Green River company Essay

Aberdeen facility is focused on the production of special missile canisters for US Navy. The peculiarity of the production lies in its extraordinary complexity. Canisters have many features that require special attention and careful assembling. Thus, the commitment of workers is the issue of crucial importance. Otherwise, the quality of product will suffer, which is absolutely inadmissible with regard to the nature of production. The privileged position of Aberdeen plant lies in the fact that it doesn’t actually have any competitors. It works for the only customer US Navy. However, it contains hidden threats as well, because there is always a chance of neglecting a quality of product knowing that there is no fight for a customer. The Aberdeen plant was started five years ago without using unions to regulate pay scales and define various job descriptions. It employs 100 employees and is much smaller in size than the Green River facility. The production line utilizes three-quarters of its employees. Bob Lancaster – the founder and the first manager of the plant — first introduced the innovative participative management. Lancaster based his management theory on â€Å"doing the right thing, trust and if you can fix it, do it†. This functioned as a collective, it took away fear from doing or not doing what is needed to complete a task and it also gave each individual the responsibility of solving a problem without having to go through a chain of command to get results. Ken Dailey, Green River plant manager, is intrigued with the management processes at the FMC Aberdeen facility and thus is willing to implement similar changes at Green River. Dailey is a progressive manager and wants to innovate the Green River plant with a progressive style of management as well as three new plants that the corporation plans on building. The major organizational issue pertaining to the possible changes is that of an organizational structure. Obviously, within the Green River plant we notice usual linear structure of organization where authority is delegated from the top to the bottom, from the higher manager to the manager of the lower level. There is a direct relationship between superior and subordinate, with each subordinate responsible to only one person. Line relationships are associated with functional or departmental division of work and organizational control. Line managers have authority and responsibility for all matters and activities within their own department (Sterman, 2000). It means that organizational structure at Green River doesn’t suppose any personal initiative or any social interaction beyond the processes and functions defined. Moreover, linear structure also doesn’t suppose any group discussions, since major decisions are taken above. In contrary, Aberdeen facility has more flat organizational structure, when every employee can turn to the higher level one with an initiative, complaint or offer. Such an organizational structure presupposes more communication and thus has greater impact on employee’s motivation. Flat organizational structure kills the fear towards management in employees and create more favorable working atmosphere. Considering two different types of organizational structure within two facilities, it is possible to say that organizational structure actually impacts the organizational culture and the way people perceive themselves and their importance to the organization, treat each other and behave i. e. working atmosphere that exists. (Brislin, 1993) Thus, in Green River company, people are brought together based on defined roles within the structure of the organization. The nature of the tasks to be done is a predominant feature within this facility. Management, certain rules and relationships, identify goals and norms of behavior are established. Thus, Green River’s organizational culture is very formal. As it was mentioned before, employees do not have a chance and stimulus to socially interact with each other, share their ideas and experience. It is possible to identify Green River’s organizational culture as the one of total control and power from the center. At Aberdeen, in contrary, organizational culture is more people oriented, â€Å"humanized† and caring. This so-called â€Å"human† approach to management has resulted, in particular, in active interaction between employees, as well as in the fact that 30% of all employees were represented by women and 8% by minorities. It helped to create a positive image of the plant in the yes of Aberdeen community and people outside as well.

How does Shakespeare make Lady Macbeth into such a Dramatic Character Essay

Creating a character like Lady Macbeth who is ahead of her time, domineering and so far away from the 16th and17th century stereotypical women, is a fantastic achievement for Shakespeare. Lady Macbeth’s character is not too dissimilar to that of a witch as many aspects of the things she does and the language and imagery she uses have led me to believe that she may well be one. This could well have been the response if a Jacobean audience, There are also frequent times when she appears to call on spirits. At the time when Macbeth was written the public were becoming increasingly pre-occupied with witchcraft. A law was even put in place to ban it. It was also estimated that at least a staggering 8,000 witches were burned at the stake just in Scotland between 1564 and 1603 (which would have supported the Jacobean view at the time). As witches were used in the play it would have made it all the more intriguing to the audience and to James I. Another point of attraction is the fact that Lady Macbeth appears to have some witchlike features, or that she could be working in sync with them. This only adds another fascinating dimension to her character and so would have broadened her appeal as a dramatic character at the time. When Macbeth was written, women were believed to be inferior to men. Lady Macbeth contrasts to this belief in numerous ways. She, for example, has more control over Macbeth than he has of her. She also seems able to manage and manipulate effectively and uses these skills in act 1 scene 7 she does a great job of persuading Macbeth to go through with the murder of Duncan and in act 3 scene 4 when she attempted to stop Macbeth from giving away that he murdered Duncan. I also believe that the impact of the witches, especially at the very beginning of the play provides an excellent building block for her to manipulate, control and domineer him. One of the most important factors in being able to control Macbeth are the witches. Without the information and ambition that the witches feed him, Lady Macbeth’s persuasive powers wouldn’t be anywhere near as effective. In addition Lady Macbeth seems to be undecided whether she is good, evil, somewhere in between or indeed what ulterior motive she has. Maybe she acknowledges she is human after being taken over by spirits, but ultimately she cannot defeat her humanity. Lady Macbeth’s portrayals in the Polanski and ‘Estate’ film version contrast greatly. In the Polanski portrayal, Lady Macbeth is seen to reflect the way Shakespeare intended her to manifest. She also is seen to be devious and conniving just as Shakespeare intended. However in the ‘Estate’ version, Lady Macbeth gains sympathy from the audience and we are certainly more sympathetic towards her, because as the film indicates she lost her child earlier in life. This is also why many characters in the film look upon her differently in comparison the Polanski version. The evidence we have of Lady Macbeth being portrayed in two different ways shows what an impressive, dramatic and intriguing character Shakespeare has created, and I’m sure that numerous other interpretations can be made, and will be made in the future. The very first time we are introduced to Lady Macbeth is when she has received a letter from Macbeth informing her about what the witches had told him. What is interesting is that she never dwells on the letter for a moment. She just gets straight into devising a way of how to get Macbeth to be king (and of course herself queen) by killing. She immediately knows he isn’t capable of committing the murder as she says â€Å"It’s too full of the milk of human kindness†. Using the work milk means she views Macbeth as young or inexperienced and definitely incapable of murdering Duncan. Also it initiates a sense of images connected with motherhood and femininity. She then does on to say â€Å"I pour my spirits into thine ear† which is a reference to the fact that she’ll have to use her persuasive powers to influence him. It is immediately clear Shakespeare intended to give her power, and the way she has already started to devise a plan instantaneously in her mind is astonishing. She clearly thinks she is powerful already when she says â€Å"Under my battlements†. In Lady Macbeth’s mind the Macbeth’s castle is hers. This view is completely in contrast with events at the time as any normal stereotypical woman in this time period would never claim to own her husband’s property. We as an audience already know that Lady Macbeth is an extraordinary powerful woman. But she thrives for more power. When she says â€Å"Unsex me here† this means that she feels restricted and wants to have mens’ power. She may also believe that a woman can only have so much power and to gain more she would have to become a man. I believe she feels jealous of Macbeth’s power and longs to feel what it is like to me a man like him. Immediately when Macbeth has met his wife after sending the letter, barely any pleasantries are exchanged and she quickly sets upon overwhelming him. Lady Macbeth’s sharp innovative thinking has already devised a plan to kill Duncan and she wastes no time in unleashing it upon Macbeth Duncan â€Å"That croaks the fatal entrance of Duncan†. She has concocted that the murder will be covered up â€Å"And pall thee in the dunnest smoke of hell† and that the murder will happen under the â€Å"Blanket of dark†. She also tells him that she will poison the guards in order for him to get to Duncan â€Å"And take my milk for gall†. The way Lady Macbeth has already pieced together a plan of how to get herself into the powerful position of queen so rapidly is a prime example that power and domination are the main features of her existence. She clearly thrives on power and her last statement in act 1 scene 5 only underlines this fact â€Å"Leave all the rest to me†. She is telling Macbeth that she has complete control over the situation and that instead of her relying on him, he can rely on her. This would be shocking to the audience as it challenges beliefs about society’s roles at the time. Although Lady Macbeths plan seems convincing, Macbeth is still a bit wary of it. He puts forward the view that doing more than what is natural for a man to do, no longer makes him a man. In other words it would make him unnatural as it could almost be construed that Lady Macbeth is trying to mould Macbeth and make him into a somewhat supernatural character. Although we know Macbeth kills Duncan, he may not have done so if it had not been for his love and affection for his wife, as in the letter he wrote to her he called her â€Å"My dearest partner of greatness†. We also know that he trusted her with his life, as if the letter he had written to her had been seen by anybody else; it may have been seen as treasonous. Without Macbeth’s love and trust for his wife Lady Macbeth may not have been able to persuade him to commit the murder. In act 1 scene 7 Lady Macbeth hits her husband where she knows it will hurt by making him feel like a coward when she continues to â€Å"Pour my spirits into thine ear† and she says mockingly â€Å"Poor cat†. The image of the cat is designed in to re-inforce the fact that Macbeth is being cowardly for having second thoughts over the murder of Duncan. Another even more damaging persuasive technique Lady Macbeth uses is to insult Macbeth’s manhood. When Lady Macbeth says â€Å"When you dur’st do it, then you were a man† it appears to demolish Macbeths futile attempts to convince himself that he shouldn’t murder Duncan by mocking his masculinity and contrasting it to her commitment to him. Anxiety Lady Macbeth seems hell-bent on persuading Macbeth to murder Duncan, but could she have done it herself? She claims Duncan looked like her father so she couldn’t do it. But she also said she would kill her own baby if she had to â€Å"I would while it was smiling in my face†. I think she isn’t quite as powerful as she appears on the surface and she is too scared herself of the consequences of killing a king. Although if this was the case it would be ironic as the guilt of Macbeth killing Duncan affects her a lot more. On waiting for Macbeth to commit the murder, Lady Macbeth is triumphant and bold and is confident having played her part by drugging the guards. Here Macbeth makes a foolish mistake by bringing the two bloodstained daggers back from the scene of the crime. Lady Macbeth quickly notices his mistake and decisively orders him to put the daggers beside the drunken guards. Macbeth is too overcome with the fear of guilt to do this, which forces Lady Macbeth to carry out the deed for him. Without Lady Macbeth’s readiness of mind and strength of purpose, Macbeth may have been exposed. We see Lady Macbeth has the initiative and grasps the situation; however after persuading Macbeth to murder Duncan she has turned a great warrior into a guilty wreck. After Duncan’s death Macbeth kills the guards in a false display of loyalty, however Macduff questions this and although Macbeth justifies his actions it still seems unconvincing. Lady Macbeth conveniently faints after seeing the dead bodies. I believe she fakes to faint as she is afraid that Macbeth wasn’t convincing and this provides the perfect way to draw the attention away from Macbeth. Nevertheless I believe that Lady Macbeth may be genuinely shocked by her husband’s quick ruthless actions and maybe before she thought that he wouldn’t be capable of murdering again. She may be shocked at what he has turned into, and not realize how omnipotent she has been. Also, with Macbeth acting so spontaneously this could be conceived by her as him challenging her power Lady Macbeth becomes uneasy as her husband seems to spend his time alone â€Å"Desire has got without content†. She is also not enjoying her new found role as queen. It seems the position she so wanted in life hasn’t lived up to her high standards. When Macbeth eventually does see her she pretends she is at ease with the current situation. In addition in this scene Lady Macbeth begins to lose her power over Macbeth and from her being so dominant now the situation and balance begins to shift. He is beginning to formulate a plan without her, but he won’t tell her what it is. Macbeth despite calling her â€Å"Dearest chuck† clearly feels he doesn’t need her. Whereas in the first act, Lady Macbeth is overpowering Macbeth, now their roles have changed. In act 3 scene 4 Lady Macbeth grasps control over the situation for one last time. Banquo’s ghost ironically occupies Macbeth’s seat as Banquo’s descendants will do the throne. Only Macbeth can see the ghost and he is terrified. Lady Macbeth’s quick thinking to draw the banquet to a close and dismiss everyone is another example of how much influence she has had throughout the play, and without her Macbeth surely wouldn’t be in the position he now currently finds himself in. However he seems to only talk of himself alone â€Å"For mine own good†. He even admits that he wants to visit the witches again. Lady Macbeth results in keeping â€Å"Her state† which means she is going to remain and sit on the throne. On the throne is where she should be able to enjoy her role as queen but it somehow feels hollow and empty for her without Macbeth by her side. And maybe it is no wonder that Lady Macbeth begins to question what has become of her. In Macbeth’s castle at Dunsinaine a doctor and a waiting gentlewoman discuss their patient, Lady Macbeth. Lady Macbeth is sleepwalking and it must finally dawn on the audience that she has lost all control and is on the verge of insanity as sleepwalking was seen as a supernatural sign of being possessed. Earlier in the play she said â€Å"What’s done is done† meaning she is suggesting that killing Duncan would not be of concern once it had been accomplished. However now what’s done is not in the past put present in her mind. She now goes on to say â€Å"What’s done cannot be undone† Which is the complete opposite to her earlier statement. She says â€Å"Who would have thought the old man would have so much blood in him?† while in her dream-like state. I think this means that she didn’t realize so much guilt would overwhelm her after Macbeth had murdered Duncan, also that she didn’t think there would be so many deaths after they had killed Duncan. What is fascinating about Lady Macbeth’s situation now is she set about trying to influence Macbeth and it appears she has influenced herself into her own death. Lady Macbeth’s death could almost be viewed as a sacrifice for Macbeth. She may have felt that she was becoming a burden for him and that he would do better without her. Furthermore she could have killed herself as she had lost control over herself and more importantly over Macbeth, who seemed to be acting spontaneously without her dramatic impact over him. Macbeth’s reaction may also come as a surprise to the audience as when he says â€Å"She should have died hereafter† it feels like he is being offhand and has more important things to worry about than his wife’s death. Or does the word hereafter suggest he may dwell and mourn over the matter later? In conclusion the dramatic power of Lady Macbeth is at first influential and rewarding to her and her husband, but then spirals out of control. Shakespeare has created an iconic and revolutionary character and one who seems to have numerous personalities on-the-go at once. At first she seems supernatural with her uncompromising desire for her husband to take the throne, but then she shows aspects of humanity- she would have killed Duncan herself if he hadn’t have reminded her of her father. Finally, it seems that Shakespeare created the characters of Macbeth and Lady Macbeth to compliment each other. As when Macbeth is weak and hesitant, Lady Macbeth is strong and dynamic; when Macbeth is diligent and determined, Lady Macbeth is tormented and slowly disintegrates. Without the relationship they provide for each other they wouldn’t have got to the stage of their downfall.

Academic Performance of College Students Essay Example for Free

Academic Performance of College Students Essay Academic performance (42) , College Students (39) , college level (10) , for college students (8) , top college (7) company About StudyMoose Contact Careers Help Center Donate a Paper Legal Terms & Conditions Privacy Policy Complaints ? The lack of adequate background and/or preparation, among other things, causes many students to withdraw from college or to graduate with low grades, which often makes it difficult for them to obtain suitable jobs. This paper examines the academic performance and efforts to seek assistance for academic and related problems of undergraduate students at North Carolina A&T State University. To that effect, the grade reports of business and economics majors and responses to a survey of students enrolled in business and economics courses were qualitatively analyzed. The results of the analyses indicated that many students experienced academic deficiency and did not seek assistance when faced with problems. The results also revealed that many of the students who sought assistance rated the services they received as ineffective and indicated their preference for school-level advisement services. The development of a school-specific academic monitoring and advisement center would alleviate these problems. Such a center, with a comprehensive and extended advisement and counseling program, will be more effective than university-wide services in improving student academic performance and marketability upon graduation. ********** Teaching, research and service are usually used as a yardstick to measure faculty contributions to higher education institutions. Major universities have long stressed the importance of research activities relative to teaching. Over the last two decades, many of smaller teaching institutions, including the Historically Black Colleges and Universities (HBCUs) where research activities were recognized only to the extent that they would keep educators and the knowledge they transmit to students current, have been under pressure to acquire external funds for scholarships, faculty development, and meeting accreditation standards (Fielding 1985). As these institutions, particularly the HBCUs, placed more emphasis on faculty research productivity, they are faced with the challenge of striking a balance between teaching and research activities. Nevertheless, most colleges and universities recognize that teaching is the ultimate goal of their institutions (Wiley 1993). The main factors considered for improving teaching effectiveness among other things, include teaching approaches and techniques and faculty availability for student assistance and advisement. However, students in higher education institutions must be motivated and committed to make reasonable efforts toward handling various activities, such as reading, written assignments, class discussion, presentation and examinations, effectively. Accordingly, the students’ commitment to attain a good education, their study habits and cooperation, their motivation and efforts to seek assistance, when needed, are equally critical for learning. Thus, since the provision and consumption of education service occur simultaneously, the students’ active participation in the process is a necessary condition to transform teaching to effective learning (Norales and Addus 2003). This paper assesses the academic performance and efforts of undergraduate students to seek assistance for academic and related problems at North Carolina A&T State. The paper (1) examines the academic performance and deficiencies of the students in terms of their overall grade point averages; (2) identifies the relative magnitude of student academic and related problems from freshman to senior classifications; (3) presents student evaluation of the effectiveness of advisement and counseling services available to students; and (4) recommends the development of a school-specific academic monitoring and advisement center to improve student academic performance and marketability upon graduation. Methods and Instrumentation The 1998 grade point averages (GPAs) of undergraduate business and economics majors were used to determine the levels of student academic performance and deficiencies, with the application of chi-square statistic test to the relevant data. The student grade reports (the most recent data available) were obtained from the North Carolina A&T State University’s School of Business and Economics. In addition, data from students were collected through a student survey of 2002. The sample for the student advisement and counseling effectiveness questionnaire consisted of students enrolled in business and economics courses at North Carolina A&T State University. The questionnaire items were designed to elicit responses from students to determine the magnitude of student academic and related problems, efforts to seek assistance to solve their problems, evaluation of effectiveness assistance they received, and preference for the location of advising and monitoring services within the University. The results of this study can be used as a source of data that can provide information on the curriculum effectiveness at North Carolina A&T State and other universities. Such data can assist educators in curriculum planning and development so that they can better meet the needs of students. Student Academic Performance and Survey Results The results of this study are based on the examination of the School of Business and Economics student GPAs and the student advisement and counseling survey of students enrolled in business and economics courses at North Carolina A&T State University. The results are centered around (1) the student academic performance levels and deficiencies; (2) the magnitude of student academic and related problems; (3) the students efforts to seek assistance to solve problems; (4) the student evaluation of effectiveness assistance received; and (5) the student preference for the location of advising and monitoring services. The following are the findings of the study based on student grade point averages and student advisement and counseling services questionnaire responses. Student Academic performance. The school of Business and Economics at North Carolina A&T State University consists of accounting, business administration, business education and economics and transportation/logistics departments. The distributions of grade point average of students enrolled in the School during the 1998 fall semester are presented in Table 1. For the data in the Table, the chi-square test statistic is significant. This indicates that grade distributions by classification are statistically different. Generally, the number of students with low grade point averages decreased from freshman to senior classifications. In other words, more freshmen maintained lower grades relative to seniors, and more seniors maintained higher grade point averages than freshmen. More specifically, the data indicates that, in the School of Business and Economics, 55% of freshman, 14% of sophomore, 16% of junior, and 6% of senior students maintained below 2. 00 grade point averages. The decline in the proportion of students with lower grades from the freshman to senior levels is an indication of either grade improvements, transfer from one program to another or withdrawal and/or suspension/dismissal from the university. In their senior year, 41% of students maintained a GPA of below 2. 50, 23% below 2. 25, and 6% below 2. 00. For all classifications, 53% of students maintained a GPA of below 2. 50, 39% below 2. 25, and 26% below 2. 00. The School of Business and Economics cannot afford to ignore 23% students who may graduate with a GPA of lower than 2. 25 and 41% below 2. 50, only to find it difficult to find professional jobs of their choice in their respective fields. Apparently, students need to be monitored, encouraged and assisted to play an active role in their pursuit to achieve their education and career objectives. Student Survey Results Of some 206 students who responded to the survey, 52% were female and 48% were male students. By classification, 10% were freshmen, 30% sophomore, 37% junior and 23% senior students. In terms of general fields of study, 68% majored in business and economics and 32% in other areas, including arts and sciences, education and engineering (Table 2). These figures suggest that the survey represents a balanced coverage on gender, student classification, and various fields of study. Magnitude of Student Academic and Related Problems: Of 154 who sought assistance, 52% were female and 48% were male students. By classification, 9% were freshmen, 30% sophomore, 37% junior and 25% were senior students (Table 3). The data in the Table is indicative of the fact that the number of problems faced by students generally declined from freshman to senior year of their study. Of 52 students who did not seek assistance, 52% were female and 48% were male students. By classification, 17% were freshmen, 30% junior, 37% sophomore and 19% senior students. A total of 56% who did not seek help were junior and senior students. The reasons indicated for not seeking assistance are that 19% did not have any problems, 17% did not have time to seek assistance, 19% did not know the availability of assistance, 14% did not believe such assistance would be useful, and 15% indicated a combination of the above factors (Table 4). Student Efforts to Seek Assistance: Out of 206 students who sought assistance, 60% consulted with their academic advisors and 30% with course instructors or respective departments. Only 4% indicated to have sought assistance with the University Center for Success (Table 5). Student Evaluation of Assistance Effectiveness: Of 154 students who sought help, 72% indicated that the assistance they were offered was effective resulting in grade improvements, enhanced self-confidence, remaining in major for the better, and changing major for the better. However, 28% indicated that the assistance they received was not effective at all (Table 6). Student Preference for Advising and Monitoring Services: Of 206 survey respondents, 147 (71%) indicated their preference for student monitoring and counseling services at school/college level (as opposed to counseling at the university level); and 92% indicated that they would seek assistance more often if such services were available at school/college level (Table 7). The Case for Academic Monitoring and Advising Center The findings of this study reveal that relatively low grades and high failure rates were maintained by upper level undergraduate students with the possibility of marketability problems. The findings further show that 28% of survey respondents said the assistance services they received were not effective. Another 28% of the respondents, of which 56% were juniors and seniors, did not seek help to resolve their academic and related problems. In addition, 71% of respondents indicated their preference for a school-level assistance services, and the overwhelming majority (92%) said they would seek help more often if such services were available at the school level. It follows that a school-specific academic monitoring and advisement center (AMAC), with a comprehensive agenda for student advisement and counseling, will be effective in improving student academic performance and marketability. The need for the AMAC is underscored by other studies. The main problems affecting student academic performance include inadequate background, working long hours, lack of time to study and seek advice, lack of time management skills, bad study habits and skills, and lack of self-confidence. Many students are also faced with various impediments in their pursuit of higher education and career objectives, including financial problems, family responsibilities, and social and extracurricular activities. Some of these activities do not only take away from the time needed for sleeping, attending class and studying, but they also cause considerable stress resulting in negative effects on academic performance as measured in terms of GPA (Womble 2001). The results of a survey of 239 university students enrolled in business and economics courses at North Carolina A&T State University indicated that most students did not have sufficient time to read the textbook and study, and that their absence from class was work related. The majority (56 %) of the students stated that they could not take lecture notes while listening, and 29 % said they could not understand the lecture (Norales and Addus 2003). Kelly et al (2001) classified college students into short sleepers (individuals who slept six or fewer hours a day), average sleepers (individuals with seven or hours of sleep a day), and long sleepers (individuals sleeping nine or more hours a day). They found that the individuals who represented long sleepers reported higher GPAs than the first two groups. Many students are admitted to a university as a result of their performance in examinations that do not demand the same preparation levels required to succeed in higher education. Thus, one of the main factors affecting the academic performance of college and university students is the lack of adequate preparation skills (Beswick and Ramsden 1987). Entwistle et al (1989) studied the academic performance of electrical engineering students and found that low course grades were associated with inadequate study skills, and that many students had not established adequate independent study strategies required to succeed in higher education. Eikeland & Manger (1992) looked into factors affecting student achievement, especially those factors related to high failure and dropout rates. The findings showed that organized study habits had a positive impact on self confidence during the students’ first semester, but such study habits did not have a direct effect on grades until as late as their fourth semester in college. In a survey of close to 350,000 students attending four-year public and private colleges, over 70 items related to the students’ educational experiences on the survey instrument were grouped into 12 factors. (1) The survey results indicated that out of these factors, public college/university students rated academic advising as the most important aspect of their educational experiences. Private college/university students rated academic advising second to only instructional effectiveness in importance. When students were asked to rate five items (2) comprised academic advising, both public and private college/university students rated the academic advisor’s approachability and the academic advisor’s knowledge about major requirements as strengths–meaning most important and most satisfying (Noel-Levitz 2003). In general, the success or failure in higher education are not explained by the student attributes or faculty teaching efficiency in isolation, but by the complex interactions between students and the learning environments they experience (Entwistle 1990). Thus, students are in need of comprehensive advisement, counseling and support services including time management, stress management, efficient study style, habits and skills, reading, writing, and lecture note taking skills, and other support services. These must help students enhance their capacity to master the relevant subject, self confidence, verbal and written communication, academic performance, and to be competitive and productive members of the community. Academic Monitoring and Advising Center The findings of this study, along with the discussion of relevant literature, suggest that a school-specific AMAC, with a comprehensive agenda for student advisement and counseling, will be effective in improving student academic performance and marketability. The primary purpose of the AMAC is to enhance student academic performance and produce marketable graduates by providing extended assistance and guidance to students in academic activities and related areas. At North Carolina A&T State University there are university-wide student support services, including the Center for Student Success (which is focused on student retention) and school-level academic assistant services. In addition, there are programs which are designed to mentor students with high academic standing, in collaboration with potential employers, to prepare them for the real world work environment upon graduation. However, many students who for various reasons fail to perform to their potential levels deserve to be uplifted through a similar program provided by the AMAC. Compared with university-wide academic counseling services available for students, the AMAC will be more effective for needy students can be given individual and unique attention suited to their specific needs by their respective schools. In addition to regular advisement provided by academic advisors, the AMAC will provide counseling services for students who fail to reach a minimum GPA of 2. 50 during each semester. To start with, such students will be able to discuss issues regarding specific courses and their course loads with an advisor from the AMAC, and receive advice on how to successfully manage their time and handle their course loads. Also, the AMAC if necessary, can suggest changes in course, course loads and schedule to help the students balance their time between school and work. As mentioned above, one of the biggest problems that many students have is lack of time and time management skills. If this problem is solved early, students will be able to maintain a more marketable GPA. The AMAC will continuously monitor students and evaluate their grades throughout each semester to insure that these students continue to do well in the school, and graduate within a reasonable period of time. Students who need assistance must be identified at the appropriate time and be given intensive advice and counseling. It will maintain a data base for all students in the School of Business and Economics with an overall GPA of 2. 50 or less. The data can be collected from student applications, academic records, and surveys (Seidman, 1996). The AMAC will coordinate its activities with university programs designed to provide remedial services to students with deficient backgrounds. It will refer students to other departments and and University support services for problems outside its responsibilities. Such intensive intervention will likely help not only improve academic performance, but also retain students and enable them to graduate with decent grades. Student participation in the AMAC’s program shall enhance their capabilities to improve their academic standing through sound advice and counseling which will positively influence their attitude toward learning and grades, time management skills and study habits. The AMAC will further facilitate development of university policies and programs designed to overcome academic deficiencies and encourage students to stay in school and achieve their academic and career objectives. Conclusions Academic advising is a very important aspect of students’ educational experiences in higher education. In order to enhance teaching and learning effectiveness, higher education institutions must listen to their students unique needs and priorities by assessing assistance services available to students. The results of such assessments can be used to develop targeted action plans for serving specific student population. The results of the analyses of data obtained from the School of Business and Economics grade reports and a survey of students enrolled in business and economics courses at North Carolina A&T State University, along with other relevant literature, imply that many college students need a school-specific academic monitoring and advisement services at an early stage of their college career. It is apparent that it becomes difficult, if not impossible, for junior and senior students to make meaningful grade improvements due to the short span of time available to them during their last years of study before graduation. This may pose a serious marketability problem for some of the graduates of these programs with low grades. In the real world of ever increasing globalization and more competitive job market environments, college students need to acquire higher skills and GPAs. The proposed AMAC is certainly a first step to guide needy students in this direction. References Beswick, D. and Ramsden, P, (1987). How to Promote Learning with Understanding. Working Paper 87:1. Melbourne: Center for the Study of Higher Education, University of Melbourne. Eikeland, O. J. and Manger, T. (1992). Why Students Fail During Their First University Semesters. International Review of Education 38(5), 489-503. Entwistle, N. J. (1990). How Students Learn and Why They Fail. Paper Presented at Conference on Talent and Teaching, University of Bergen. Entwistle, N. J. , Hoursell, D. , Macaulay, C. , Situnayake, G. and Tait, H. (1989). Success and Failure in Electrical Engineering Courses in Scotland. Summary of a Report to the SED. Edinburgh: Department of Education and Center for Teaching, Learning and Assessment. University of Edinburgh. Fielding, G. J. (1985). Transportation Education, Part Two. Report of Joint Conference, Eno Foundation Board of Directors and Board of Consultants. Transportation Quarterly, 39(2), 207-233. Kelly, W. E. , Kelly, K. E. and Clanton, R. C. (others) (2001). â€Å"The Relationship between Sleep length and Grade-Point-Average among College Students,† College Student Journal. Noel-Levitz Research (2003). â€Å"Academic Advising Highly Important to Students,† www. noellevitz. com. Norales, Francisca O. and Addus, Abdussalam A. (2003). â€Å"University Students’ Learning Efforts,† Texas Business and Technology Educators Association Journal, Vol. VII, No. 1. Seidman, A. (1996). Retention revisited: R = E, ID + E & In, Iv. Journal of College Student Retention. 71(4), 18-20. Wiley, III, Ed (1993). Re-Emphasizing Teaching. Black Issues in Higher Education. Womble, Laura P (2001). â€Å"The Impact of Stress Factors on College Students’ Academic Performance,† Working Paper, University of North Carolina, Charlotte, N. C. ABDUSSALAM A. ADDUS Associate Professor DAVID CHEN Associate Professor ANWAR S. KHAN Professor Emeritus Department of Economics and Transportation/Logistics North Carolina A&T State University Notes. (1) the factors are: academic advising, campus climate, campus Life, campus Support Services, concern for the Individual, instructional Effectiveness, recruitment and financial aid effectiveness, registration effectiveness, responsiveness to diverse population, safety and security, service excellence, and student centeredness. (2) the items are: the academic advisor’s approachability, the academic advisor’s knowledge about major requirements, the academic advisor’s concern about the student’s success as an individual, the academic advisor’s assistance to set goals and work toward, and the clearness and reasonableness of major requirements. Table 1 Grade Distribution of Students in the School of Business and Economics by Classification, Fall 1998 Grade Range Classification Freshman Sophomore Junior No. % No. % No. % 3. 50-4. 00 20 6 46 19 20 10 3. 00-3. 49 26 7 44 18 32 16 2. 50-2. 99 45 13 62 25 45 23 2. 25-2. 49 33 9 33 13 33 17 2. 00-2. 24 37 10 28 11 34 18 Below 2. 00 200 55 35 14 31 16 Total 361 100 248 100 195 100 Chi-square: 278. 38 * Grade Range Classification Senior All No. % No. % 3. 50-4. 00 18 7 104 10 3. 00-3. 49 42 17 144 13 2. 50-2. 99 90 35 242 24 2. 25-2. 49 47 18 146 14 2. 00-2. 24 44 17 143 13 Below 2. 00 14 6 280 26 Total 255 100 1059 100 Chi-square: 278. 38 * Note: * Statistically significant at 5 percent probability level. Source: School of Business and Economics, NC A&T State University. Table 2 Profile of Survey Respondents Item Frequency Percent Gender (n = 206): Male 99 48. 1 Female 107 51. 9 Classification (n = 206): Freshman 21 10. 2 Sophomore 61 29. 6 Junior 77 37. 4 Senior 47 22. 8 Major Area Unit (n = 206): Business and Economics 140 68. 0 Other Areas * 66 32. 0 * Include Arts and Science, Education, and Engineering. Table 3 Distribution of Number Problems for Students who Sought. Assistance * (n = 154) Classification Number of Problems and Gender One Two Three Four Five Six Total Plus Classification: Freshman 4 1 3 2 1 2 13 Sophomore 16 4 7 9 8 2 46 Junior 14 14 12 6 4 7 57 Senior 6 7 14 7 3 1 38 Total 40 26 36 24 16 12 154 Gender: Male 19 15 15 11 8 6 74 Female 21 13 19 13 8 6 80 Total 40 26 36 24 16 12 154 * Problems include adding/dropping courses, choosing major, changing major, improving grades, time management, internship opportunities, personal problems which affect academic performance. Table 4 Distribution of students who did not Seek Assistance (n = 52)  frequency Percent of Total Classification: Freshman 9 17. 3 Sophomore 14 29. 9 Junior 19 36. 5 Senior 10 19. 3 Total 52 100. 0 Gender: Male 25 48. 1 Female 27 51. 9 Total 52 100. 0 Reason for not Seeking: Did not have problems 10 19. 2 Did not have time 9 17. 3 Did not know availability of assistance 10 19. 2 Did not believe it is useful 7 13. 5 Combination of last three 8 15. 4 Other reasons 8 15. 4 Total 52 100. 0 Table 5 Student Efforts to Seek Assistance for Academic Problems (n = 154) Assistance sought from Frequency Percent Academic Advisor 89 59. 7 Department/Course instructor 44 29. 5. University Center for Success 6 4. 0 SOBE resource Lab 3 2. 0 University Counseling Service 3 2. 0 Career Counseling 2 1. 4 Financial Aid 2 1. 4 Table 6 Student evaluation of Effectiveness of Assistance Sought (n = 149) Item frequency Percent Grade improved 13 8. 7 Enhanced self-confidence 4 2. 7 Remained in major 15 10. 1 Changed major for better 16 10. 7 Two or more of above 60 40. 3 No effect 41 27. 5 Table 7 Student Preference for Counseling/Monitoring Services Location (n = 206) Item Frequency Percent Prefer student Counseling at school level Yes 147 71. 3 No 44 21. 4 Indifferent 15 7. 3. Would seek assistance more often if Available at school/college level) Yes 92 44. 7 No 15 7. 3 Not sure 45 21. 8 Indifferent 54 26. 2 Gale Copyright: Copyright 2007 Gale, Cengage Learning. All rights reserved. Economic Scene Colleges Are Failing in Graduation Rates Top of Form Bottom of Form †¢ Share By DAVID LEONHARDT Published: September 8, 2009 If you were going to come up with a list of organizations whose failures had done the most damage to the American economy in recent years, you’d probably have to start with the Wall Street firms and regulatory agencies that brought us the financial crisis. From there, you might move on to Wall Street’s fellow bailout recipients in Detroit, the once-Big Three. Multimedia [pic] From the Most Selective Colleges, More Graduates Related The College Dropout Boom Economix: Which Colleges Are Doing Their Job? Reader Responses: Failing Colleges Readers’ Comments Share your thoughts and read responses to readers’ comments from David Leonhardt on the Economix blog. †¢ Read All Comments (113)  » But I would suggest that the list should also include a less obvious nominee: public universities. At its top levels, the American system of higher education may be the best in the world. Yet in terms of its core mission — turning teenagers into educated college graduates — much of the system is simply failing. Only 33 percent of the freshmen who enter the University of Massachusetts, Boston, graduate within six years. Less than 41 percent graduate from the University of Montana, and 44 percent from the University of New Mexico. The economist Mark Schneider refers to colleges with such dropout rates as â€Å"failure factories,† and they are the norm. The United States does a good job enrolling teenagers in college, but only half of students who enroll end up with a bachelor’s degree. Among rich countries, only Italy is worse. That’s a big reason inequality has soared, and productivity growth has slowed. Economic growth in this decade was on pace to be slower than in any decade since World War II — even before the financial crisis started. So identifying the causes of the college dropout crisis matters enormously, and a new book tries to do precisely that. It is called â€Å"Crossing the Finish Line,† and its findings are based on the records of about 200,000 students at 68 colleges. The authors were able to get their hands on that data because two of them are pillars of the education establishment: William Bowen (an economist and former Princeton president) and Michael McPherson (an economist and former Macalester College president). For all the book’s alarming statistics, its message is ultimately uplifting — or at least invigorating. Yes, inadequate precollege education is a problem. But high schools still produce many students who have the skills to complete college and yet fail to do so. Turning them into college graduates should be a lot less difficult than fixing all of American education. â€Å"We could be doing a lot better with college completion just by working on our colleges,† as Robert Shireman, an Education Department official who has read an early version of the book, says. Congress and the Obama administration are now putting together an education bill that tries to deal with the problem. It would cancel about $9 billion in annual government subsidies for banks that lend to college students and use much of the money to increase financial aid. A small portion of the money would be set aside for promising pilot programs aimed at lifting the number of college graduates. All in all, the bill would help. But it won’t solve the system’s biggest problems — the focus on enrollment rather than completion, the fact that colleges are not held to account for their failures. â€Å"Crossing the Finish Line† makes it clear that we can do better. †¢ The first problem that Mr. Bowen, Mr. McPherson and the book’s third author, Matthew Chingos, a doctoral candidate, diagnose is something they call under-matching. It refers to students who choose not to attend the best college they can get into. They instead go to a less selective one, perhaps one that’s closer to home or, given the torturous financial aid process, less expensive. About half of low-income students with a high school grade-point average of at least 3. 5 and an SAT score of at least 1,200 do not attend the best college they could have. Many don’t even apply. Some apply but don’t enroll. â€Å"I was really astonished by the degree to which presumptively well-qualified students from poor families under-matched,† Mr. Bowen told me. They could have been admitted to Michigan’s Ann Arbor campus (graduation rate: 88 percent, according to College Results Online) or Michigan State (74 percent), but they went, say, to Eastern Michigan (39 percent) or Western Michigan (54 percent). If they graduate, it would be hard to get upset about their choice. But large numbers do not. You can see that in the chart with this column. In effect, well-off students — many of whom will graduate no matter where they go — attend the colleges that do the best job of producing graduates. These are the places where many students live on campus (which raises graduation rates) and graduation is the norm. Meanwhile, lower-income students — even when they are better qualified — often go to colleges that excel in producing dropouts. â€Å"It’s really a waste,† Mr. Bowen says, â€Å"and a big problem for the country. † As the authors point out, the only way to lift the college graduation rate significantly is to lift it among poor and working-class students. Instead, it appears to have fallen somewhat since the 1970s. What can be done? Money is clearly part of the answer. Tellingly, net tuition has no impact on the graduation rates of high-income students. Yet it does affect low-income students. All else equal, they are less likely to make it through a more expensive state college than a less expensive one, the book shows. Conservatives are wrong to suggest affordability doesn’t matter. But they are right that more money isn’t the whole answer. Higher education today also suffers from a deep cultural problem. Failure has become acceptable. Students see no need to graduate in four years. Doing so, as one told the book’s authors, is â€Å"like leaving the party at 10:30 p. m. † Graduation delayed often becomes graduation denied. Administrators then make excuses for their graduation rates. And policy makers hand out money based on how many students a college enrolls rather than on what it does with those students. There is a real parallel here to health care. Academic Performance of College Students. (2016, Oct 22).

Investment Appraisal Assignment Example | Topics and Well Written Essays - 2250 words

Investment Appraisal - Assignment Example Investment Appraisal The growth stage is also evidenced by the existence of sufficient resources that will be enough for the organization to open up to new opportunities. Tyneside gravel organization is currently faced by three main decisions. The first decision that Tyneside organization needs to consider is the need to expand as a way of meeting the demand of more customers. Through expansion it will be possible for the organization to open up to more opportunities. The organization needs to make a stable decision on the need to expand especially because one the area they seek to move in doesn’t have enough sand and gravel which would only add to the inconveniences (McEvoy, 2012). Tyneside gravel organization also needs to make a decision about having a similar stand especially for the autocratic managing director who fears taking into new and innovative methods which are mostly useful in adding to the success of any business. Tyneside organization is also faced by a third and very important dec ision of choosing between the most viable expansion site between Cleadon Hill and Burdon Farm through a consideration of various factors such as market and cost of leasing. Market is one of the major factors that affect the success of a particular organization because it affects both internal and external efficiency thus making it necessarily for Tyneside Gravel to put it into consideration. The issue of the market should be considered relative to Claedon Hill especially based on the fact that one of the management has secured a promise with a top contractor in the region to buy from the company should they decide to take on the Claedon Hill farm. By having the Claedon Hill as a site the company is more assured of a constant income since it will be able to make 240000 tons per year for the first year which is an assured estimate due to the Mowlem agreement. The company also estimates market sales of about 200000 tons per annum for the next three years. Lease is also a factor that the Tyneside Company should consider on the basis of the actual cost of the lease and the amount the company would spend on development of the lease and the time taken for the development as this is likely to affect the viability of the company in future. On signing the Claedon Hill lease Tyneside company will have to part with 500000 dollars which will be paid immediately while the time taken to develop the site will be a year which will cost the company 95000 dollars including the installation of machinery required for use in the site. The Tyneside Company on the other hand should also be able to analysis the Baldon Farm market which has a number of customers within the site but its viability will highly depend on securing more customers on the south. Market sales figures are expected to attract a 300000 tons buying power per annum. On a more positive trend the company expects to have a build on its market by the fifth year of about 900000 tons per year which is expected to continue over the remaining part of the project. The cost of lease in the Baldon Farm too will take into account the actual cost at the time of immediate lease, cost of development and the time that will be taken to end the work. The firm has been offered a deal to pay 700000 dollars at the initial lease coupled with the cost of development which is expected to be about 400000 dollars especially because the area is remote and requires more of infrastructural development. Question 2 Operational risks Every business that seeks to expand its ground is faced by several challenges that are commonly referred to as business expansion risks. Competitive business ex pansio

Data Analysis Statistics Project Example | Topics and Well Written Essays - 1500 words

Data Analysis - Statistics Project Example Average GDP per capita (2013) of the European Union is computed from the World Bank data and is compared with data for individual countries as reported by the Central Intelligence Agency data (based on purchasing power parity). GDP per capita for the region can, therefore, be computed as follows (The World Bank, 2015). GDP per capita= 17.96 trillion/507 million= $ 35424.06 Hypothesis HO:  µCIA= 35424.06; No significant difference between the two sources, sources are reliable HA:  µCIA≠  35424.06; A significant difference exist, one of the sources is not reliable  µ represents mean The data are on a ratio scale and represents an average output of a country per person per year. Data was collected through observation from existing sources, the World Bank and the Central Intelligence Agency (US), and with European Union countries as the population. The data is with respect to the year 2013 and may not represent the countries’ and the region’s current GDP per capita. Distribution of the countries’ GDP per capita is skewed, positively, and has an outlier in GDP of Luxembourg that was $ 91900. The countries GDP per capita also differed widely as the high values of range ($ 75100) and standard deviation (15237) shows. High concentration of countries occurred in the second and fourth stems. Mean of the countries’ GDP per capita, based on CIA data (34084) is statistically the same as the regional value that the World Bank reported for the same year.

Analysis of Airbus and Boeing Essay Example | Topics and Well Written Essays - 5000 words

Analysis of Airbus and Boeing - Essay Example The reactions from the airline industry for previously launched planes by Airbus and Boeing have also been discussed and then the opportunities that 787 has, have been the main point of the study. This report basically has been divided into four sections. In the first part of the report, important variables that could influence the decision of Airbus and Boeing have been discussed in detail. In the second part of the report, the risks faced by both these firms have been discussed and how the risks faced by Airbus and Boeing are identified and analysed and then model has been used to know how firms should manage risk (McLaney, 2009). In the third part of the report, stakeholders of both Airbus and Boeing have been discussed and how these stakeholders could influence the firm have been described in detail. However, in the fourth section of the report, critical financial analysis about Boeing has been discussed as it introduces the Dreamliner in the market. In the end, conclusion of the report along with recommendations has been discussed. Contents Management attitude and perception 6 Market analysis 7 Traffic of passengers 8 Change in Idea to Point to Point 8 Market Deregulation 8 Product Portfolio 9 Cost and the return 9 Technological ability 10 Risks faced by boeing and airbus 12 Technological Risk 12 Market Risk 12 Economic Risk 12 Environmental Risk 12 Financial Risks 13 Political Risks 13 Economic Risk 14 Social Risks 14 Technological Risk 14 Legal Risk 15 Environmental Risk 15 Managing Risk 15 TARA Model: 15 Predict 15 Prevent 16 Detect 16 Response 16 List of Stakeholders 18 Impact of each Stakeholder 18 Government: 18 Airlines 19 Society 19 Shareholders 19 Employees 19 STAKEHOLDER MAPPING 20 Group A 21 Group B 21 Group C 21 Group D 21 Tallman GmbH Model: 22 How has each stakeholder been affected 23 Government 23 Competitors 24 Airlines 24 Society 24 Shareholders 24 Employees 25 Recommendations 28 Conclusion 28 Reference List 30 Introduction The report is a bout Airbus and Boeing and it is primarily based on a case when Boeing introduced its Dreamliner. The case discusses the background and how things shaped up that lead towards a fuel efficient aircraft, 787 Dreamliner. The report discusses how the management feels and what variables they considered when they were preparing the feasibility of introducing a new fuel efficient plane as well as variables that influenced their decision to not go for a jumbo sized aircraft, 747. The second section of the report discusses about the risks that the company faces and how Airbus and Boeing need to manage their risk properly in order to have consistent profits in the long run. The importance of managing and identifying risks has been described in this section. The third section of the report discusses important stakeholders of both the aircraft manufacturing firms; Boeing and Airbus and analyses how they could impact the firm’s operations. Also stakeholders have been prioritised using a t heoretical framework to identify the level of their impact and their power to influence the firm’s operation. The fourth section of the report discusses the critical financial analysis of Boeing as it introduces a new fuel efficient plane and what impact the plane would make in the long run profitability of the firm. The report then gives recommendations for Airbus and Boeing

Accelerated orthodontic treatment Research Paper

Accelerated orthodontic treatment - Research Paper Example MOP makes unsurprising orthodontic treatment results, enhances completes with supports, and lessens or takes out refinements with clear aligner help. MOP could be finished in minutes, and does not oblige any progressive preparing; thusly, any prepared clinician can perform it. Moreover, the procedure yields next to no uneasiness to the patient. There is zero recuperation time, and the patients can quickly come back to their ordinary everyday schedule. The system is shown for pretty nearly 80% of patients getting orthodontic treatment and could be utilized as a part of the conjunction with any treatment modality (Mari, 2011). The perfect treatment device for micro- osteoperforation ought to can give ergonomic control by the utilizing clinician, and stay sharp through different apertures, and have a profundity limiter to guarantee infiltration to the negligible successful profundity. Brief haven devices which are smaller than usual plants and brambles are not suitable plan B to perform ing micro-osteoperforation in a private work on setting. As of late, another gadget by PROPEL Orthodontics has ended up accessible which appears to show guarantee. Learn at real colleges have been led with gadgets that exhibited the practicality and consistency of MOP being utilized. Today, expanding quantities of grown-ups are looking for orthodontic treatment to upgrade the social, mental, and utilitarian status of their lives. Treatment of these patients is muddled by the way that the revision of their malocclusion.

Developing and Managing Performance (Organisation Essay

Developing and Managing Performance (Organisation - Essay Example In order to enhance performance, it will be essential to develop a reward system whereby the best performing individuals will be rewarding, thus promoting competency in their undertakings. (Chartered Institute of Personnel and Development, 2012, p.1). The senior management team will also undergo extensive training on various management perspectives, which will ensure that they will guide their juniors appropriately. This will be implanted in line with the current technological developments to ensure that efficiency is enhanced, which would consequently improve the overall performance of the company. 6 Strategies to Implement 6 Reward System 8 Challenges and How to Overcome Them 8 Conclusion and Recommendations 10 Developing and Managing Performance in an Organisation Executive Summary This report contains a detailed and comprehensive analysis of the different challenges faced when implementing and developing performance management and reward strategy. It puts forward the Bath model e laborating on how it can be used for performance management; moreover, a reward strategy has also been put in place with its significance being indicated. Significantly, the report starts by evaluating the challenges that are known to initiate from implementation, since this is known to be the basis of all the other problems, and proposed a number of ways that they can be countered so as to ensure that the strategic plan goes through to the end without any difficulties altogether. Introduction Over the years, there has been a lot of attention given to performance management and development with the demand for thorough information being actually intensified with the economic downfall. Human resources specialists have toiled to make sure that they keenly evaluate performance between relevant and fair measures putting most of their focus and efforts on essential aspects of any business. Essentially, the different efforts have circled around making sure that the processes are similar in nature with the requirements of a changing breed of line manager, and stream line the systems that are paper based and facilitate admittance through media. Nonetheless, most of the human resource strategies that have been implemented in the past are also focused on ensuring that managing the performance delivers in an environment where the evolution of numbers and effect on organisational brand and innovation is based on the ways of the business success. Concurrently, the report focuses on evaluating the challenges an organisation may incur when putting into place a performance and reward strategy using knowledge from the results of past case studies and theories from different specialists on the field, but mostly on human resources. Currently, the nature of work is altering with diverse organisations and corporations operating in more of a specialized network that is also flexible and natural; basically, the frequency of strategic partnering arrangements between organisations incr easing the need for management relationships to be managed beyond the organisation and hence further work is required. On the other hand, reward systems are also a critical part of any organisations design and how well they are compatible with the rest of the systems has an equal effect on to what extent they will be

Fleet Risk Management and Nigerias Transport System Dissertation

Fleet Risk Management and Nigerias Transport System - Dissertation Example The purpose of this paper is to provide an analysis of this country, along with recommendations for which the firm Risk Frisk Ltd. can introduce its software, the FleetRiskProfiler, which can help in the effective management of the transport system. Risk Frisk aimed to help organisations solve management problems and provide avenues for normal self-management. Before it makes its entry, the firm has to conduct a detailed study of the country that will touch on the risks, the causes of failures, possible costs, and find solutions for the problems. There are a number of transport firms operating in Nigeria in which Risk Frisk can conduct a joint venture in the implementation of the software FleetRiskProfiler. This paper used secondary research in acquiring data and information about Nigeria, ABC Transport, the local firm in which Risk Frisk Ltd. can conduct joint venture and other aspects of internationalisation and small-and-medium enterprises. Nigeria has many problems with its trans port system. Analyses of some lo

Obesity as an emerging epidemic Essay Example | Topics and Well Written Essays - 750 words

Obesity as an emerging epidemic - Essay Example In this study, the authors describe the rising obesity rates and related increase in the healthcare costs, which have been highlighted in research and popular media over again. There is a need for action, and there is a considerable stigmatization of obese people, especially children. There is need for guidelines for public health managers in order to design and implement obesity prevention programmes, which can minimize stigma. This article discusses the social process involved in obesity stigmatisation, its consequences, and its manifestations in health service provision. Based on research, this study also suggests how to design nonstigmatising obesity prevention public health programmes. Management of overweight and obesity is an important public health agenda since these are associated with ill health. There is recognized gap between primary care activities and public health goals to reduce obesity and overweight. Based on systemic reviews and key literatures, the relationships between these have been explored. This study reveals that with sustained political support and investment, the primary care and public health sectors may work hand in hand to reduce obesity through both personal and social interventions, which ultimately may lead to reduction of cardiovascular events. This study examined the pub... itical support and investment, the primary care and public health sectors may work hand in hand to reduce obesity through both personal and social interventions, which ultimately may lead to reduction of cardiovascular events. 4. Goodman, E., Slap, GB., and Huang, B., (2003). The Public Health Impact of Socioeconomic Status on Adolescent Depression and Obesity. Am J Public Health; 93: 1844 - 1850. This study examined the public health impact of socioeconomic status gradient on adolescent obesity through calculation of population attributable risks for household income and parental education on a nationally representative sample of adolescents in terms of obesity to reveal that the population attributable risks for income and education were large. Across each gender and ethnic groups, the socioeconomic status is associated with an increased incidence of obesity disease burden within the total population. 5. Gordon, FK., Ferguson, EL., Toafa, V., Henry, T., Goulding, A., Grant, AM., and Guthrie, BE., (2003). High Levels of Childhood Obesity Observed among 3- to 7-Year-Old New Zealand Pacific Children Is a Public Health Concern. J. Nutr.; 133: 3456 - 3460. In this cross-sectional community based survey study, the attained growth and body composition of 3 to 7-year-old Pacific children were assessed to examine nondietary factors associated with the percentage of body fat. The factors examined were parent reported status of physical activities in these children. However, it was found that these young children have extremely high levels of obesity and truncal fat which could have major public health implications with advancement of age. 6. Reilly, JJ., (2006). Obesity in childhood and adolescence: evidence based clinical and public health perspectives. Postgrad. Med. J.;

Sarahs Key Essay Example for Free

Sarahs Key Essay The dance ‘The Oppression of the Jewish Race’ was based on the stimulus ‘Schindlers List’ directed by Steven Spielberg. The dance is in narrative structure based on the journey of the Jewish race from freedom to oppression. The feelings within this dance vary. In the first section, the dance begins with a light playfulness where happiness and hope are portrayed by the dancers. This hopefulness gradually fade however, as the dance steadily progresses into bleakness and has a numbing quality to it. The dancers continue in this despair with outwards signs of pain being expressed. The feeling in the end section of the dance is one of utter hopelessness and anguish. The dance concludes with this feeling as it is how the Jews felt by the end of the Holocaust and as many of their lives ended when the Holocaust was taking place during World War II. This was the motivations that the choreographer used to choreograph this dance. The overall choreographic intention is to convey the oppression of the Jewish race. Through five sections of the dance this is displayed as each section gets progressively worse in a narrative structure that depicts different parts of the Schindlers List movie the stimulus. I was given the role, by the guest choreographer, of a teenage Jewish girl who is a similar age to me. Using the Stanislavski techniques I developed my character for each section of the dance. In the beginning I am happy and free, using emotional memory to get into character before I begin dancing. As the dance progresses my character becomes less and less happy and free. By the second section, I have lost all emotion and my movements are no longer free but more mechanical. My facial expressions slowly transform into those of pain and my movement reflects this as they are bound. When in the gas chambers I brought the idea of pain in my movements and expressions as my character passes away. I brought the understanding of what the Jewish race would have gone through during this time, through my character. Section 1 – The Beginning The beginning section of the dance is acting. There are seven dancers on stage, each interacting with someone. One dancer (a small boy character) runs onto the performance space from stage left to find his toy car, which he finds and then plays with. Another dancer runs on from stage right (a small girl character) with her toy doll. The boy then snatches the doll away from the girl and teases her with it as she chases after him. The boy’s mother then enters (third dancer to enter the stage) from stage left and tells off the boy for being mean to the girl. The girl’s mother then enters the performance space and supports the girl as she is apologised to by the boy. At the same time as this apology is taking place. A grandmother and her granddaughter are making their way through the space beginning from upstage right. This is when I enter the performance. I run onto the performance space from upstage left, waving as I enter. I move through the space to interact with two of the other dancers, by hugging both of them as they are my grandma and friend. I then walk down stage with the grandmother and friend and my focus is on the other dancers who are greeting each other, the mood is light and free. The dancers then make their way down stage to form a line. They then take whatever prop that they have with them (e. g. the car for the boy) and have it in their hand. Activity One Choreographic Intention The dance ‘The Oppression of the Jewish Race’ was based on the stimulus ‘Schindlers List’ directed by Steven Spielberg. The dance is in narrative structure based on the journey of the Jewish race from freedom to oppression. The feelings within this dance vary. In the first section, the dance begins with a light playfulness where happiness and hope are portrayed by the dancers. This hopefulness gradually fade however, as the dance steadily progresses into bleakness and has a numbing quality to it. The dancers continue in this despair with outwards signs of pain being expressed. The feeling in the end section of the dance is one of utter hopelessness and anguish. The dance concludes with this feeling as it is how the Jews felt by the end of the Holocaust and as many of their lives ended when the Holocaust was taking place during World War II. This was the motivations that the choreographer used to choreograph this dance. The overall choreographic intention is to convey the oppression of the Jewish race. Through five sections of the dance this is displayed as each section gets progressively worse in a narrative structure that depicts different parts of the Schindlers List movie the stimulus. I was given the role, by the guest choreographer, of a teenage Jewish girl who is a similar age to me. Using the Stanislavski techniques I developed my character for each section of the dance. In the beginning I am happy and free, using emotional memory to get into character before I begin dancing. As the dance progresses my character becomes less and less happy and free. By the second section, I have lost all emotion and my movements are no longer free but more mechanical. My facial expressions slowly transform into those of pain and my movement reflects this as they are bound. When in the gas chambers I brought the idea of pain in my movements and expressions as my character passes away. I brought the understanding of what the Jewish race would have gone through during this time, through my character. Section 1 – The Beginning The beginning section of the dance is acting. There are seven dancers on stage, each interacting with someone. One dancer (a small boy character) runs onto the performance space from stage left to find his toy car, which he finds and then plays with. Another dancer runs on from stage right (a small girl character) with her toy doll. The boy then snatches the doll away from the girl and teases her with it as she chases after him. The boy’s mother then enters (third dancer to enter the stage) from stage left and tells off the boy for being mean to the girl. The girl’s mother then enters the performance space and supports the girl as she is apologised to by the boy. At the same time as this apology is taking place. A grandmother and her granddaughter are making their way through the space beginning from upstage right. This is when I enter the performance. I run onto the performance space from upstage left, waving as I enter. I move through the space to interact with two of the other dancers, by hugging both of them as they are my grandma and friend. I then walk down stage with the grandmother and friend and my focus is on the other dancers who are greeting each other, the mood is light and free. The dancers then make their way down stage to form a line. They then take whatever prop that they have with them (e. g. the car for the boy) and have it in their hand. Each dancer, in time with the music, kneels down and places their prop on the ground and has one last moment with it. The dancers focus stays on the ground as they all stand up and then simultaneously they raise their heads, their focus up and out. This concludes this section. I learnt this section by getting into character and portraying the emotions that a teenage Jewish girl would. I interact with the other character and I had to really make sure that I used ensemble awareness when getting into the line so that there was equal space between the dancers next to me and to be in a straight line. I portray the intentions of the dance by interacting with the other dancers, showing my relationship with them – this portrays that Jewish race was free to be who they are. My interaction with my prop shows how the Jewish race is still holding on to its individuality but has to eventually let it go. Section 2 – Free Motif This section involves free and flowing movements. The focus of the dancers is all on the movements as it begins with a series of retire step with arms open and moving in a circular motion (half of the dancers go upstage and the other half continue to move toward stage right along down stage), into a drag turn with the left leg and foot is out and the arms are extended on a diagonal, with the body on a tilt. The dancers then run forward and reach toward the sky before they bend and contract their bodies, running backwards with their arms curved alongside their torsos. This is followed by many flowing movements, with the opening of arms, reaching out and looking up. The section finishes with the dancers dropping to their knees with their arms out in front of them. As they get up the pain on their faces begins to show as they enter into the Hitler salute and lifting the right leg at the same time and then coming together to shuffle along with our hands placed on one another shoulders. This ending of the section shows the Nazi regime tightening and sending to Jewish people to concentration camps, their freedom being taken away from them. This section also involves many contemporary contractions and I have had to work on ballet technique. When practising the retires I needed to focus is on pointing my feet, keeping my left arm extended in second and staying up on releve. Through the use of focus and expression I brought the idea across that I was free yet not happy as I know that something is wrong, being in the ghettos. Section 3 – Mechanical Motif The dancers facial expressions in this section are completely blank when completing the dance moves, almost, no sign of any emotion, almost like a robot. Their focus is directly out or in the direction they are moving to. This reinforces the idea that they are losing the very essence of who they are, their humanity and individuality and are beginning to live as though they are like machines. This section is performed through twice. The first time it its completed is in complete unison, the second time they are dancing the same movements but repeated different moves three times so it looks like each dancer is doing something different though they all end at the same time. This section involves a series of isolations of the arms, feet, legs and body as the dances move mechanically. After the isolations is a back bend. The dancers place their hands on the small of their back; tilt back and head facing the sky. This is the only place in this section when the dancer’s faces show expression – pain, with mouths open to show the intensity of it. The dancers then hunch over with knees bent, walk forward and then stand up with hands clasped up by their shoulder, before they drop to the floor. Once on the floor the dancers sit back on their knees and circle round in a back bend and then stand up. This whole sequence is repeated as stated before except for the circled backbend and that concludes this section. I had to practice the sharpness of the movements and keeping myself void of Each dancer, in time with the music, kneels down and places their prop on the ground and has one last moment with it. The dancers focus stays on the ground as they all stand up and then simultaneously they raise their heads, their focus up and out. This concludes this section. I learnt this section by getting into character and portraying the emotions that a teenage Jewish girl would. I interact with the other character and I had to really make sure that I used ensemble awareness when getting into the line so that there was equal space between the dancers next to me and to be in a straight line. I portray the intentions of the dance by interacting with the other dancers, showing my relationship with them – this portrays that Jewish race was free to be who they are. My interaction with my prop shows how the Jewish race is still holding on to its individuality but has to eventually let it go. Section 2 – Free Motif This section involves free and flowing movements. The focus of the dancers is all on the movements as it begins with a series of retire step with arms open and moving in a circular motion (half of the dancers go upstage and the other half continue to move toward stage right along down stage), into a drag turn with the left leg and foot is out and the arms are extended on a diagonal, with the body on a tilt. The dancers then run forward and reach toward the sky before they bend and contract their bodies, running backwards with their arms curved alongside their torsos. This is followed by many flowing movements, with the opening of arms, reaching out and looking up. The section finishes with the dancers dropping to their knees with their arms out in front of them. As they get up the pain on their faces begins to show as they enter into the Hitler salute and lifting the right leg at the same time and then coming together to shuffle along with our hands placed on one another shoulders. This ending of the section shows the Nazi regime tightening and sending to Jewish people to concentration camps, their freedom being taken away from them. This section also involves many contemporary contractions and I have had to work on ballet technique. When practising the retires I needed to focus is on pointing my feet, keeping my left arm extended in second and staying up on releve. Through the use of focus and expression I brought the idea across that I was free yet not happy as I know that something is wrong, being in the ghettos. Section 3 – Mechanical Motif The dancers facial expressions in this section are completely blank when completing the dance moves, almost, no sign of any emotion, almost like a robot. Their focus is directly out or in the direction they are moving to. This reinforces the idea that they are losing the very essence of who they are, their humanity and individuality and are beginning to live as though they are like machines. This section is performed through twice. The first time it its completed is in complete unison, the second time they are dancing the same movements but repeated different moves three times so it looks like each dancer is doing something different though they all end at the same time. This section involves a series of isolations of the arms, feet, legs and body as the dances move mechanically. After the isolations is a back bend. The dancers place their hands on the small of their back; tilt back and head facing the sky. This is the only place in this section when the dancer’s faces show expression – pain, with mouths open to show the intensity of it. The dancers then hunch over with knees bent, walk forward and then stand up with hands clasped up by their shoulder, before they drop to the floor. Once on the floor the dancers sit back on their knees and circle round in a back bend and then stand up. This whole sequence is repeated as stated before except for the circled backbend and that concludes this section. I had to practice the sharpness of the movements and keeping myself void of expression of emotion during this section so that I could effectively portray the end of the Jewish races freedom through my movements. Section 4 – Bound Motif This section has the dancers focus mostly on the hands. There is a mixture of point and flexing of the feet as the hands are cupped. The dancers then contract and then lift up, back flexed and hands flat above head. Then the chest and stomach concaves as the dancers turn and then lift their leg. They then swoop the arms while bending to the right. The dancers then swing around to push out their cupped hands. They then turn again, still with the arms cupped and circle their head around while raising the cupped hands. The dancers then walk back into a cluster as this section conclude. I had difficulty alternating between flexing and pointing my feet and I had to practise this to be able to show the bound movements that are the constriction that the Jews are going through. Section 5 – Gas Chamber Scene This is the section where all of the dancers act/dance their death in the gas chambers. Our black dresses are taken off and the dancers are ‘naked’. Each of the dancers begins by raising their heads in unison as if to look at the ‘shower heads’ that release the gas. The expression is a mixture of hope and utter despair. The music then drops and the dancer’s shoulders hunch over and it is if they had been punched in the stomach. All the dancers then interact with one another as they slowly die. The last person dies as the violin ends, with a single lifted hand that comes shakily down as the dance ends. This death symbolises how the Jews dies as one group, their dignity stripped away and their race slandered. I had to practise this is a lot with another dancer and working together to try and project the death of our characters. This help to show the intention of how they still helped each other even as they were dying. When I performed I used weight bearing in the death scene as I hold one of the dancers who fall onto me. This is to show the support that the Jews are still giving one another. Throughout the different sections my focus varies from out at the audience, to my hands and then focusing on the different movements. This is to enhance the ideas of going from freedom to oppression. There are many relationships with the other dancers through interaction with the other dancers. This is particularly in the beginning section and in the death scene. I interact with two of the dancers at the beginning as I hug them and walk with them. In the death scene I hold one of the dancers and then with my ‘grandma’ we clasp hands and hold her. expression of emotion during this section so that I could effectively portray the end of the Jewish races freedom through my movements. Section 4 – Bound Motif This section has the dancers focus mostly on the hands. There is a mixture of point and flexing of the feet as the hands are cupped. The dancers then contract and then lift up, back flexed and hands flat above head. Then the chest and stomach concaves as the dancers turn and then lift their leg. They then swoop the arms while bending to the right. The dancers then swing around to push out their cupped hands. They then turn again, still with the arms cupped and circle their head around while raising the cupped hands. The dancers then walk back into a cluster as this section conclude. I had difficulty alternating between flexing and pointing my feet and I had to practise this to be able to show the bound movements that are the constriction that the Jews are going through. Section 5 – Gas Chamber Scene. This is the section where all of the dancers act/dance their death in the gas chambers. Our black dresses are taken off and the dancers are ‘naked’. Each of the dancers begins by raising their heads in unison as if to look at the ‘shower heads’ that release the gas. The expression is a mixture of hope and utter despair. The music then drops and the dancer’s shoulders hunch over and it is if they had been punched in the stomach. All the dancers then interact with one another as they slowly die. The last person dies as the violin ends, with a single lifted hand that comes shakily down as the dance ends. This death symbolises how the Jews dies as one group, their dignity stripped away and their race slandered. I had to practise this is a lot with another dancer and working together to try and project the death of our characters. This help to show the intention of how they still helped each other even as they were dying. When I performed I used weight bearing in the death scene as I hold one of the dancers who fall onto me. This is to show the support that the Jews are still giving one another. Throughout the different sections my focus varies from out at the audience, to my hands and then focusing on the different movements. This is to enhance the ideas of going from freedom to oppression. There are many relationships with the other dancers through interaction with the other dancers. This is particularly in the beginning section and in the death scene. I interact with two of the dancers at the beginning as I hug them and walk with them. In the death scene I hold one of the dancers and then with my ‘grandma’ we clasp hands and hold her. Activity Five Technique Contemporary ballet is a form of dance which incorporates elements of both classical ballet and modern dance. It takes its technique and use of Pointe work from classical ballet, although it permits a greater range of movement that may not adhere to the strict body lines of ballet technique. Many of its concepts come from the ideas and innovations of 20th century modern dance, including floor work, balletic movements and turn-in of the legs Most contemporary ballet focuses on the movement rather than a storyline, though this dance is an exception. Contemporary ballet does not focus on symmetry, and having a stage that is unbalanced is characteristic of the style. It focuses more on a physical interpretation of a theme. Contemporary ballet dancers curve, twist and bend their upper bodies, which is different to ballet, which is all about having perfect posture and control. This dance has a series of contemporary ballet based movement like contractions, curved backs, flexed feet and abstract movements Activity Five Technique Contemporary ballet is a form of dance which incorporates elements of both classical ballet and modern dance. It takes its technique and use of Pointe work from classical ballet, although it permits a greater range of movement that may not adhere to the strict body lines of ballet technique. Many of its concepts come from the ideas and innovations of 20th century modern dance, including floor work, balletic movements and turn-in of the legs Most contemporary ballet focuses on the movement rather than a storyline, though this dance is an exception. Contemporary ballet does not focus on symmetry, and having a stage that is unbalanced is characteristic of the style. It focuses more on a physical interpretation of a theme. Contemporary ballet dancers curve, twist and bend their upper bodies, which is different to ballet, which is all about having perfect posture and control. This dance has a series of contemporary ballet based movement like contractions, curved backs, flexed feet and abstract movements Two movements/moments that I found difficult: Moment/Movement one: I had to work quite a lot on my retire in the second section. I needed to make sure that my left arm is support and is strong in second position. I also to make sure that my left foot connects with my right leg on the side of my knee. I need to focus on my left hand as my right arm is circling around. In the performance, because I practised them, I performed this movement with clarity and confidence, whilst think of how I practised it. Moment/Movement 2: In the beginning I had to work on becoming my character, the teenage Jewish girl who is happy and free. Using Stanislavski techniques, I remembered a time when I was feeling happy and free, using my emotional memory to get into character before I begin dancing each practise. During the actual performance I got into character before entering the performance space, remember how I was happy and free from the practises prior to the performance. Breath My breath is used to show my emotion in the dance. In section one and two my breath comes easy and is free flowing like the movements. In section three it is sharp and restricted as the movements and isolations are causing this. In section four and five my breath is laboured and shaky as I am in pain and in despair. Two movements/moments that I found difficult: Moment/Movement one: I had to work quite a lot on my retire in the second section. I needed to make sure that my left arm is support and is strong in second position. I also to make sure that my left foot connects with my right leg on the side of my knee. I need to focus on my left hand as my right arm is circling around. In the performance, because I practised them, I performed this movement with clarity and confidence, whilst think of how I practised it. Moment/Movement 2: In the beginning I had to work on becoming my character, the teenage Jewish girl who is happy and free. Using Stanislavski techniques, I remembered a time when I was feeling happy and free, using my emotional memory to get into character before I begin dancing each practise. During the actual performance I got into character before entering the performance space, remember how I was happy and free from the practises prior to the performance. Breath My breath is used to show my emotion in the dance. In section one and two my breath comes easy and is free flowing like the movements. In section three it is sharp and restricted as the movements and isolations are causing this. In section four and five my breath is laboured and shaky as I am in pain and in despair.

Pride and Prejudice - review Essay Example for Free

Pride and Prejudice review Essay Jane Austen was born on December 16, 1775 to the Reverend George Austen and his wife in Hampshire, England. The sixth child out of the seven, Jane was educated mostly at her home although she and her sister, Cassandra, were sent away to school for several years when they were young. Austen wrote several novels when she was in her teens, but her major works were written later on in her life. Pride and Prejudice, was first published in 1813. Austen began writing the novel in 1796 at the age of twenty-one. The first title was originally called First Impressions. Between 1810 and 1812 Pride and Prejudice was rewritten for publication. Pride and Prejudice is usually considered to be the most popular of Austens novels. This novel is mainly about people expressing both pride and prejudice in their relationships. The main theme of the novel is marriage, which reoccurs throughout the story and it is marriage which attracted Lydia to run off with Mr Wickham. There is pressure on women of these times to marry properly this is because the women need to get financial safety, not for just themselves, but also for their families too. In this novel the most important cause of marriage for a woman were financially and a high social position. The first line of the novel justifies this and explains what the novel is about. It is a truth universally acknowledged, that a single man in possession of a good fortune, must be in want of a wife (Chapter 1) This is a wonderful introductory line written by Jane Austen to introduce and outline much of this romantic novel. There are various reactions of Lydia going to Brighton by the Bennet family as they all have their own response and thoughts. Mr. Bennet is the husband of Mrs. Bennet and the father of Elizabeth, Jane, Mary, Kitty and Lydia. He is the master of Longbourn. He has a sarcastic humor intelligent and believes his two eldest daughters sensible, while he finds his wife and younger daughters silly. He does wants to be bothered as little as possible by his family. Even when Elizabeth warns him not to allow Lydia to go to Brighton, he does not listen to her because he does not want to be bothered with Lydias complaints. Mrs. Bennet is a different person does not really care about her daughters education. From the beginning of the novel her only obsession is to marry off her daughters to wealthy men, as she has a greed for wealth. Her only joys come from visiting others and gossip. She is a self-centered person and causes humiliation to the family due to her inappropriate behavior. Elizabeth Bennet is the second oldest of five sisters. Elizabeth is lively, smart, and intelligent. Her father and herself are not too different in their characteristics therefore she has a good relationship with her father and makes decisions wisely due to her intelligence. She is not scared to express her feelings and gets along with people very well except those who think they are far more superior to her, for example Darcy in the beginning but later on through the novel Elizabeth discovers Darcy to be a fine gentleman. Jane Bennet is the eldest Bennet daughter and is considered quite pretty by all has a good relationship with Elizabeth. She is Beautiful, friendly, sweet, sociable, humble and noble. Jane never thinks badly of anybody. Kitty Bennet is the third daughter in the family, and she is more under the influence of Lydia, Kitty follows what ever Lydia does. She effect by Lydia going off to Brighton. Mary Bennet The third oldest of the Bennet sisters, she is the most modest of the five daughters .She dislikes going out into the public, and uses her time studying instead. Lydia Bennet The youngest of the Bennet sisters, she is a self-centered girl who is the flirting kind. However she is the liveliest out of all the sisters. She is the first to get married despite her being a young teenager. She also has similar characteristics to her mother. She doesnt really care about her family members after her marriage. The various reactions of Lydia going to Brighton are mainly negative. This is due to Lydias ridiculous thinking. Shes an extremely self-absorbed teenager. She has a great interest in men and particularly officers. She begins flirting with them once they have settled in the town and also admires and enjoys their presence, and exposes this in freely, in view of the fact that she has no shame. Due to her selfishness Lydia commits foolish acts which affect her and her reputation and mostly has an effect on her family. She shows a negative impression of her family by eloping with Mr Wickham mainly because she also has another four sisters who are keen to get married and their chances of doing so have diminished. She does what she likes without thinking of the consequences to come. It is like she is in a world of her own and doesnt realise the bad reputation her family is developing because of her immature behaviour. Lydia is invited be her friend to Brighton by Mrs. Forster. Mrs. Bennet is extremely excited and pleased for Lydias trip to Brighton and wished all the best for her. Mrs Bennet was diffuse in her good wishes for the felicity of her daughter and impressive in her injunctions that she would not miss the opportunity of enjoying herself as much as possible (Chapter 41) Mrs. Bennet was totally trusting Lydia to go Brighton and thought she was old and mature to take care of her self, awareness to what the entire family is going to face shortly and how it will effect her sisters chances of marriage. Lydia begins celebrating she is thrilled, perhaps because of the reason that she will be with the presence of the regiment. Lydia Flew about the house in restless ecstasy, calling for everyones congratulations, and laughing and talking (Chapter 41) She showed this excitement by roaming the house in happiness. She was awareness about her sister Kittys feelings and how degraded she feels, lonely and neglected. Kitty doesnt understand why Mrs. Forster doesnt ask her to come to Brighton too. I cannot see why Mrs. Forster should not ask me as well as Lydia (Chapter 41) Kitty as mentioned before follows Lydia in what ever she does and feels as though that she should be going as well due to her close relationship with Lydia. She becomes extremely upset, expressive and is envious towards Lydia. The separation between her and her family was rather noisy and pathetic. Kitty was the only one who shed tears but she did weep from vexation and envy. (Chapter 41) Kitty was mostly envious towards Lydia because of her trip to Brighton she was jealous and she wanted to go as much as her sister wanted to go. . She is saddened by the fact that Mrs. Forster requests Lydia to go and not her and cant do anything about it. Though I am not her particular friend. I have just as much right to be asked as she has, and more too, for I am two years older. (Chapter 41) Kitty cannot accept the fact that she will not be going and exposes her frustration. Kitty gradually becomes resentful of Lydias attention. Lydia is unaware of Kitty because of her self-centeredness. Lydia and Kitty are very similar to one another when talking about their characteristics due to this, if Kitty would have gone she would have copied Lydias interest of men, and may have also began flirting just like her sister, and soon enough eloping with an officer and getting married just like Lydia. So by Kitty not going she may perhaps have been saved by the hazard she may have faced if she were to go. However, Elizabeth as the second oldest, was entirely aware of the situation and Lydias potential and capability, and is worried of what may occur if Lydia does go to Brighton. Mr. Bennet is a person who doesnt not want to be bothered by his families problems so as a result he does not think about the damage Lydia may cause if she goes. Mr. Bennet just wants quiet and peace; by letting Lydia go perhaps he has the impression that there will be less botheration from his family. As mentioned before, Elizabeth has the same distinctiveness as her father and realizes that Lydia is not mature enough to go to Brighton so she tries and convince her father to think twice. If you were aware. said Elizabeth, of the very great disadvantage to us all, which must arise from the public notice of Lydias unguarded and imprudent manner; nay, which has already arisen from it, I am sure you would judge differently in the affair. (Chapter 41) Elizabeth is worried about Lydia going to Brighton and is trying her best to change her fathers mind and trying to stop her father giving Lydia permission to go. She also thinks that Kitty may be affected by this and points this out. In this danger Kitty is also comprehended. She will follow wherever Lydia leads. Vain, ignorant, idle, and absolutely uncontrolled! (Chapter 41) Kitty follows Lydia in everything she does and Elizabeth realises this and is concerned, and mentions it. Elizabeth also expresses her frustration also by telling her father how the rest of the family can also be affected. Mr. Bennet is well aware of Lydia and her capabilities and her attitude towards men, especially officers, but simply doesnt care and wants her to leave for the good of the town and possibly the family, as he mentions this to Elizabeth. We shall have no peace at Longbourn if Lydia does not go to Brighton. (Chapter 41) This quotation shows us that Mr. Bennet has no concern about his daughters and cant be bothered. He fails to complete his duties as a proper father to the family. It may have been because of him not listening to Elizabeth that the bad reputation that Lydia soon gives to the family. This may have happened because of his immature behavior as a father. Despite the argument between Elizabeth and her father, Lydia is still sent to Brighton. After sometime the situation in Longbourn improves and Kitty overcomes her emotions. Later Elizabeth begins to have feelings for Darcy and is quite thrilled when she hears that she is going to meet him while on a trip with her aunty Mrs. Gardiner. Elizabeth arrives at Pemberley where Mr. Darcy was also. Her relationship with Darcy was improving on a regularly for the duration of her stay. She discovered what type of man Darcy actually is. She also gets to meet Georgiana Darcy the sister of Darcy. She is found very pleasant and charming to Elizabeth by surprise. While Elizabeth was on her trip she receives letters, one of them stating that Lydia had eloped with Mr. Wickham, she was shaken by the message and totally astonished that her sister had done such a thing. The emotions Elizabeth was going through made her burst in tears. She burst into tears as she alluded to it and for a few minutes could not speak another word, (Chapter 46) Elizabeth is obviously in disbelief and in shock. She is worries about Lydia and the reputation and shame she have bought on the family, she must be also worried about her father feeling because it was his idea to allow Lydia to go in the first place. Lydia-the humiliation, the misery, she was bringing on them all, soon swallowed up every private care. (Chapter 46) Jane expresses her devastation and requests that Elizabeth to return as soon as possible since there is disorder and astonishment from this shameless act by Lydia. The whole family regrets sending Lydia to Brighton. M r. Bennet is going through an immensely tense emotional situation. Mr Bennet on the other hand, handles the case with ease and isnt extremely stressed compared to the rest of the family is. Kitty was told about the news and was not surprised at all, as if she was expecting it from her sister. To Kitty, however, it does not seem so wholly unexpected. (Chapter 47) Jane points out this in her letter. Kitty already has negative feelings about this matter and wasnt really surprised. Elizabeth is totally overwhelmed by sad emotions mostly due to her absence and her concern for Lydia. Mr Darcy becomes aware of this situation and decides to think of a solution to the problem, as he is trying to build up a relationship with Lydia, this could be the chance to show he cares about her and her family and can feel the pain she is going through whilst thinking about the awful reputation that her family will have to face later on. The Bennets were completely disgraced by this and were mocked and looked bad upon by the community. However, there was still a way for the family to get rid of the reputation, which the family desperately hoped for that to happen was for Wickham to marry Lydia, as that was vital for a better future for the family, especially the sisters as they still have to get married. Mr Darcy shortly takes action and meets Wickham, and completes Wickhams demands by paying off all his debts off which then soon encouraged Wickham to decide on marring Lydia. While everyone was miserable and disgusted by Lydias untrustworthiness and selfishness they were quite soon relieved, after hearing that Wickham was due to marry Lydia. Darcys attendance was very important in this and he also deserves an immense amount of praise for doing the right thing and sort out the problem in which Elizabeth was going through. . The matter is soon solved and Lydia is back together along with her family. She feel proud that she is the first out of the five daughters to get married and her parents are very proud too especially their mother as she was excited for her daughters marriages. Conclusion Pride and Prejudice is a book in which we can be taught that having pride and arrogance is not liked to have in your individuality as a person. It destroys your status inside a community an example of this from the book is Mr Darcy, who in due course shows his true qualities and changes from a disliked person to well-liked Lydia is a cheerful young lady after her wedding which Mr. Darcy showed by returning the Bennets family reputation the right way by speaking and encouraging his friend Mr. Wickham to marry Lydia as soon as possible On the other hand, her other sister Elizabeth finds herself a man who can become a great husband for her. Mr Darcy establishes this constantly because of his support to Elizabeth and his . Mr and Mrs Bennet, Jane, Kitty and Mary are all happy for Lydia after the family come together after her marriage ceremony. . The elopement of a woman with a man was very common at that time. As we can see from Mrs Bennets reaction it is a painful experience upon the mother as well as the entire family. The whole community changes their sight about the Bennet family due to a self-centred person mistake by Lydia. The story also gives us an image of how romance and relationships took place during that time enabling us to compare and contrast it with the present and we can see what sort of relationships went on between the men and women of the 19th century It all shows that how one person and by a mistake can destroy the family and effect everyone else in the family especially the parents.