How to Contact the Prime Minister of Canada by Email

How to Contact the Prime Minister of Canada by Email According to the Office of the Prime Minister: The Prime Minister greatly values the thoughts and suggestions of Canadians. Canadians may submit a letter or query online, send email, send a letter via post, fax or call the Office of the Prime Minister. Email pmpm.gc.ca Mailing Address Office of the Prime Minister80 Wellington StreetOttawa, ON K1A 0A2 Phone Number (613) 992-4211 Fax Number (613) 941-6900 Request for Birthday or Anniversary Greetings A Canadian may make a request online for a birthday, wedding anniversary or union greeting  from the prime minister, also this can be done via post or fax. The prime minister sends congratulatory certificates to Canadians celebrating significant birthdays, such as 65th birthdays and up, at 5-year intervals, as well as 100th birthdays and up. The Prime Minister sends congratulatory certificates to Canadians celebrating significant wedding anniversaries or anniversary of life together unions for 25th anniversaries and up, at 5-year intervals. Gifts for the Prime Minister and Family Many Canadians choose to offer gifts to the prime minister and family. The Office of the Prime Minister considers these as kind and generous gestures. Security regulations and the Federal Accountability Act passed in 2006 prevent and preclude the prime minister and family from accepting many gifts. All monetary gifts and gift certificates will be returned to the sender. Some items, such as perishable goods, cannot be accepted for security reasons.

The Future Perfect Tense in Spanish

The Future Perfect Tense in Spanish The future perfect tense is normally used to refer to an event or action that hasnt happened yet but is expected or predicted to occur before another occurrence. In a sentence such as By this time tomorrow, I will have left, will have left is in the future perfect tense. In English, the future perfect tense is expressed, as in the example above, by using will have (or shall have) followed by the past participle. The Spanish future perfect tense is formed in much the same way as Englishs: the future indicative form of haber followed by the past participle. So I will have left would be habrà © salido. An Example: Estudiar in Future Perfect Tense Using the past participle of estudiar (to study) as an example, here is the full conjugation of the future perfect tense: habrà © estudiado - I will have studiedhabrs estudiado - you (informal singular) will have studiedhabr estudiado - he, she, you (formal singular) will have studied)habremos estudiado - we will have studiedhabrà ©is estudiado - you (informal plural, seldom used in Latin America) will have studiedhabrn estudiado - they, you (formal plural) will have studied Examples of the Future Perfect In these sample sentences, the Spanish and English perfect tense are used in much the same way. Habrà © visto  pronto esta pelà ­cula un millà ³n de veces o algo asà ­. (I soon  will have seen this film a million times or something like that.)La universidad habr perdido ms de 6.000 alumnos en el 2016, segà ºn un estudio. (The university will have lost more than 6,000 students by 2016, according to a study.)Si defendemos nuestro paà ­s habremos ganado el futuro. (If we defend our country, we will have gained the future.)Casi 50 millones de trabajadores habrn muerto de sida en este aà ±o si no mejora el acceso a los medicamentos. (Almost 50 million workers will have died of AIDS this year if we dont improve access to medicine.) Suppositional Use of the Future Perfect Because the future tense in Spanish can sometimes be used to indicate likelihood or supposition, the same is true when haber is used in the future tense. In such cases, the future perfect tense can often be translated as must have, may have, or might have to refer to something that has already occurred: Paula habr sabido nada de à ©l. (Paula must have known nothing about him.)Habrs visto la nueva pgina web que escribà ­. (You must have seen the new web page I wrote.) ¿Adà ³nde habrn ido mis caros amigos? (Where might my dear friends have gone to?)No sà © lo que ha pasado. Se habr roto el motor. (I dont know what has happened. Perhaps the motor got broken.)  No sà © que habr pasado. (I dont know what could have happened.) Note that in these suppositional statements, the grammatical future tense is used to events that happened (or might have happened) in the past. In the negative form, typically by using no, the future perfect forms a sort of rhetorical statement or question. In other words, the statement or question becomes less speculative and assumes agreement by the listener. No habrn perdido la esperanza en este mundo. (They couldnt have lost hope in this world.)No sà © de dà ³nde habrn salido estos datos. (I dont know where this data might have come from.)No habremos comprendido la importancia de las instrucciones. (We couldnt have understood the importance of the instructions.) A Related Tense: The Conditional Perfect In Spanish, the future and conditional tenses are closely related; in fact, the conditional tense is sometimes known as the future hypothetical. As such, the conditional perfect is often used in sentences of the type shown in these examples to indicate a conjecture. Si hubià ©ramos comido la pizza, habrà ­amos tenido ms energà ­a. (If we had eaten the pizza, we would have had more energy.)Si fueran inteligentes, habrà ­an sabido que era una broma. (If they were intelligent, they would have known it was a joke.) As with the future perfect, the conditional perfect as a speculative tense can refer to past events (or supposed past events). Key Takeaways The future perfect is formed by using the simple future tenses of haber followed by a past participle.The Spanish future perfect can be used in much the same way as the English future perfect, which takes the form of will have verb participle.Because the simple future tense can be used in Spanish to make speculative statements, the same can be done with the future perfect.

Ethics Essay Example | Topics and Well Written Essays - 3000 words

Ethics - Essay Example The paper will then evaluate the relation of the first situation and then the second situation in terms of the aforementioned points of view. Later on the essay will discuss the interplay of ethical principles in both cases and how they interact with each other, and the paper will end with a conclusion that sums up the whole essay. Therefore, the paper aims to discuss the specific situations of the scientists, defines the concepts of deontology and consequentialism, as well as analyzes the situations in both points of view and from that it will ascertain which scientist is right. Ethics refers to the â€Å"code of moral standards by which people judge the actions and behaviors of themselves and others†.1 Ethics is a set of rules and regulations that define as well as govern the morality of a person’s conduct in various professional fields. Different professions demand following of different ethical theories and it is the same in case of different regions as well. Thus d eriving a universal ethics that can be applied uniformly in all fields and regions is impossible. Therefore, keeping this is mind, various ethicists have come up with ethics suitable for the respective professions and regions, which has led to the origin of several ethical theories that include relativism, absolutism, deontology or duty ethics, Kantian theory, utilitarianism, consequentialism, virtue ethics etc. The paper at hand thus deals with deontology and consequentialism in terms of the two cases given. The first case describes the situation of scientist A, where she deliberately modifies the data related to her experiment so as to achieve success in the experiment. Her act of distorting the data is against the moral code of conduct, or rather the ethics. Ethics is built upon certain values and the act of distortion here overrides these values, some of which are honesty, integrity and responsibility. She becomes dishonest by changing the data and modifying it in order to make the experiment successful, thus she does not follow the principle of â€Å"honesty†.2 By not keeping the data in its original form, she also neglects the value of â€Å"integrity,† by being untruthful to herself as well as others around her, which would later on lead to the development of a guilty conscience.3 ‘A’ further breaches the ethics of responsibility, as she does not fulfill her obligation of submitting clean and unbiased data. Therefore, it is observed that scientist A deliberately distorts data in order to create a successful scientific experiment, thus intentionally violating ethical values such as honesty, integrity and responsibility. The second case describes the situation of scientist B, where she has omitted some data due to her carelessness. But it is said that the consequences were same in both the cases, which means despite her omissions, she succeeds in the experiment. In this case, the scientist has not deliberately tampered with data , rather the data has been changed due to a state of being unaware. However, this unawareness stems from negligence or ignorance from the part of B, as she has not gone through the data again and made sure if it was completely accurate. Therefore, it can be discerned that she breaches the ethics of responsibility, as she does not cross check her data at any time of the experiment, thus unintentionally leading to distortion of data. It is natural for human beings to make

The Making of Disneyland Essay Example | Topics and Well Written Essays - 750 words

The Making of Disneyland - Essay Example This discussion stresses that beneath this feeling of joy and happiness lay a grim reality that plagued United States at that time. The author’s main argument is the prevalence of racial discrimination in the country. This racism found its way right into Disneyland. The recreational park housed Fantasyland; an area perhaps found in dreams.   However the same park demonstrated the existence of racism, an aspect that can be a nightmare for many.  This paper discusses that the author cites numerous instances that establish the prevalence of racism in Disneyland. At the outset, the author states that akin to the postwar suburbs, Disneyland was not meant for the blacks and other minorities. The theme park was specifically meant for the white, middle class families. The entry fee was exorbitant and therefore only the affluent could afford to visit Disneyland and have a pleasurable experience. The high fee ensured that Disneyland was accessible to an â€Å"economically† ho mogenous group. Disneyland was located near new freeways. However, it was catering to the all-white neighborhoods that had emerged in the San Fernando Valley and Orange Country, claims the author. The author has categorically stated that Disneyland was not meant for the ethnic minority residing in the inner city. The most compelling evidence of racial discrimination inside Disneyland emerges from the fact that Walt Disney did not employ African Americans at the park. This policy continued till the civil right protests of 1963.

My Ambition Essay Example for Free

My Ambition Essay My ambition in life has always kept changing frequently, like as a dancer, as an artist, a writer or a doctor since I like biology . But I have realized that by just liking something that is related to it cannot assure someone to become that. Every ambition has so many fields to look through to achieve. One may not be successful in all the related paths but can be in at least a few. But now I feel its time for me to have a particular goal to reach. I don’t want to be focused completely on it but also want to be flexible at the same time. At home my father always dreams of me becoming a scientist like him, for that’s natural. But if anyone asks me now, about my ambition, may be it’s for sure I would like to tell I would become a scientist. This is not because my family wants it or because of their view, it’s because I have seen how life changes with a job like this. I always think of doing something different from others so that I am being recognized and also to do something new and worthy. A scientist lives with all reality. There is nothing better. I would love to work for the country’s development and to retain its prestige. As far as I have seen, I know that a scientist job would do better for me to do this. I don’t want to be just a scientist but also a researcher. A work becomes a research when one does something which is not known to the person doing which brings out wonders. I would like to learn every moment rather to do what others have done. It may be a hard job to do, but I like being complex. I want to work with others view to improve or invent something that is needed by the world. On a daily basis, I see my father’s work as a scientist or as a researcher discovering something that is unusual. Every day becomes a day to solve problems This very much surprises me . It also won’t be wrong to say that his works, deep involvement, seriousness, ect have actually put an impact on me. I would rather say, he has influenced me to carve out my future. I now dream to get into the field of my father and would put in a complete contribution to achieve my goal, by also having a complete support from my family . By becoming a scientist I will not only fulfill my parents dream but also can fulfill my wishes to live in my own way, with my own ideas like a free bird. I also wish to become a role modal to the rest of the world. The value of achievement lies in achieving. But at the same time I remember that it needs lot of work from now, only then can I turn a dream into reality. Sincere hard work always fetches. It may not just be a proud moment for me, but also for my parents and for my country. The will to succeed can overcome greatest adversity. So, my ambition to become a scientist begins or has already begun.

Mental Health State Essay -- Healthcare, Vision, Mental Health

Low vision assessments as a routine normally include case history and psychophysical measurements. By adding mental health state and low vision quality of life questionnaires during case history, a better quality of low vision rehabilitation can be offered to low vision patients. Low vision rehabilitation is very rewarding because much can be offered to assist the low vision patients. We report a 43-years old female who had tractional retinal detachment secondary to diabetic retinopathy and how low vision rehabilitation can be improved by adding simple steps incorporating mental health state and quality of life questionnaire which can be measured objectively during case history in low vision assessment. As this case report shows, recognition of the mental health and quality of life impact on visual impairment is very critical to institution of appropriate rehabilitation and referral for low vision patients. Introduction Currently, low vision assessment routine normally involved mainly the case history which includes the patient’s main complained, patient’s requirements, patient’s ocular history, patient’s general health plus medication, family history of ocular diseases and general health. The psychophysics measurement such as visual acuity (VA), refraction, visual field measurement, contrast sensitivity function test, assessment of anterior and posterior part of the eyes were the common examination conducted during low vision assessment (Jackson & Wolffsohn 2007). However, mental health state i.e The Depression Anxiety Stress Scales (DASS) (Ramli et al. 2007) and Low Vision Quality of Life Questionnaires (LVQoL) (Walffsohn & Cochrane 2000) are not routine in case history during low vision assessment at Low Vision Clinic, U... ...sians. Asia Pac J Public Health 21(1):43-50. 12. Norhani, M. & Suzainah, Y. 1998. Profile of low vision clinic population. Clinical and Experimental Optometry 81(5):198-202 13. Ramli, M., Mohd Ariff, F. & Zaini, Z. Translation, validation and psychometric properties of Bahasa Malaysia version of the Depression, Anxiety and Stress Scale (DASS). ASEAN Journal Psychiatry 8(2):82-89 14. Wolffsohn, J. S. & Cochrane, A. L. 2000. Design of the Low Vision Quality-of-Life Questionnaire (LVQOL) and Measuring the Outcome of Low-vision Rehabilitation. American Journal of Ophthalmology. 130(6):793-802. 15. Zainal, M., Ismail, S. M., Ropilah, A. R., Elias, H., Arumugan, G., Alias, D., Fathilah, J. Lim, T. O., Ding, L. M. & Goh, P. P. 2002. Prevalence of blindness and low vision in Malaysian population: results from the National Eye Survey 1996. Br J Ophthalmol. 86:951-956

Snake Dance

* Do you respect Jerry for lying to his parents? Why or why not? Would you do the same in his position? Explain **There are situations for people where it is necessary to lie. These lies are called white lies and usually they are told for good purposes. Therefore often people don’t get upset about these lies. Sometimes,people are in situations where they have to lie. However to a degree the lies a not hurtfull for people. They are told to avoid hurting other people feelings. For instance in the story â€Å"Snake Dance† Jerry lies to his mother about his life.He tells her mother that he has a scholarship for his football and he doesn’t need money. Nonetheless he works in a milkshake store and sells milkshakes. He lies to his mother because he knows that his mother wouldn’t let him send money to her if she knew that Jerry needed the money himself. As a result Jerry lies to her mother so that his mother can afford hospital charges without worrying about his s on. This means that by lying Jerry aims to make things easier for his mother. Futhermore Jerry also tries to make her mother happy about Jerry’s life. An example of this is when Jerry told her mother that his team won the match because of him.This shows that Jerry is trying to make his mother proud and cheerfull. This way she would be joyfull herself and she would make Pop joyfull too. Secondly,in situations like Jerry’s telling the truth may be more painfull. For example if Jerry told the truth his mother probably would be depressed. Since Pop is sick and Jerry has financial problems life would be twice as hard for her. She would have to think for both Pop and Jerry. As an example she would try to work too and she would be exhausted consequently she wouldn’t be able to take care of Pop.Besides she wouldn’t except money from Jerry if she knew he needed it. Thus Pop’s health could have gone worse. Moreover with Jerry’s mom knowing the truth J erry’s families life would be more misarable,more difficult and more complicated. Consequently,If I was in Jerry’s situation I would have done the same since it means making my mothers life easier. Due to my mothers life I would have lied to because it is more exhausting for a mother to look after two people than a young man to work and send money to his family. Additionally Jerry had o help to his family for Pop’s health and the only way he could keep sending money was lying. Thus if I was Jerry I would have done the same because telling the truth can only make life harder for my family. In conclusion,I support that Jerry did the right thing by lying to his mother. I strongly believe that the truth would have cause difficulties in Jerry’s mothers life. Therefore what Jerry did was thinking about his mother more than himself. As a result I think he did the right thing and I respect Jerry for telling this kind of a white lie to his parents.

Dpe Paper

DPE and Goal Instruction If teaching were as simple as using the one best way to teach everything, it would be considered a science. However, there isn’t just one correct method to teach everything. That is the reason teaching is an art. If teaching meant to follow a text book and a â€Å"one size fits all† approach, then anyone would be a master teacher. That is why teachers and especially special educators unique and special.That is why teachers know that individual needs, strengths and weaknesses must be considered to make the instructional process successful and geared to equip the student to achieve his optimum skills and abilities to meet the challenges of daily living. Students come with their own individual packages and no two of them are alike. Even though the curriculum is the same, no two students learn the same way. Teachers are challenged to meet the students’ â€Å"package† and to create an approach at instruction that take into consideration the students’ differing abilities, strengths and needs are satisfied.To compound the challenges of instruction, the intellectually disabled (ID) student presents additional dynamics that impact the art of teaching. This paper presents the diagnostic/prescriptive/evaluation (DPE) strategy of instruction for ID students. The DPE is not a concept. Educators have been using it for decades (Mann and Phillips, 1967). During the past 40 years it has been improved and refined (Ewing & Brecht). The paper examines each of the components of DPE: diagnosis, prescription, and evaluation (Thomas, 1996). In conclusion it presents two applications of implementing the DPE with two students diagnosed with ID.The diagnostic process requires great skill and effort from the teacher. Alone the special educator cannot perform all the necessary functions of diagnosis. With the assistance of the other members of the Multidisciplinary Team (MDT) and other service personnel, they are able to determine the needs of individual learners and to specify instructional objectives that will help the student satisfy his educational needs (Eisele, 1967). During this phase the teacher is to determine the most demanding needs of the student. The entire diagnostic process depends upon the ccurate identification of these needs. The specialists on the MDT provide the teacher with the data, or means of acquiring the data, about the student that are necessary for determining the student’s needs. This takes the form of providing formal and informal testing services for testing students, supplying the data that has been acquired from the testing, and providing the testing batteries that could be used for this purpose (Eisele, 1967). This becomes the Present Levels of Performance (PLOP) of the Individualized Education Program (IEP).When the MDT has collected all of the significant data and determined the demanding needs of the student, then the teacher and the specialists develop the instruc tional goals and objectives appropriate for specific needs. These goals are selected from curriculum domains and the objectives can be selected from curriculum guides and resource units. Also the teacher and specialist can generate their own objectives. When talking to the teacher and specialists, I asked what type of instructional activities and materials they use for students with ID?The teacher and specialists stated that they prescribe instructional activities and materials suitable for the student to master his objectives. This constitutes the second step in the DPE process. Prescribed learning is based on short- and long-term goals that are established for the individual student and are based on the skills needed to be mastered. Within these goals are markers to establish where there are gaps in the learning process. Instruction that follows will teach only to what the student still needs to master to be successful. It capitalizes on the strength of the student to fill in the learning gaps.The prescriptive process can be applied to almost any subject area, academic and behavioral (Deschel, Susan, 2012). Three important teaching strategies for students diagnosed with ID: 1) tasks should be broken down into small component steps and learned in sequence, 2) teaching techniques should be experiential, concrete, visual and hands-on rather than cognitive, abstract and verbally delivered in lecture form, and 3) feedback should be immediate for the student to make a connection between his answer, behavior, or question and the teacher’s response.The third phase is the evaluation process. This is a two-pronged process for the teacher. First, evaluation is necessary to assess needs and, second, to evaluate the student’s progress toward achieving his objectives. Through the evaluation process teacher monitors the understanding and performance of students before teaching the lesson, while teaching, and after teaching the lesson. The evaluation process c an inform the teacher of the effectiveness of his lessons with individuals, small groups of students, or whole classes, depending on the instruments used (Guskey, 2003).Instruction and evaluation are interactive. The teacher may evaluate student learning on the spot, or collect data at different points in time and compare progress over units of instruction. Moment-by-moment assessments allow the teacher to tap into student’s developing understandings about the objective and to enable the teacher to correct misconceptions immediately. Observations recorded over time allow the teacher to identify patterns of development and document learning gains (Guskey, 2003). This can be accomplished in many ways.Devices appropriate for the evaluating progress are data keeping, checklists, logs, standardized tests, and paper and pencil tests. Now we consider the practical applications of DPE in a classroom. Antoine is a 12 year old, sixth grader, who is diagnosed with ID and is in a special education classroom. His MDT has completed their assessments and has developed his IEP. One of his goals includes math readiness. His objective is to be able to match manipulatives to numbers expressed on cards with verbal prompting.The teacher has developed prescriptive lesson plans to enable Antoine develop the needed skills to match the manipulatives to the numbers. His first lesson is to match manipulatives to the number expressed on a picture communication symbol (PCS). He encounters difficulty in matching the manipulatives to the number on the PCS. His teacher notes the difficulty evaluating Antoine’s learning skill gap. She introduces PCS with a number of manipulatives on it equal to a number on the top of the PCS. Antoine begins to associate the manipulative with the number on the card.As he experiences success in matching the manipulatives to the number, the teacher replaces the PCS with two cards, one with the number and the other with the manipulatives. After coll ecting data indicating Antoine’s progress, the teacher removes the manipulative card. Antoine now begins to match the manipulatives to the number on the PCS. For the second example we meet John. John is a 15 year old with a diagnosis of ID and behavioral issues. He has recently developed the habit, when he becomes frustrated, of head butting objects and individuals.His MTD has met and analyzed the situation and has developed a plan to extinguish this behavior and have John express his frustration in positive behaviors. They have listed the times when John has become frustrated, the antecedent(s), and indicators that precede his head butting. The prescriptive element is to develop initially plans for John to identify his feeling of frustration and to express his emotion to the teacher. As the staff observes John during class times, they begin to note those antecedents that indicate John is becoming frustrated. They plan interventions with John to alleviate his build up of frus tration.There is the constant interplay of the diagnostic, prescriptive and evaluation processes until John is able to identify the cause of his frustration and release it with positive behaviors. There are many specific techniques that can assist in teaching students with ID. They can be summarized into three, more, general strategies. First is to allow more time and practice for the students to successfully master the objective. Second is to embed the activities into daily living or functioning as much as possible. Third is to include the student both in the social and academic activities.Diagnostic/prescriptive/evaluation strategies have been employed in the classroom as an educational strategy to remedy learning deficits (Ewing & Brecht, 1977). After speaking with a teacher about the roles and procedures that plays in the daily class, she shared with me that the diagnostic process helps the educational team define the student’s abilities and deficits. The prescriptive pro cess provides a means to plan and teach the skills and concepts a student needs most. The evaluation process measures the learning increments of any magnitude. It enables the team to redefine the diagnostic and prescriptive as needed.The DPE strategy emphasizes and identifies a prioritized life goal curriculum planning approach to identify functional skills and concepts need by a student with ID to become as successful as possible in adult life. The DPE approach assesses each student’s abilities and progress toward those individual life goals (Thomas, 1996). References Dreschel, Susan. (2012). Prescriptive Learning. http://www. ehow. com. Eisele, James E. (1967). Diagnostic Teaching: Can the Curriculum Specialist Help? Educational Leadership, January 1967. Washington, DC. Ewing, Norma & Brecht, Richard. (1977).Diagnostic/Prescriptive Instruction: A Reconsideration of Some Issues. Journal of Special Education, vol. 11. Los Angeles CA: Sage Publications. Guskey, T. R. (2003). U sing Data to Improve Student Achievement. Educational Leadership. Kauffman, James M. & Hung, Li-Yu. (2009). Special Education for Intellectual Disability: Current Trends and Perspectives. Philadelphia, PA: Lippincott Williams and Wilkins, Inc. Thomas, Glen E. (1996) Teaching Students with Mental Retardation: A Life Goal Curriculum Planning Approach. Saddle River, NJ: Prentice Hall.

A Timeline of the Suez Crisis

A Timeline of the Suez Crisis Learn what events lead to the Suez Crisis, which was an invasion of  Egypt  in late 1956. 1922 Feb 28:  Egypt is declared a sovereign state by Britain.Mar 15:  Sultan Faud appoints himself King of Egypt.Mar 16:  Egypt achieves  independence.May 7:  Britain is  angered over Egyptian claims to sovereignty over Sudan. 1936 Apr 28:  Ã‚  Faud dies and his 16-year-old son, Farouk, becomes King of Egypt.Aug 26:  Draft of Anglo-Egyptian Treaty is signed. Britain is allowed to maintain a garrison of 10,000 men in the  Suez Canal Zone and is given effective control of Sudan. 1939 May 2:  King Farouk is declared the spiritual leader, or Caliph, of Islam. 1945 Sept 23:  Egyptian government demands complete British withdrawal and the cession of Sudan. 1946 May 24:  British premier  Winston Churchill  says the Suez Canal will be in danger if Britain withdraws from Egypt. 1948 May 14:  Declaration of the Establishment of the State of Israel by David Ben-Gurion in Tel Aviv.May 15:  Start of the first Arab-Israeli War.Dec 28:  Egyptian premier Mahmoud Fatimy is assassinated by the  Muslim Brotherhood.Feb 12:  Hassan el Banna, leader of the Muslim Brotherhood is assassinated. 1950 Jan 3:  Wafd party regains power. 1951 Oct 8:  Egyptian government announces that it will eject Britain from the Suez Canal Zone and take control of Sudan.Oct 21:  British warships arrive at Port Said, more troops are on the way. 1952 Jan 26:  Egypt is placed under martial law in response to wide-spread riots against the British.Jan 27:  Prime Minister Mustafa Nahhas is removed by King Farouk for failing to keep the peace. He is replaced by Ali Mahir.Mar 1:  The Egyptian Parliament is suspended by King Farouk when Ali Mahir resigns.May 6:  King Farouk claims to be a direct descendant of the prophet Mohammed.July 1:  Hussein Sirry is new premier.July 23:  Free Officer Movement, fearing King Farouk is about to move against them, initiate a military coup.July 26:  Military coup is successful, General Naguib appoints Ali Mahir as prime minister.Sept 7:  Ali Mahir again resigns. General Naguib takes over the post of president, prime minister, minister of war and commander-in-chief of the army. 1953 Jan 16:  President Naguib disbands all opposition parties.Feb 12:  Britain and Egypt sign a new treaty. Sudan to have independence within three years.May 5:  Constitutional commission recommends 5,000-year-old monarchy be ended and Egypt become a republic.May 11:  Britain threatens  to use force against Egypt over the Suez Canal dispute.June 18:  Egypt becomes a republic.Sept 20:  Several of King Farouks aides are seized. 1954 Feb 28:  Nasser challenges President Naguib.Mar 9:  Naguib beats off Nassers challenge and retains the presidency.Mar 29:  General Naguib postpones plans to hold parliamentary elections.Apr 18:  For a second time, Nasser takes the presidency away from Naguib.Oct 19:  Britain cedes Suez Canal to Egypt in new treaty, two year period set for withdrawal.Oct 26:  Muslim Brotherhood attempt to assassinate General Nasser.Nov 13:  General Nasser in full control of Egypt. 1955 Apr 27:  Egypt announces plans to sell cotton to Communist ChinaMay 21:  USSR announces it will sell arms to Egypt.Aug 29:  Israeli and Egyptian jets in fire-fight over Gaza.Sept 27:  Egypt makes deal with Czechoslovakia arms for cotton.Oct 16:  Egyptian and Israeli forces skirmish in El Auja.Dec 3:  Britain and Egypt sign agreement granting Sudan independence. 1956 Jan 1:  Sudan achieves independence.Jan 16:  Islam is made state religion by act of Egyptian government.June 13:  Britain gives  up Suez Canal. Ends 72 years of British occupation.June 23:  General Nasser is elected president.July 19:  US withdraws financial aid for Aswan Dam project. The official reason is Egypts increased ties to USSR.July 26:  President Nasser announces a plan to nationalize Suez Canal.July 28:  Britain freezes Egyptian assets.July 30:  British Prime Minister Anthony Eden imposes an arms embargo on Egypt, and informs General Nasser that he can not have the Suez Canal.Aug 1:  Britain, France, and the US hold talks on escalating the Suez crisis.Aug 2:  Britain mobilizes armed forces.Aug 21:  Egypt says it will negotiate on Suez ownership if Britain pulls out of the Middle East.Aug 23:  USSR announces it will send troops if Egypt is attacked.Aug 26:  General Nasser agrees to five nation conference on Suez Canal.Aug 28:  Two British envoy s are expelled from Egypt accused of spying.Sept 5:  Israel condemns Egypt over Suez crisis. Sept 9:  Conference talks collapse when General Nasser refuses to allow international control of the Suez Canal.Sept 12:  US, Britain, and France announce their intention to impose a Canal Users Association on the management of the canal.Sept 14:  Egypt now in full control of the Suez Canal.Sept 15:  Soviet ship-pilots arrive to help Egypt run the canal.Oct 1:  A 15 nation Suez Canal Users Association is officially formed.Oct 7:  Israeli foreign minister Golda Meir says the UN failure to resolve the Suez Crisis means they must take military action.Oct 13:  Anglo-French proposal for the control of the Suez Canal is vetoed by the USSR during the UN session.Oct 29:  Israel invades  the Sinai Peninsula.Oct 30:  Britain and France veto USSR demand for Israel-Egypt cease-fire.Nov 2:  UN Assembly finally approves a cease-fire plan for Suez.Nov 5:  British and French forces  involved in the airborne invasion of Egypt.Nov 7:  UN  Assembly votes 65 to 1 that invad ing powers should quit Egyptian territory.Nov 25:  Egypt begins to expel British, French, and Zionist residents. Nov 29:  Tripartite Invasion  is officially ended under pressure from UN.Dec 20:  Israel refuses to return Gaza to Egypt.Dec 24:  British and French troops depart Egypt.Dec 27: 5,580 Egyptian POWs exchanged for four Israelis.Dec 28:  Operation to clear sunken ship in Suez Canal starts. 1957 Jan 15:  British and French banks in Egypt are nationalized.Mar 7:  UN  takes over the administration of the Gaza Strip.Mar 15:  General Nasser bars Israeli shipping from Suez Canal.Apr 19:  First British ship pays Egyptian toll for use of the Suez Canal.

5 Simple Job Search Tips People Forget

5 Simple Job Search Tips People Forget It’s easy to forget how to look for a new job when you already have one. Here are a few strategies for staying sharp when trying to change careers. 1. Show Your StuffMaybe you’re looking to branch out into another field. Your unique qualifications make you a strong candidate, and you know you can do this kind of work. The hiring manager doesn’t. And maybe, given your current position, you don’t look as strong as other candidates might on paper. Here’s where you beef up the relevant experience section of your resume and tailor a brand-new cover letter to the new position you are seeking, playing up all the reasons you may be a slightly unorthodox choice, but the best one for the job.2. Get Off The PageThe best way to get your resume in front of people is to get yourself in front of people. Most positions are filled on recommendation. So start utilizing your network to get you in the door. Hit up your LinkedIn and Meetup contacts and start making the connections you’ll need to get hired in your new field.3. Be SpecificYour friends and colleagues will obviously want to help. Rather than tell everyone you’re looking for a new job, why not tell them precisely what kind of position you are after, or what kind of company? Give a detailed description of what you’re looking for. You’ll get better help and will be more respectful of your connections’ time.4. Don’t Be DesperateOmit the words â€Å"I’ll take anything!† from your vocabulary. If you don’t have a very specific position in mind, do a bit of work to ballpark your dream next move. You’ll have a lot more luck getting help from friends, and you’ll be much more successful when up against the hiring manager- who, after all, wants you to be genuinely enthusiastic.5. Chin UpKeep your spirits and your confidence up. And when in doubt- fake it until you make it. A positive attitude is the necessary flourish to a successful job search strategy; it will keep you sane, ambitious, and attractive to potential employers.

Diversity Research Paper Example | Topics and Well Written Essays - 750 words

Diversity - Research Paper Example Shami sought to dye his hair but found out that all hair dyes were all ammonia based, a compound he was allergic to according to his doctor. This spurred Shami to set out at inventing the first ammonia free hair dye in the world named Magento, which effectively launched his business career. In the year 1986, Farouk Shami started his Spa and hair care products company called Farouk Systems based in Houston, Texas. This company, over the years, has introduced numerous hair care products in the cosmetics industry, which has seen his business venture and innovations lead to flourishing and profitable business career. Farouk Systems Inc. is a manufacturer of professional spa hair care products that offer lighteners, colors, styling products, hand, body washes, and lotions and tools like dryers, irons and brushes (Miller, Vandome & John, 2011). According to Pederson (2009), Farouk Systems’ SPA products include lacquers, fragrances, top coats, ceramic base, ceramic base coats, coat b inders, and cuticle oils. The company also provides services in ceramic instant drying drops, conditioners, chemically treated kits, shampoo ionic protectors, ceramic ridge fillers and nail tools and accessories. Farouk Systems also offers buffer file and block, crystal nail files and in addition, they offer infra highlight color, blondest blonde, ionic permanent color and auto digital wet among others. Farouk Systems Inc. is a private company that was founded on principles aimed at promoting safer workplace environments, a principle that embodied by the company’s motto; Environment, Education & Ethics. This was to be achieved by providing the hair care industry with safer hair care products free from harsh chemicals (Herman & Smith, 2009). Advanced knowledge through education was to be the foundation of this objective, and new professional systems that could be replicated at home. Farouk Systems is comprised of 1,500 professional hairdressers spread in over 60 countries in t he world (Rosenbloom, 2011). Farouk Systems Inc. entrepreneurial intentions are driven by the need to promote the creation of safer working environments in the hair care industry. This contributes to the consistent drive in innovation of chemical free hair care products using natural dyes from plant and animal extracts (Pederson, 2009). These intentions were achieved through Farouk Shami’s resilience in research aimed at developing alternative hair care products that were much safer than what the current provided. Farouk Systems’ consistency in innovation has propelled the company’s entrepreneurial intentions to a leading market position in the industry. The company’s strongest traits are characterized, by market research, to provide the best and current knowledge on trends, consumer demand and preferences. Strong leadership is a key factor to Farouk Systems’ success in an industry that is characterized by stiff competition and the influx of new pr oducts in the market. The emphasis and focus on the development of high quality products is an entrepreneurial trait that has helped the company maintain its market appeal and demand. An example of this is the introduction of the Chi Straightening Iron that is made of pure ceramic raw material making it deliver superior results compared to other products in the market (Herman & Smith, 2009). The quality results produced by this product are attributed to consumers’ willingness to buy it at higher prices than other similar products in