more on this is covered in our guide to ACT functions) and no longer be a function.) A reflected function. A translated function. A function CANNOT be rotated. A graph with more than one $y$ value (output) for the same $x$ value (input) is NOT a function. Function Translations We can translate our function up or down by adding or subtraction from our output. Adding to output translates the graph up. If this is the original placement of our graph, $f(x)$.... We can translate it up by adding to the output, aka $f(x)+5$. Subtracting from the output, on the other hand, moves the graph down. Again, if this is the original placement of our graph, $f(x)$.... We can translate it down by subtracting from the output, aka $f(x)−5$. This kind of translation will work on any function graph. We can also translate a function side to side (horizontally) by adding or subtracting from the input. Adding to the input will shift the graph left. If this is the placement of our original graph, $f(x)$... We can translate it left by adding to the input, aka $f(x+5)$ Subtracting from the input will shift the graph to the right. Again, if this is our original graph, $f(x)$... We can translate it right by subtracting from our input, aka $f(x−5)$ This kind of translation will work on any function graph as well. Function Reflections We can also reflect our function about a line of symmetry along the $x$ or $y$-axis. Making the output negative makes the function reflect across the $x$-axis (inverts it about the $x$-axis). $f(x)$ becomes $−f(x)$. Making input negative makes the function reflect across the $y$-axis. $f(x)$ becomes $f(−x)$ Lines of Symmetry As we saw with our earlier line of symmetry problem, the ACT will sometimes present you with a picture and ask you to identify the lines of symmetry. If you understand how a line of symmetry works (that everything on each half of the line must be symmetrical, i.e. a reflection), and you make sure to count each line only once, then you should be able to breeze through these questions without fail. If you feel you are in information overload right now, don't worry! You can always make notes and flashcards to review and memorize later; just understanding how and why rotations and translations work is enough for now. Strategies for Reflection and Translation Problems Though no two reflection/translation/rotation problems are exactly alike, there are a few tips and tricks to follow for any kind you may come across. #1: Draw your own graphs Sometimes you will be given a diagram, or half a diagram, and sometimes you won't. But always, when the test asks you to reflect, rotate, or translate a point or a shape, you must form your own new picture, either on the page or in your head. Because it is entirely too easy to make mistakes when working out math problems in your head alone, it is always a good idea to take a moment to sketch out a graph of the object’s new position in space (if not the old one as well). Seeing a diagram on the page is especially useful if you are asked to find more information, rather than simply identifying a new coordinate point (a feat in and of itself!). For instance, you might be asked to find the slope of a reflected or rotated line (as we saw above), or the product of two translated $x$-coordinates, or anything else the ACT might think of. Without making your own drawings and diagrams, it can be easy to become confused, fall for bait answers, and lose precious points. #2: Drill your rotation formulas When working with translations or reflections, it is simple enough to draw your own picture and line up your corresponding points, but when it comes to rotations, it can be much harder to visualize the movement of the point or the object. Even when you’ve mapped out the original point, rotations are often much trickier than they appear. Unless you have a paper cut-out of your point, shape, or function and want to spend your time spinning your scratch paper around in circles, it’s better to simply memorize your rotation rules for 90, 180, and 270 degrees. #3: Double-check, double-check, (triple-check) Rotations, reflections, and translations may seem simple (and, indeed, the underlying principles are not any more complex than anything else on the ACT), but the difficulty in solving these kinds of problems is in just how easy it is to mis-map a coordinate point or two. It is especially precarious, because the test-makers will throw as many bait answers at you as they possibly can. Nothing is more frustrating than when you know how to solve a problem, but go too quickly or too carelessly through your test and so end up getting the question wrong. Make sure you double-check that you’ve properly shifted your coordinates before you bubble in that final answer. Excited to do some practice questions? Test Your Knowledge Now let's test your knowledge on some real ACT math questions on reflections, translations, and rotations. 1. When $ABCD$ is reflected over the $y$-axis to $A'B'C'D'$, what are the coordinates $D'$? F. $(-12, 1)$G. $(-12,-1)$H. $(12,-1)$J. $(1,12)$K. $(1,-12)$ 2. The graph $y=f(x)$ is shown below. What could be the graph of $y=f(x−4)$? A. B. C. D. E. 3. 4. Answers: F, B, K, C Answer Explanations: 1. Because we need to reflect our trapezoid, let us draw ourselves a picture. Note: be very careful to reflect your shape around the correct axis. The way the diagram is laid out, you may be tempted to reflect your object across the $x$ axis, like so This will give you the wrong answer and lead you to fall into one of the bait answer traps. Because we are told to reflect the trapezoid across the $y$ axis, our graph will instead look like this: You can see, then, that the reflection of point D will be at coordinates $(-12, 1)$ Our final answer is F, $(-12, 1)$ 2. Because we are being asked to find $y=f(x−4)$ from our original $y=f(x)$, we are subtracting from our input value. (For more on function inputs and outputs, check out our guide to ACT functions). If you remember our definitions on how to translate functions from above, you know that subtracting from the input translates our graph to the right and has no affect on the height (meaning, the graph does not move up or down). The only graph example that moves the function to the right and does not move it up or down is answer choice B. Again, here is our original graph. And here is the graph for answer choice B. Our final answer is B. 3. We are supposed to reflect our given triangle, so let us use our most important strategy and draw our picture out, so that we won’t make any mistakes trying to do the problem in our heads. Once we have reflected our triangle about the line of symmetry x, we can see that the perimeter is made of: $y+z+z+y$ $2y+2z$ Or, in other words, $2(y+z)$ Our final answer is K, $2(y+z)$ 4. We are being told to rotate the point $(6, 6)$ on the circle 90 degrees clockwise about the center of rotation $(2, 3)$. Because we are not rotating our point about the origin, our rotation rules unfortunately will not apply to this problem. That means we must find another way to rotate our point 90 degrees clockwise. By far, the simplest way to solve this problem is to divide our circle into four by drawing two diameters perpendicular to one another. (Why divide the circle into four? A circle is 360 degrees, and $360/90=4$ By dividing our circle this way, we can see that a 90 degree rotation would put the point slightly below the x-axis at coordinates approximately $(5, -1)$. Our final answer is C, $(5, -1)$ Phew! That wasn't so hard, now was it? The Take Aways Though rare(ish), the occasional rotation, reflection, or translation question can certainly throw you for a loop if you’re unprepared for it. But nothing the ACT can put on the test is unsolvable (and, indeed, the test is designed to give you opportunities to succeed, even as it tests your diligence and eye for detail). Once you’ve got your basic building blocks and formulas down tight, you will be well on your way to mastering all your coordinate geometry questions and earning that perfect score. What’s Next? You’ve tackled reflections, translations, and rotations (go you!), so take a minute to look over all the math topics on the ACT. Making sure you’re prepared for whatever comes your way is most of the battle, so look to our individual ACT math guides- all of which have real practice questions!- to brush up on any weak areas in your mathematical portfolio. Want to master two of the most invaluable math strategies for mastering the ACT? Check out our guides on how to use plugging in numbers and plugging in answers to make sense of some of the trickiest ACT problems out there. Looking to get that perfect score? Look no further than our guide to getting a perfect 36 on the ACT math, written by a perfect scorer. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math lesson, you'll love our program. Along with more detailed lessons, you'll get thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Whiteness in Americas Geographic Structures Essay

Whiteness in Americas Geographic Structures - Essay Example This paper highlights that   the way cities were planned and the direction taken by governmental decisions segregated black Americans from white Americans. The same trends can be seen taking place even after the civil rights movements especially when it comes to living in the suburbs which appear to be dominated by white people with African Americans few and far between. Lipsitz does not say that this division is out in the open, nor does the writer suggest that governments actually enforce this division but there is some blame given to the policy lines adopted by the powers that be. For example, more African American areas in the suburbs had been targeted for demolition during the constructions of highways than homes owned by white Americans and even though it may not really be a conspiracy, the statistics given by Lipsitz are quite startling. Perhaps the most important question raised by Lipsitz is the idea of enforcement of the law since the laws to ensure fair housing are certainly there on the books even today. However, it is the enforcement of these laws which is lacking and needs help from outside sources to support the case of those African Americans and other races who feel disenfranchised and left out of the housing system. Clearly, the African American / Caucasian American question still remains to be answered and housing is not the only issue which faces American in terms of race relations.