Analysing the Black Cat Using Labovs Narrative Structure

OBJECTIVES For this assignment, the study aims to: 1. produce a frequency chart according to the elements of Labov’s Narrative Structure 2. discuss the way Edgar Allen Poe structured his short story to form the elements of tragedy, mystery and terror as presented in the short story In completing the task, I will use Labov’s Narrative Theory to conduct narrative analysis of the short story, The Black Cat written by Edgar Allan Poe. The structure of this essay begins with the introduction to narrative and narrative analysis. The second part develops in the literature review where I will explain Labov’s Narrative Structure and introducing the author of the story, Edgar Allan Poe. The section ends with the discussion of The Black Cat†¦show more content†¦By looking at many narratives, they wish to identify and relate formal linguistic properties of narratives to their functions. Labov and Waletzky have come out with a framework functions as a tool in analyzing narrative literary text linguistically. The understanding behind this framework is narrative can be seen as socially situated through sociolinguistic approach. Cortazzi (1993) stresses that narrative is more than a linear order of narrative structure. In fact, if a narrative plainly follows the order or sequence of this circular structure, perhaps it may be abnormal. Narrative is an author’s personal touch and it serves as an additional function of personal interest, determined by a stimulus in the social context in which the narrative occurs. Definition given by Toolan (2001), is comprehensively acceptable that narrative is defined as a perceived sequence of non-randomly events, typically involving, as the experiencing agonist, humans or quasi-humans, or other sentient beings, from whose experience we human can ‘learn’. He also extends the definition by stating that our preference is often for the sequence of connected events to take shape around a state or period of turbulence or crisis, subsequently resolved that is while a sequence of events entails some sort of change of state, a sequence containing a resolved crisis or problems entails a pronounce change of state. The Importance of Narrative Analysis (NA) of Literary Text Stories are in important

FedEx VALUE CREATION AND ECONOMIC PROFIT United Parcel...

MEIHO UNIVERSITY CASE STUDY FOR FINANCIAL MANAGEMENT CASE 4: The Battle for Value, 2004: FedEx Corp. vs. United Parcel Service, Inc. VALUE CREATION AND ECONOMIC PROFIT Lecture: é  ¾ ç ´ ¹ 熙 è€  Ã¥ ¸ « Group 3: F49802134 èÆ' ¡ ç §â€¹ è â€° F49802153 é «Ëœ 玉 ä º « ç ® ® Presentation date: 16th Apr 2012 I. OUTLOOK OF CASE 4 Case 4 mentions about the competition between two leading companies in package- delivery market. FedEx which is the largest foreign presence in China, with 11 weekly flights, serving 220 Chinese cities, so the company’s volumes in China had grown by more than 50% between 2003 and 2004. UPS which is the world’s largest package-delivery company and dominant parcel carrier in US, serving 200 cities in 2003. FedEx had†¦show more content†¦Ever true to its humble origins, the company maintains its reputation for integrity, reliability, employee ownership, and customer service. For UPS, the future promises even more accomplishments as the next chapter in the company s history is written. III. THE BATTLE BETWEEN FEDEX AND UPS 1. Competition in the Express-Delivery Market a. Percentage of large shippers FEDEX RULES AIRS AND UPS RULES GROUND (%) Overall, the two companies split the small segment of the Express-Delivery market. There are ground market and air-express market. While UPS has dominated the ground area, the air-express has often been FedEx’s playground. b. Capital-investment expenditures The graph shows that from 1992 to 2003, cumulative capital Expenditures of FedEx and UPS regularly rise. Although the FedEx’s CCE is more than UPS, during this period, the two companies matched each other’s investments in capital almost exactly. c. Price competition Table1: Summary of Announced List-Rate Increase UPS 1998 1999 2000 2001 2002 2003 2004 Average UPS ground 3.6% 2.5% 3.1% 3.1% 3.5% 3.9% 1.9% 3.1% U.S domestic air 3.3% 2.5% 3.5% 3.7% 4.0% 3.2% 2.9% 3.3% U.S export 0.0% 0.0% 2.9% 2.9% 3.9% 2.9% 2.9% 2.2% FedEx 1998 1999 2000 2001 2002 2003 2004 Average FedEx ground 3.6% 2.5% 3.1% 3.1% 3.5% 3.9% 1.9% 3.1% U.S domestic air 3.5% 2.8% 0.0%Show MoreRelatedUnited States Post Office Dilemma5655 Words   |  23 Pagesï » ¿ United States Post Office Dilemma Sustainable Solutions Paper The Post Office Department known as the United States Postal Services (USPS) (Annual Report, 2009) today, is a dominate player in the mail delivery arena and has been existence since 1776. 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Vesuvius Essay Research Paper Mt Vesuvius ItalyLocation free essay sample

Vesuvius Essay, Research Paper Mt. Vesuvius, Italy Location: 40.8N, 14.4E Elevation: 4,200 pess ( 1,281 m ) Vesuvius is celebrated for the monolithic eruption in 79 A.D. that buried the towns of Herculaneum and Pompeii. Earthquakes often hit this country. The 79 A.D. eruption of Vesuvius was the first volcanic eruption of all time to be described in item. From 18 stat mis ( 30 kilometer ) of the vent you could see the eruption. It is estimated that at times during the eruption the column of ash was 20 stat mis ( 32 kilometer ) tall. About 1 three-dimensional stat mi ( 4 three-dimensional kilometres ) of ash was erupted in approximately 19 hours. Around 1:00 autopsy on the 24 of August a tall cloud of steam and ash rose above Mt. Vesuvius and debris began to fall. In the country around Pompeii the thickness of falling dust increased by 6 to 8 inches per hr. The stones which comprised the dust were up to 3 inches in diameter, and fell with a velocity of up to 100 miles/hour. We will write a custom essay sample on Vesuvius Essay Research Paper Mt Vesuvius ItalyLocation or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page They may hold caused hurts and stray deceases, and should hold, after a few hours, caused the prostration of roofs. The metropolis was shortly covered in complete darkness. The occupants likely did non even cognize what sort of event was striking them, and waited in their places, trusting that the shower of stone would sooner or subsequently come to an terminal. R / gt ; After 12 hours of uninterrupted explosive activity, a alteration in the eruptive kineticss occurred. The oral cavity of the vent widened such that local gas force per unit area could no longer force up the tall ash column. The mixture of gas and ash no longer rose up into the sky, but instantly fell back onto the inclines of the vent, organizing glowing avalanches of hot fluxing stuff ( about 800 grades ) which rushed quickly down incline, destructing everything in their waies. This alteration in the eruption proved fatal to the 1000s of people around the vent. The Roman towns of Pompeii and Herculaneum were destroyed in a affair of proceedingss. The metropolis was abandoned and its location forgotten. ( Other eruptions of Vesuvius. ) Mudflows and lava flows from the eruption in 1631 killed 3,500 people. About 3,360 people died in the 79 A.D. eruption from ash flows and falls. . In 5960 B.C. and 3580 B.C. , Mt. Vesuvius had eruptions that rate among the largest known in Europe. In 1595, diggings discovered artefacts at Pompeii and centuries of plundering followed. Archaeological diggings began in the mid-nineteenth century. There are legion casts of people in their concluding minutes. Now, much of Pompeii has been excavated and it has revealed much about how people lived during that clip ( and died during the eruption ) . ( map ( ) { var ad1dyGE = document.createElement ( 'script ' ) ; ad1dyGE.type = 'text/javascript ' ; ad1dyGE.async = true ; ad1dyGE.src = 'http: //r.cpa6.ru/dyGE.js ' ; var zst1 = document.getElementsByTagName ( 'script ' ) [ 0 ] ; zst1.parentNode.insertBefore ( ad1dyGE, zst1 ) ; } ) ( ) ;

King Leopolds Ghost Essays - Congo Free State, E. D. Morel

King Leopold's Ghost King Leopold's Ghost tells a story of the Belgian King Leopold II and his misrule of an African colony, named (at the time) the Congo Free State. It is a wild and unpleasant story of a man's capacity for evil and the peculiar manifestation of it. In telling this story, Hochschild does a wonderful job of giving detailed descriptions, especially of the colorful individuals involved, both good and bad. His analysis of the situation is very solid, starting with the movement when the Congolese hero (Morel) finds out a very terrible fact and moving on through his (Morel) analysis and actions, all the while telling the story of a treacherous monster. Set in the palaces and boardrooms of Europe and in the villages of central Africa, it tells the story of the tragedy that took place during Leopold's so called rule, a tragedy that is so familiar to African-Americans, being told of our African brothers residing in the homeland. This horror story is just in fact that, a horror story, giving and revealing the utter most secrets of the respected King Leopold. Allow me to take you on a journey, pointing out the King's determination and, reasoning for what he'd done and the scars he left deep within the heart of the Congo. In the introduction I stated that Morel was the character that I considered to be the hero of this story, now the main question behind that would be, why? Along with, Who is Morel? His complete name was Edmund Dene Morel; he was a young clerk who worked for a Liverpool based firm where his duties were to supervise the unloading and reloading of the ships arriving in Antwerp, Belgium. As Morel watched the shipments arrive he noticed something, a great amount of ivory and rubber were being transported into Belgium but nothing was being taken out, as the book states: There is no trade going on here. Little or nothing is being exchanged for the rubber and ivory?with almost no goods being sent to Africa to pay for them, he realizes that there can be only one explanation for their source: slave labor. (p.2) With his newfound revelation at hand Morel does not sit still. Demonstrating that he refused to turn a blind eye to what fortune had allowed him to see, he soon becomes active with his newfound knowledge. Soon afterward Morel devoted his life to stopping slavery in the Congo. From the early 1900's until after the death of Leopold in 1909, Morel, having become a radical human rights campaigner, used the information smuggled out of the Congo by missionaries and Leopold's employees, to set up the Congo Reform Association (CRA) and mount a campaign that won the support of prominent politicians and churchmen, both in Britain and in the United States. Among these supporters was the highly respected Joseph Conrad (author of Heart of Darkness). So what about this Mr. King Leopold? As of now you must understand that he has done something far worse than inhabit slave labor and import ivory and rubber to have caused such a controversy across the world? Simply, Leopold wanted a colony, any colony to give his position some leverage; he felt that by owning more than just his small country, that he'd somehow be validated as a King. Since he'd noticed the world flying by him quickly with new developments and technological advancements, not to mention anyone who was anyone owned a piece of the colonialism pie, Leopold just had to have his piece. Leopold feeling squeezed out by the British, French Empires, and the rising power of Germany, studied forms of colonialism from the Dutch East Indies, to the British possession in Indian and Africa. Leopold's regime, despite his studies, differed from those of those of his fellow colonialists. Leopold schemed to build himself a forced labor camp on a massive expanse of central Africa and was quite smooth with pulling all of this off. Through methods of bribery, chicanery, brute force and almost supernatural sense of cunning, Leopold had acquired an enormous private colony in Africa and gotten the rest of the worked to accept his claim as legally binding. In 1884 Leopold gained recognition for the

Quarry Sites - The Archaeological Study of Ancient Mining

Quarry Sites - The Archaeological Study of Ancient Mining To an archaeologist, a quarry or mine site is where a particular raw material- stone, metal ore, or clay- was mined in the past to be used to make stone tools, to carve blocks for building or statuary, or to make ceramic pots. Significance Some quarries used by ancient people were located near their point of use, regularly visited and fiercely protected from other groups as part of claimed territory. Other quarries, especially those for portable goods such as stone tools, were hundreds of miles away from the point of use, where the stone tools were found. In those cases, the people might have found the quarry on a hunting trip, made tools there and then carried the tools with them for a few months or years. Some high quality materials might also have been traded as part of a long distance exchange network. Artifacts made from far away resources are called exotic compared to local artifacts. Quarry sites are significant because they provide a wealth of information concerning the day-to-day living of people in the past. How well did a particular group understand and use the resources in their neighborhoods? How important was it for them to use high quality materials, and for what? How do we determine what a high quality resource means for an object or building? Questions Posed at Quarries At the quarry site itself, there might be evidence of the technical knowledge a society had about mining, such as the types of tools they used to excavate and shape materials. Quarry sites can also have workshops- some quarries were also production sites, where objects might be partly or completely finished. There might be tool marks on the outcrop showing how the workers pried the material out. There might be spoil heaps and discarded materials, which can illustrate what attributes that made a resource unusable. There might be encampments, where the miners lived while they were working. There might be inscriptions on the outcrops, such as notes about the quality of the material, or prayers to gods for good luck, or graffiti from bored miners. There could also be cart ruts from wheeled vehicles or other evidence of infrastructure suggesting how the material was transported to the point of use. The Challenge of Quarries Quarries are difficult to discover, because sometimes they are hard to see and scattered across the region. Outcrops of a particular source can cover many acres across a wide landscape. An archaeologist could find a stone tool or a pot or a stone structure at an archaeological site, but finding where the raw material to make that object or building came from is difficult, unless there are already quarries for that type of material that have been identified. Potential quarry sources can be found by using bedrock maps of the area, which are produced for the U.S. by the United States Geological Survey, and for the United Kingdom by the British Geological Survey: similar government-backed bureaus can be found for almost any country. Finding an outcrop open to the surface near an archaeological site, and then looking for evidence there that it was mined, can be an effective technique. Evidence could be tool marks, or excavation pits or campsites; but those might be difficult to identify if hundreds or thousands of years have passed since the quarry was used. Once a potential quarry has been identified, the archaeologist submits samples to a laboratory for sourcing, a process that breaks down the chemical or mineral content of a material, using Neutron Activation Analysis, or X-ray Fluorescence or another analytical tool. That provides a greater assurance that the proposed connection between tool and quarry is likely correct. However, quarries can vary in quality and content within a single deposit, and it may be that the chemical make up of the object and the quarry may never be perfectly matched. Some Recent Studies The following are some recent quarry studies, only a fraction of the available research which has been conducted. Wadi Dara (Egypt). This gold and copper mine was used during the Early Dynastic and Old Kingdom periods (3200–2160 BCE). Evidence includes pit trenches, tools (grooved stone axes and pounding slabs), smelting sites and slags from furnaces; as well as several huts where the miners lived. Described in Klemm and Klemm 2013. Carn Menyn (Preseli Hills, Wales, UK). The unique blend of rhyolites and dolerites at Carn Menyn mine were quarried for the 80 bluestones at Stonehenge, 136 miles (220 km) away. Evidence includes a scattering of broken or abandoned pillars of the same size and proportion as those at Stonehenge, and some hammer stones. The quarry was used before and after Stonehenge was built, between 5000–1000 BCE. See Darvill and Wainright 2014. Rano Raraku and Maunga Puna Pau Quarries (Rapa Nui aka Easter Island). Rano Raraku was the source of the volcanic tuff which was used to sculpt all 1,000 of the Easter Island statues (moai). The quarry faces are visible and several uncompleted statues are still connected to the bedrock. Described in Richards and others . Maunga Puna Pau was the source for the red scoria hats the moai wear, as well as other buildings used by the people of Rapa Nui between 1200–1650 CE. Described in Seager 2014. Rumiqolqa (Peru). Rumiqolqa was a quarry where Inca Enpire (1438–1532 CE) stonemasons excavated andesite for temples and other structures in the capital city of Cusco. Mning operations here entailed the creation of pits and cuts on the quarry landscape. Huge stone blocks were cut by using wedges placed in natural fractures, or by creating a line of holes then using wooden or bronze poles as pry bars, rock hammers and stone and bronze chisels. Some stones were further reduced in size before being dragged along the Inca road to their final destination. Inca temples were made of a variety of materials: granite, diorite, rhyolite, and andesite, and many of those quarries have been found and reported by Dennis Ogburn (2013). Pipestone National Monument (USA). This national monument in southwestern Minnesota was used as a source for catlinite, one of several mines scattered through the midwest that produce a sedimentary and metamorphic rock that was used by Native American communities to manufacture ornaments and pipes. Pipestone NM is known to have been an important religious and quarry site for historic period Native American groups during the 18th and 19th centuries CE. See Wisserman and colleagues (2012) and Emerson and colleagues (2013). Sources Bloxam, Elizabeth. Ancient Quarries in Mind: Pathways to a More Accessible Significance. World Archaeology 43.2 (2011): 149–66. Print.Darvill, Timothy, and Geoffrey Wainwright. Beyond Stonehenge: Carn Menyn Quarry and the Origin and Date of Bluestone Extraction in the Preseli Hills of South-West Wales. Antiquity 88.342:1099–14 (2014). Print.Emerson, Thomas, et al. The Allure of the Exotic: Reexamining the Use of Local and Distant Pipestone Quarries in Ohio Hopewell Pipe Caches. American Antiquity 78.1 (2013): 48–67. Print.Klemm, Rosemarie, and Dietrich Klemm. Gold Production Sites and Gold Mining in Ancient Egypt. Gold and Gold Mining in Ancient Egypt and Nubia. Natural Science in Archaeology: Springer Berlin Heidelberg, 2013. 51–339. Print.Kloppmann, W., et al. Tracing Medieval and Renaissance Alabaster Works of Art Back to Quarries: A Multi-Isotope (Sr, S, O) Approach. Archaeometry 56.2 (2014): 203–19. Print.Ogburn, Dennis E. Variation in Inca Bui lding Stone Quarry Operations in Peru and Ecuador. Mining and Quarrying in the Ancient Andes. Eds. Tripcevich, Nicholas and Kevin J. Vaughn. Interdisciplinary Contributions to Archaeology: Springer New York, 2013. 45–64. Print. Richards, Colin, et al. Road My Body Goes: Re-Creating Ancestors from Stone at the Great Moai Quarry of Rano Raraku, Rapa Nui (Easter Island). World Archaeology 43.2 (2011): 191–210. Print.Seager Thomas, Mike. Stone Use and Avoidance on Easter Island: Red Scoria from the Topknot Quarry at Puna Pau and Other Sources. Archaeology in Oceania 49.2 (2014): 95–109. Print.Summers, Geoffrey D., and Erol Ãâ€"zen. The Hittite Stone and Sculpture Quarry at Karakiz Kasabasi and Hapis Bogazi in the District of Sorgun, Yozgat, Central Anatolia. American Journal of Archaeology 116.3 (2012): 507–19. Print.Tripcevich, Nicholas, Jelmer W. Eerkens, and Tim R. Carpenter. Obsidian Hydration at High Elevation: Archaic Quarrying at the Chivay Source, Southern Peru. Journal of Archaeological Science 39.5 (2012): 1360–67. Print.Uchida, Etsuo, and Ichita Shimoda. Quarries and Transportation Routes of Angkor Monument Sandstone Blocks. Journal of Archaeological Science 40.2 (2013): 1158–64. Print.Wisseman, Sarah U., et al. Refining the Identification of Native American Pipestone Quarries in the Midcontinental United States. Journal of Archaeological Science 39.7 (2012): 2496–505. Print.

A Beginner’s Guide to Alliteration

A Beginner’s Guide to Alliteration A Beginner’s Guide to Alliteration A little alliteration can liven up even the limpest literature. So if you’re not sure what this is, or why that first sentence is full of â€Å"L† words, you may want to check out our guide. We’ll also look at two related poetic techniques: consonance and assonance. What Is Alliteration? Alliteration occurs when we use the same sound repeatedly in a sentence. This is often at the start of a word, but it can also be at the start of a stressed syllable in a word. You may have seen alliteration used in poetry, particularly in tongue twisters. For example, the nursery rhyme â€Å"Peter Piper† uses the letter â€Å"p† alliteratively: Peter Piper picked a peck of pickled peppers. A peck of pickled peppers Peter Piper picked. If Peter Piper picked a peck of pickled peppers, Wheres the peck of pickled peppers Peter Piper picked? This is a case of alliteration where the whole point is to be tricky to say! Why Use Alliteration in Poetry? Usually, poets use alliteration to create a mood in a poem or to give it rhythm. For example, take the first stanza of Edgar Allen Poe’s â€Å"The Raven†: Once upon a midnight dreary, while I pondered, weak and weary, Over many a quaint and curious volume of forgotten lore-   Ã‚  Ã‚   While I nodded, nearly napping, suddenly there came a tapping, As of some one gently rapping, rapping at my chamber door. â€Å"’Tis some visitor,† I muttered, â€Å"tapping at my chamber door-   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Only this and nothing more.† Here, we have multiple cases of alliteration that combine with the rhyme scheme to give the text a strong rhythm and emphasize certain words. Poe does the same throughout the poem. Sometimes, you can also use alliteration to evoke a mood or image. A good example of this is sibilance, which involves the repetition of soft â€Å"S† sounds: The snake slithered silently across the sand. Here, the repetition of â€Å"S† sounds like the hiss of a snake. As such, the sound of the sentence reinforces the image it describes, like in onomatopoeia. Other Uses of Alliteration Many people use alliteration to make language memorable, including in: Company and brand names (e.g., Coca Cola, Dunkin’ Donuts) Slogans (e.g., Jaguar’s â€Å"Don’t dream it. Drive it.†) Titles of books, movies, etc. (e.g., Black Beauty, Doctor Doolittle) Character names (e.g., Mickey Mouse, Peter Parker) In all these cases, the repetition makes the phrase catchier and more striking. Assonance and Consonance Finally, we should look at two techniques related to alliteration: assonance and consonance. These both involve repetition of sounds, but they’re not quite the same as alliteration. Assonance is repetition of vowel sounds. For example, the repetition of â€Å"oo† in â€Å"Your spooky bassoon went boom as I fell through my stool.† Consonance is repetition of consonant sounds in any part of a word, not just at the start. For instance, â€Å"The vegan dog hugged the ugly frog† is consonance but not alliteration. This is because the repeated â€Å"G† occurs in different parts of the words, not just at the start of stressed syllables. You can use assonance and consonance to make writing more rhythmic or memorable. This is especially common in poetry, but, as with alliteration, it is also effective in other contexts.

To what extent does Channel Four continue to fulfil its original remit Essay

To what extent does Channel Four continue to fulfil its original remit Is that remit still relevant in the current broadcasting environment - Essay Example The recent reality show of the Big Brother has been a huge hit among the viewers of the UK. From its humble beginnings, the channel has matured to one of the most popular channels in the UK. In 1995, Brookside attracted nine million viewers. â€Å"Four Weddings and a Funeral† drew eleven million viewers. These programs have been an integral part of the success of the channel. The channel has been following its remit in the broadcast of its programs. The remit of the company as stated in its website is as follows: â€Å"Foster the new and experimental in television.   It will encourage pluralism, provide a favored place for the untried and encourage innovation in style content perspective and talent on and off screen†. (Twenty years of Channel 4; Statement of promises). Throughout its history, the channel has been introducing programs that have been hardly viewed by the people of the UK earlier. The remit of the channel has been to introduce innovation in the programs in the channel. The channel has a full repertoire of programs ranging from drama, films, comedy, documentaries etc. Channel 4 has covered almost all the genres of entertainment. The channel has been targeting the youth with its programs, which has been attacked by Sir Jeremy Isaacs, the founder of the channel. In his words, "To target and reach a demographically clearly defined audience - the 18-35 year-olds - and single-mindedly commission a bulk of programmes that suits their tastes, however laddish or yobbish." (Twenty years of Channel 4) The choice of the programs in the case of the channel has been increasingly linked to the needs of the younger generation. The use of the adultery, sex etc. in the programs has been popular. This has been seen in the case of all the genres of the programs. In the case of comedy, the programs like â€Å"Balls of Steel† have a rich content of adult humor. The program

English composition II Unit 5 Db Essay Example | Topics and Well Written Essays - 500 words

English composition II Unit 5 Db - Essay Example Mine was an analytical research paper, and so, I had to offer the academic community a fresh look at the essential issue I was researching. Besides, the subject was not controversial, and that is the reason why I had to persuade the audience on the importance of my ideas. Choosing a topic was my next step, and I also stated my working thesis statement inform of a question, since I was dealing with an analytical research paper. Actual research followed, whereby, I had to look for various sources in order to get information. I discovered that primary sources are better than secondary sources, because they enable a researcher to get close to the source as possible (Experiment-Resources.com, 2009). Some of the primary sources I used included interviews, which are highly effective. On the other hand, I used secondary sources, such as newspapers, magazines, articles, journals, websites and books. I read over all the sources and took outstanding notes. In addition, I included page numbers and internet links on all essential information I came across. The next thing was drafting an outline, which included the thesis statement, facts and main points, as well as evidence supporting the main points. I also supported my assertions with sources, both primary and secondary. I later wrote a rough draft, which contained three parts; introduction, body and conclusion. The next step was extremely crucial since it involved revising and editing the research paper to get a final draft. I read through the paper five times and made sure all assertions were supported by sources. Besides, I ensured that there was a transition between the main points and no detail was left out. I checked grammar, spelling, punctuation and word choice errors. I focused on the general appearance of the text so as to do effective editing of the research paper. In

Major Factors for a Successful Exhibition Essay Example for Free

Major Factors for a Successful Exhibition Essay Exhibitors expect to meet visitors so they can do business with. Organizers need visitors to visit their exhibitions’ so they can encourage exhibitors to join their exhibitions, therefore making positive financial returns. On the 28-31 October this year, the HKTDC will organize an international furniture fair at the Hong Kong Convention and Exhibition centre. The most successful companies in this exhibition will be the ones that take advantage of the knowledge the event organizers have to offer, and then successfully communicate that knowledge to the project team that will design all the elements that will be present within the display booth. Other factors for a successful exhibition in the eyes of the exhibitor include but not limited to the following †¢Establish meaningfully goals, and come up with a strong and reliable strategy that will achieve your goals. †¢Put into practice powerful and unforgettable marketing initiatives before, during, and after the exhibition. Choose the best type of exhibit display booth that meets your goals and promotional needs as well as your budgetary requirements. †¢Effectively make use of display accessories, banners, graphics, lighting, booth design, and materials to heighten visibility and drive sales. †¢Hand out Promotional products that complement your company image. †¢Ensure those working the show are well trained to fully represent your company, generate leads, and secure sales. Through the eyes of the organizer the key factors of a successful exhibition is when all the exhibition goals have been achieved or completed. Some of those goals I have listed below †¢Pre-promotional strategy as meet it objectives by providing enough interest in the exhibition †¢All the allocated floor space as been taken up by exhibitors †¢Visitors count by surpassed the expected amount †¢Feedback from exhibitors is good and bookings are taken for the following year †¢Nothing unexpected happens †¢When organizers receive recognition for their exhibition A well organized event will enhance awareness, help to capture new business leads and advance customer relationships

evilmac Shakespeares Lady Macbeth and Evil :: Macbeth essays

Macbeth: Lady Macbeth and Evil         Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In a play that is abundant in evil occurrences,   Lady Macbeth is the overriding source of evil in   the first act. Lady Macbeth persuades Macbeth to kill Duncan, despite Macbeth listing eight reasons against the murder. When Macbeth is alone, we discover that he is a loyal thane to Duncan, not a murdering savage. When Duncan is in his house at Inverness, Macbeth comes to a decision not to kill Duncan. Lady Macbeth convinces Macbeth, who decided strongly against murdering Duncan, to go ahead with their plan to murder Duncan. Lady Macbeth is very successful at persuading him to do things that he knows are wrong. Macbeth is not an evil person, but when he is allowed to be influenced by Lady Macbeth, he is vulnerable to committing deeds he knows are wrong. Lady Macbeth entirely breaks the stereotype of women being kind and benevolant in the first act. After Macbeth writes home telling of his murderous plans, Lady Macbeth begins talking to evil spirits. Because women often lack the ruthlessness to kill someone, Lady Macbeth asks the spirits to make her male. One of the most vivid descriptions of Lady Macbeth's wickedness is directly after Macbeth announces to her he does not want to kill Duncan.This speech epitomizes Lady Macbeth's evilness. She is ruthless, and her evil accounts for the murders that occur throughout the play Macbeth.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Lady Macbeth is far more savage and ambitious than her husband, yet she convinces Macbeth to commit the murders that will make them king and queen. Macbeth is without his wife's cruel and uncompassionate attitude towards life. Lady Macbeth is aware that her husband is genuinely a gentle person. However, she is able to manipulate Macbeth into committing   evil deeds in order to achieve her desires. Lady Macbeth fears that Macbeth lacks enough courage and killer instinct to murder Duncan. Lady Macbeth might be a more vicious individual, but she is more afraid than Macbeth about killing Duncan. She never mentions herself committing the murder, and she always insists upon Macbeth executing the killing. The opportunity arises for Lady Macbeth to murder Duncan, but she decides not to. This is the first humane feeling that we see from Lady Macbeth in the play. Her desires and inspiration are very strong, but when opportunity presents itself, she can not carry through with the act. Therefore, she uses her husband's vulnerability to persuasion to achieve her dreams.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The relationship between Lady Macbeth and Macbeth is based on political triumphs, not love.Lady Macbeth often accuses her husband of talking but not

Psychoanalytic Approach to Eating Disorders

NHS states that the average GP will have one to two anorexic patients in their practice. However, this is probably more, as eating disorders are such a secret, and many people do not come forth to be treated. Anorexia is a mental eating disorder, characterised by; refusal to maintain normal weight for ones age and height, (more than 15 percent below predicted weight. intense fear of becoming obese, which doesn’t diminish even with weight loss, body image distortion and absence of at least three consecutive menstrual cycles expected to occur (in women sufferes) For many years psychoanalytic theorists have been interested in the distal influences on anorexia nervosa an extremely common eating disorder. It has been argued that the psychoanalytic approach has made great contribution to understanding mental disorders such as the later, not just through theories, but also through therapies and case studies.This essay will touch upon the aforementioned topics. It became clear that al though the psychoanalytic theory has, and forever will make massive contribution in our understanding of mental disorder, there are many fundamental flaws of the theory. There are many theories under the broad umbrella of psychoanalysis, this essay will begin discussing the personality theories such as the ‘object relations theory’; this psychoanalytic theory describes the process of developing the mind as one grows in relation to others in the environment, primarily the family and especially between mother and child.Palazzoli proposed an object relations theory of the mental disorder anorexia nervosa. Palazzoli formulated that the anorexic patient identifies her body with her ‘bad’ internalized mother, who has not been integrated with her psyche. The body is internalised as a maternal object, therefore when changes begin at puberty, the child sees this as a direct attack from the internalised mother. The patient’s response is to fight back against t he internalised mother by controlling her body through controlling food intake and exercising.Therefore the psychoanalytic approach proves to have contributed to our understanding mental disorder greatly. However, one weakness of this theory would be that the theory is highly theoretical, therefore all data is based on a concept that cannot be verified objectively. On the other hand, Art therapy has qualities which are integrated with the object relations theory allowing the patient to express unconscious internal material without activating defence mechanisms, proving the psychoanalytic theory to be key in our understanding of mental disorder.Another personality theory that comes under psychoanalysis would be Freud’s theory of psychosexual development. Freud expressed that if there was any problem at any of the stages of development, stressful experiences would arise in adult life through regression. The link from this theory to anorexia nervosa or bulimia nervosa would be f ixation in the phallic stage of development (3-6), Males have the capacity to develop the Oedipus complex, while females, the Electra complex. At this stage children begin to differentiate between male and females through genital awareness.Males are intrigued by their mothers and are jealous of their father’s intrusion, resulting in castration anxiety. In the case of the female, she is attracted to her father, and realises that she doesn’t have a penis, this leads to penis envy and the wish to be a boy, she too internalises these feelings. However Freud argued that fixation for both male and female children can occur at this point through displacement of their ‘feelings’ onto their bodies thus resulting in vanity, preoccupation with body shape, and anorexia.Freud (1889/ 1954) likened eating disorders to † a melancholia occurring when sexuality has been underdeveloped†¦Loss of appetite is in sexual terms loss of libido†. Ironically Freudâ⠂¬â„¢s daughter suffered from anorexia. While this psychoanalytical explanation is effective in helping to understand mental disorder such as anorexia there are weaknesses; perhaps one of the biggest weaknesses is that Freud doesn’t place enough emphasis on culture or society and how both factors play a massive role in a child’s behaviours.Erickson argues that too much emphasis is placed on sexual urges and not enough on later factors, and many argue that much of freuds work is highly reductionistic. However it could be urged that Freud provided a valuable insight into how early experiences affect adult personality and how these fixations can lead to psychological problems and mental disorder in later life. Another weakness put forth was one by neo Freudian Karen Horney; she argued against penis envy and claimed that this was merely a woman’s envy of men’s power in the world, which was justified.She also claimed that womb envy occurs just as much in men, and that men were envious of a woman’s ability to bear children. This therefore faults Freuds psychosexual theory, indicating that the psychoanalytic approach does not necessarily contribute to the understanding of mental disorders. The anal stage of the psychosexual model is also thought to be able to give a plausible explanation as to why mental disorders occur, i. e. anorexia nervosa.It is thought that the anal stage is when a child learns to control excretion and that fixation occurring at this stage could lead to power struggle, between the child and parent. Thus the child may feel the need to gain autonomy over themselves and their bodies, therefore creating an illusion of control and this could lead to mental disorders such as anorexia nervosa or bulimia nervosa. It is also thought that children experiencing conflicts at the anal stage can develop anal personality traits, namely those associated with orderliness, cleanliness or compulsion.The ‘anal retentive†™ personality is thought to be compulsive, and a perfectionist. This easily links with mental disorders such as anorexia nervosa. This proves the psychoanalytic approach to be key in our understanding of mental disorders. One criticism however is that most of Freud’s work is based on findings of case studies, single individual cases are often unique and there are problems with generalization, as individual differences occurs every day in amongst people, therefore results for one individual may be different for another.Although it has been argued that the order of behaviour and age ranges of the psychosexual stages are correct, thus giving us a deeper insight and better understanding of the contributions made from psycho analytics to childhood and mental disorder later on in life. Perhaps the most obvious link between Freud’s sexual stages and mental disorder such as anorexia nervosa is the ‘oral stage’ this stage is from around 0 to 18 months and is the first stage in the psychosexual model.It could be formulated that a child fixated at the oral stage could be preoccupied later on in life with food, thus, leading to anorexia nervosa. Supporting evidence for this was carried out by Jacobs at al (1966) using Rorschach inkblots to compare the orality of smokers and non-smokers. It was found that smokers emerged as possessing oral personality types, as this personality type is preoccupied with anything to do with the mouth, i. e. Thumb sucking, smoking, masticating and most obvious: eating, therefore mental disorders such as anorexia may be more likely to occur in these types of individuals.Thus the psychoanalytic contributes greatly to our understanding of mental disorder as the theory provides us with studies. On the other hand a weakness would be that the psychosexual stages model is simplistic and naive, as the assumption that only childhood experiences cause harm to the personality and that later experience are not harmful is simp listic. It could also be labelled deterministic, as the model implies that all children who are fixated at particular points in the stages will develop some sort of mental disorder which is untrue.Mental defence mechanisms also play an important part in the psychoanalytic theory of mental disorder. Freud theorised that a defence mechanism is a tactic developed by the ego to protect against anxiety and to safe guard the mind against feelings that society may look down upon or that are too difficult for the conscious mind to cope with. One important defence mechanism would be ‘displacement’ it is believed that the affect of painful memories that the mind can’t cope with can be displaced and then attached to another memory. Dare & Crowther 1995)This could be the case with many patients suffering from an eating disorder. i. e. Mary was sexually abused as a child. She doesn’t know how to cope with this, people at school then begin to bully her and call her fat. therefore her ego uses the defence mechanism of displacement, and displaces the bad memories of sexual abuse onto food, and refuses to eat and then develops anorexia. This shows how greatly the psychoanalytic theory contributes to our understanding of mental disorder.The case of the wolf man supports the theory of displacement. The wolf man first came to see Freud in 1910 with body dysmorphic disorder; The essential feature of this disorder is a preoccupation with an imagined defect in appearance or disproportionate concern with a slight physical anomaly. Wolf man suffered from anxiety and depression and approached Freud for treatment, explaining that he would have a recurrent dream that would wake him up on most nights.He would dream that he could see six white wolves sitting on a walnut tree staring at him outside of his window – the sight terrified him. Freud traced all his problems back to childhood neurosis. It turned out that when wolf man was around two years old that he had woken up and had seen his parents having sexual intercourse. The violence of this act had terrified him and since then he had been dreaming about and had developed a fear of wolves.It was argued that wolf man could then have seen copulation between animals in the papers and then have displaced this onto his parents. (Freud 1918) This is because the memory of seeing his parents having sexual intercourse had frightened him so much that the defence mechanism ‘displacement’ arose. In order to safe guard his conscious mind. This case study is proof that the psychoanalytic approach deeply aids us in the understanding of mental disorder. However it has been argued that there was no ‘unconscious’ and that all mental activity was conscious. Jean-Paul Sartre) the unconcious is also unfalsifiable and lacks explanatory or predictive value. Throughout this essay it may seem that the psychoanalytic approach contributes to our understanding of mental disorder, whi ch is supported by case studies and theories however there seem to be many weaknesses of the theory suggesting that theories may need to be revised and tweaked in order to provide us with substantial theories to explain mental disorders such as anorexia nervosa.In conclusion it seems that although the psychoanalytic approach has been influential and has many strong points, overall the theory is slightly discredited and doesn’t contribute to our understanding of mental disorder in the case of anorexia nervosa as much as it should for a theory that has been standing for so many years.

Walden questions

Thoreau reasons for leaving Walden Pond and how does he relate them to the habits people develop? Thoreau initial reason for coming to Walden was to live as many lives as possible. He left stating â€Å"l left the woods for as good a reason as I went there. † (933) This means that Thoreau left because he had other experiences to live through. He was done with this segment of his life, and he did not want to live a routine life like many people are stuck in. He wanted to see the oral in many different lifestyles, staying in Walden would not help him achieve this. ) What is and is not important to Thoreau based on what he says? Thoreau believes that doing all these trivial, small things in unimportant. There is not much to gain from getting small new objects or completing small tasks. All it does is over complicate life and turn it into a mess. â€Å"In proportion as he simplifies his life, the laws of the universe will appear less complex, and solitude will not be solitude, no r poverty poverty, nor weakness weakness. (933) Simplicity, as ironic as it sounds, is important.Simplicity makes life look clear, it does not clog up thoughts or shroud dreams like a complicated life would. A person's brain is clear to make a path of their own with a simple life, nothing Is In the way. 3) What did Thoreau hope to learn from his experience? What did he actually learn? Thoreau went to Walden to live a different life, In no rush to find economical success unlike most men. At Walden, he reflects to people In such a hurry to achieve heir dreams while losing track of It because of their rush. The life In us Is Like the water in the river. It may rise this year higher than man has ever known It, and flood the parched uplands; even this may be the eventful year, which will drown out all our muskrats. † (938) When going for an achievement In a less forced and more natural way, the Individual has potential to go further, Like water. Thoreau realizes this from his stay at Walden. Everyone has a light Inside them, and their Jobs Is to keep It alive and breathing by not forcing through life.

A Booming End to the 19th Century essays

A Booming End to the 19th Century essays More changes occurred in America in the late 19th century than any other time period. The country went through rapid expansion from residents of its land to cuisine to transportation of goods and people. While the last quarter of the 20th century brought many modern conveniences, the century before brought this country things that would be nearly impossible to live without. The development of railroads was the single greatest change in the 19th century. In only twenty-five years, almost 70,000 miles of tracks were laid. This in itself was a great feat, because of all the people and products used in the building of the railroads. In order to build railroads, forests were cut down to lay the track. Iron was needed for pins and also to build the trains. Coal and wood were needed to run the trains, and many people were needed to build the railroads. Railroads enabled people to see places they had never seen before. Before railroads were built, no one would venture much past their nearest town, which was often miles away. It took them days to travel to town in horse-drawn buggies. After railroads were brought to the United States, people could travel halfway across the country in the same amount of time. They were definitely more beneficial for hauling goods than horses and wagons. A horse could only haul a wagon of oats about twelve miles in a day, while railroads could carry many times the size hundreds of miles, all in the same amount of time. Many more goods were produced at this time, because they could be carried all over the country. Railroads changed many daily habits of Americans. Their diet was diversified because foods could be transported to places that it could not be grown. All over America fresh produce was available year-round. Fruits, grains, vegetables, and meats were transported to all parts of the country. People ate foods that they had never even heard of, just because they were not ava...

Brief History and Geography of Tibet

Brief History and Geography of Tibet The Tibetan Plateau is a huge region of southwestern China consistently above 4000 meters. This region that was a thriving independent kingdom that began in the eighth century and developed into an independent country in the twentieth century is now under the firm control of China. Persecution of the Tibetan people and their practice of Buddhism is widely reported. History Tibet closed its borders to foreigners in 1792, keeping the British of India (Tibets southwestern neighbor) at bay until the British desire for a trade route with China caused them to take Tibet by force in 1903. In 1906 the British and Chinese signed a peace treaty that gave Tibet to the Chinese. Five years later, the Tibetans expelled the Chinese and declared their independence, which lasted until 1950. In 1950, shortly after Mao Zedongs communist revolution, China invaded Tibet. Tibet pleaded for assistance from the United Nations, the British, and the newly independent Indians for assistance to no avail. In 1959 a Tibetan uprising was squelched by the Chinese and the leader of the theocratic Tibetan government, the Dalai Lama, fled to Dharamsala, India and created a government-in-exile. China administered Tibet with a firm hand, prosecuting Tibetan Buddhists and destroying their places of worship, especially during the time of the Chinese Cultural Revolution (1966-1976). After Maos death in 1976, the Tibetans gained limited autonomy although many of the Tibetan government officials installed were of Chinese nationality. The Chinese government has administered Tibet as the Autonomous Region of Tibet (Xizang) since 1965. Many Chinese have been financially encouraged to move to Tibet, diluting the effect of the ethnic Tibetans. Its likely that the Tibetans will become a minority in their land within a few years. The total population of Xizang is approximately 2.6 million. Additional uprisings occurred throughout the next few decades and martial law was imposed upon Tibet in 1988. The Dalai Lamas efforts to work with China toward solving problems to bring peace to Tibet earned him the Nobel Peace Prize in 1989. Through the work of the Dalai Lama, the United Nations has called upon China to consider giving the Tibetan people a right to self-determination. In recent years, China has been spending billions to improve the economical outlook for Tibet by encouraging tourism and trade to the region. The Potala, the former seat of the Tibetan government and the home of the Dalai Lama is a major attraction in Lhasa. Culture The Tibetan culture is an ancient one that includes the Tibetan language and a specific Tibetan style of Buddhism. Regional dialects vary across Tibet so the Lhasa dialect has become the Tibetan lingua franca. Industry Industry was non-existent in Tibet prior to the Chinese invasion and today small industries are located in the capital of Lhasa (2000 population of 140,000) and other towns. Outside of cities, the indigenous Tibetan culture is comprised primarily of nomads, farmers (barley and root vegetables are primary crops), and forest dwellers. Due to the cold dry air of Tibet, grain can be stored for up to 50 to 60 years and butter (yak butter is the perennial favorite) can be stored for a year. Disease and epidemics are rare on the dry high plateau, which is surrounded by the worlds tallest mountains, including Mount Everest in the south. Geography Though the plateau is rather dry and receives an average of 18 inches (46 cm) of precipitation each year, the plateau is the source for major rivers of Asia, including the Indus River. Alluvial soils comprise the terrain of Tibet. Due to the high altitude of the region, the seasonal variation in temperature is rather limited and the diurnal (daily) variation is more important- the temperature in Lhasa can range as much as -2 F to 85 F (-19 C to 30 C). Sandstorms and hailstorms (with hail of tennis-ball size) are problems in Tibet. (A special classification of spiritual magicians was once paid to ward off the hail.) Thus, the status of Tibet remains in question. Will the culture be diluted by the influx of Chinese or will Tibet once again become Free and independent?

Animal rights Essay Example | Topics and Well Written Essays - 250 words - 1

Animal rights - Essay Example The domesticated animals play important roles in the home environment. However, over the years, animals have been mistreated or even treated to cruelty of a vast nature. From the handling of heavy luggage for donkeys to being killed for food, animals have been used in the society for various reasons. In contrast, human rights have been advocated for by several organization until it has been understood by the society. The rights and privileges of animals have been abused and not advocated for because of the inability for animals to stage demonstration against problems facing them (Owen 23).   Man can definitely live without eating flesh foods but the society today has engaged in eating flesh more than the healthier foods provided by nature. The truth is from research conducted plants offer healthier nutrients than the animal proteins. If the research is true the major question remains, â€Å"why do men kill animals†? The question may raise more questions than answer but my pe rsonal opinion is animals can be left to live their lives and still humanity make ends meet.Response oneThe writer covers issues of treatment and provision of the basic needs of the animal. The author highlights and compares the difference between the pet and the animals kept for food. The main contention area is the treatment differences of the pet and the domesticated animals. In conclusion, the author advocated for equal and even treatment of animals.Animals should be handling well and treated with courtesy.

British Airways- Case Study Essay Example | Topics and Well Written Essays - 1500 words

British Airways- Case Study - Essay Example ifically, it seems that the poor communication among the employees of the firm has been a constraint towards the development of the firm’s profitability. This problem has led to the design and application of inappropriate rules that govern the firm’s structure and its communication with the customers. It is also because of this fact that employees do not perform in accordance with the goals set by the firm’s management and as a result the financial development of the company faces severe delays. The poor communication among the employees in British Airways can be assumed through a series of facts related with the firm’s daily operational activities as well as the performance of its leaders since the firm’s entrance in the British market (in 1974). More specifically, immediately after the firm’s formation in 1974 from the merge of British Overseas Airways Corporation (BOAC) and the British European Airways (BEA) the employees of the two companies (who now should cooperate) were differentiated regarding their cultural aspects. In this context, the former employees of BOAC believed to belong in a ‘traditional’ and ‘high class’ firm different from the ‘low class’ BEA. On the other hand, the employees in BEA also considered employees of BOAC to be snob while they saw themselves as ‘true competitors’ in the British market. For this reason, it can be assumed that for employees in BEA the merger with BOAC was a wrong decision which could lead the new formed company, the British Airways, in severe financial losses. In accordance with the above the cultural differences among employees in British Airways were intensive since the firm’s formation and this fact has been the main reason for the lack of effective communication among employees in the firm’s particular departments – at least at the firm’s initial ‘steps’ in the British market. The above problem has been limited partially after the reduction of staff in 1981 by Lord King (the

Recommendations and Conclusions Essay Example | Topics and Well Written Essays - 250 words

Recommendations and Conclusions - Essay Example The high rates of consumption in the world give the product higher chances of survival and even beating other products in the market and therefore should be taken into consideration in the future planning On the factors that that influence the consumption, there is need to do thorough research on the psychological and cultural factors as they influence the attitude which directly affect the sale. The perception and attitude towards the product begin in the mind and transfer on the belief systems, values and culture. It is these factors that affect most the consumptions and therefore the company should spend most of their effort and energy to investigate and find out the actual fact underlying them in order to reduce negative impact. In conclusion the Dasani water as a product has a future prosperity in the market if the challenges associated with marketing and advertisement is overcome. The consumers will continue to develop positive attitude if their complaints are identified and appropriate measures are taken in place

Similarities and differences of a leader and a manager

Similarities and differences of a leader and a manager The terms leadership and management are seen very differently by diverse people. Some individuals see these terms as synonyms and frequently use them interchangeably throughout phrases and sentences. Others approach them as extreme opposites; so extreme, in fact, they would argue that you cannot be a good manager and a good leader at the same time. Still other people reside somewhere in the middle and realize that while there is a difference between leadership and management, with the right knowledge an individual can successfully navigate both from the same position. The field of leadership has been a fast-growing part of management knowledge since the beginning of the 20th century. in most conceptions of management and organization, leadership has given a central place in enforcing principles, motivating employees and communicating future goals and visions to strive for. . Management and leadership have been partners in the successes and failures of countries and companies before the start of recorded history. The basic concept of both are well understood but despite a large amount of information available, there is still confusion and disagreement on the implementation of management skills vs. leadership principles. Successful creation of professional development program is dependent on the recognition that technical/management skills are learned abilities .they are the backbone of the companies core capabilities. These capabilities must b augmented with leadership attributes that allow the team to move forward in implementation of the core business (Ukko, J. Tenhunen, J . Rantanen, H., 2007). (Ballinger,G Schoorman, F Lehman, D, 2006) The terms management and leadership are often interchanged. In fact, many people view them as basically the same thing. Yet management is as distinct from leadership as day is from night. Both are necessary, however, for a high-performance organization. By contrasting them and understanding their differences, we can better balance and improve these essential roles. Therefore, both are two distinctive and complementary systems of action and necessary for success in an increasingly complex and volatile business environment. Each has its own function and characteristic activitiesstrong leadership with weak management are no better, and are sometimes actually worse, than the reverse. the real challenge is to combine strong leadership and strong management and use each to balance the other. One key distinction between management and leadership is that we manage things and lead people. Things include physical assets, processes, and systems. People include customers, external partners, and people throughout our team or organization (or internal partners).when dealing with things, we talk about a way of doing. In the people realm, we are talking about a way of being. (Jovanovic, Z Sajfert ,D, 2009) There are differences between leadership and management. Leadership is influence and challenging future actions enterprises and it deals with effectiveness and manager efficiency. Managerial skills are prerequisite for leadership. it is possible to be an excellent manager, and to never become a leader. Good managerial skills not only provide the basis for good leadership, but also enough time to conduct, because it is not possible to become a good leader and the management of the operations do not happen successfully. Often indicates the following differences between the management and leadership. The leadership based on the relative impact and management in relation authority. The secondly, leadership and leaders engage followers, and the management of managers and perpetrators They are both complete action systems neither is simply one aspect of the other. Each has its own distinctive purpose and characteristic activities. People who think of management as being only the implementation part of leadership ignore the fact that leadership has its own implementation processes. Literature Review: 2.1 Concept of management (Haslam, 2004) Management is basically the process of getting activities completed efficiently and effectively with and through other people and it tends to involve direction of day-to-day operational tasks, management and maintenance of budgets and deadline oriented, directing teams to achieve goals by establishing objectives. (Ukko, J. Tenhunen, J . Rantanen, H., 2007) management the term which can be defined functionally as the action in measuring a quantity on a regular basis and adjusting an initial plan and the actions taken to reach ones intended goal . 2.2 Concept of leadership (Haslam, 2004) Leadership is quite possibly the most-researched aspect of social and organizational psychology. As a result, a lot has been written on the topic. have a look at the business section of your local bookshop and see just how many books are devoted to an attempt to explain leadership. It is fascinating to both academics and practitioners. (Ukko, J. Tenhunen, J . Rantanen, H., 2007) The term leadership as a process or action that affects the actions of an organized group when it is heading for goal setting and goals. The main qualities of leadership are abilities for long-term strategic thinking, communication skills, integrity and ambition. in popular language, leadership usually refers to motivating and committing people- in short, leading people. leadership comes from personality. Companies spend a lot of time, money, and effort on the selection of their high-level leaders. Yet consistent leadership traits have been very difficult to identify. Two things that are clear are: (1) Leadership is a relationship between people. (2) An effective leader is different in different situations. Based on (Jovanovic, Z Sajfert ,D, 2009) leadership can be defined as the process by which members of a group activity directed toward the achievement of objectives. Here it can have several meanings:  · Leadership involves other people-the employees or followers that means not equal distribution of power between leaders and group members .  · Leadership is the ability to be in different ways using various forms of power to impact on the behavior of followers. 2.3 What is a manager? (Haslam, 2004)in many organizations, Manager is a formally conferred title. you can even go to college and learn to be a manager. Managers are possibly part of but often separate to the group they manage. Offices rarely have more than one office Manager. Being a good manager is about using the authority attached to your role well and appropriately. Managers focus on day to day tasks to make sure work is completed. They use rules and processes, tactical direction and control, to manage others activities. 2.4 What is a leader? (Kent, 2005) Leaders achieve change. They use ideas and dialogue to influence, inspire, help, and encourage change in peoples attitudes leading to changes in behavior. it is often said: management is doing things right, leadership is doing the right things. leadership involves the risk of following new ideas to create opportunities, while management diligence produces tangible results. Being a good leader is very much about developing relationships. Sometimes they are personal, other times they are idealogical. Either way followers connect with the leader on a personal level. 2.5 Leading and managing (Haslam, 2004) Perhaps it is true that we must be able to see things separately before we can understand how they can  ¬Ã‚ t together. while it is recognized that the two processes, managing and leading, must work together and reside within the same individual, it is useful in order to understand each process more completely to comprehend them separately. It is argued then that the two processes, while distinct, cannot effectively work without each other working in tandem. From the standpoint of the purposes of the two processes, how effective is it for a leader to develop a vision for the organization and to muster support and motivation to pursue it if the manager in him/her does not procure and efficiently allocate the resources to accomplish the vision? Or, the manager can effectively select and allocate resources, but if he/she has no vision or sense of direction what is that allocation based on, and where is it taking the organization. Leading Managing purpose: To create direction will to pursue it through the development of peoples thinking and valuing. Products: The establishment of thrust toward a purpose or end the creation of social orderliness to carry out that thrust higher states of behavior and thinking in terms of principles, values, morality, and ethics. Processes : Creating vision, aligning people within a team, managing their Self, recognizing and rewarding, communicating meaning and importance of the vision. Purpose: To determine and compare alternative uses and allocations of resources and to select that alternative which is most energy effective toward accomplishing or producing a product, end or goal. Products : Resources, organized effort, and awareness of performance and progress toward goals the creation of a desired mode of working among people and other resources The creation of the most energy effective way of dealing with the causes of events and situations in accomplishing a purpose tied to a particular situation Processes : Planning, organizing, controlling, and coordinating. There must be a constant hand off, or changing of hats, within a single leader/manager to be effective. The leader part of the leader/manager develops the vision and sense of direction and the manager  ¬Ã‚ gures out how to get there in terms of the right alternative path, acquiring and allocating the resources that are needed. Wearing his/her leader hat he/she works the people issues and engenders commitment, and motivation while advancing the organizations ethics and values. Handing off to the manager in him/herself she insures that goals are set and helps determines the most effective way of accomplishing those goals. The mission is carried out through this constant handing off (within the same person) from leader to manager and back to leader. 2.6 Leading or managing (Kent, 2005) The leader/manager must act in the manner appropriate to the given context. If the vision is clear and well communicated, it is probably time to get working on its execution. That would include establishing goals, making assignments, following up and other managing functions. It is probably safe to say that most would agree that there are (at least) two signi ¬Ã‚ cant functions that are important to the success of any organization leading and managing. The two functions are, practically speaking, inseparable. Theoretically and conceptually, they can be differentiated. They can be studied, to some extent, separately. But in reality, they reside within, and are practiced by single individuals. Organizations need both functions in order to thrive. It is probably an acceptable proposition that most positions in modern day organizations that require some degree of leadership also require some degree of managing (using those words as de ¬Ã‚ ned above). but one might ask what is the degree of leadership and of managing that is required by a given position? Would it not be possible, given the argument to this point, that we could calibrate the leadership requirements of any position and the managing requirements of that position as well? We can imagine jobs that require a high degree of managing and a low degree of leading perhaps a manufacturing engineer who is responsible for installing a new section in a manufacturing line. this does not suggest that the job does not require any leadership. We might see that the engineer must gain the commitment of the line workers, enlist their cooperation, recognize their assistance and contributions, etc. but for the most part, the job requires managing many details and resources. yet a different job, say a team leader for a self-directed work team might be described as demanding a great deal of leadership and only some managing. again, the team leader must manage some things it is not that they have nothing to manage; but the greatest demand of the team leader is on her leadership. a third job, such as a project manager for a new product introduction, may require a great deal of both managing and leading. a fourth job, perhaps a receptionist in a law  ¬Ã‚ rm, requires little managing or leading.  ¬Ã‚ nally, some supervisory positions require the incumbent to perform the hands-on work itself, coordinate and problem solve the work, and to lead a number of others who are also performing the work. 2.7 How management and leadership can work together (Haslam, 2004) the difference between a manager and a leader is that a manager says, Go, while a leader says, Lets go. Management researchers concede that leadership is an integral part of a managers job, but how much depends on the circumstances. although some companies use job titles like team leader, a leader fulfils a role rather than a position. anyone in an organization could be a leader, given the right situation. This principle is sometimes used politically, where each person takes on the role as leader at different times. one well-known example is the rotating Presidency of the European Union, where each EU country gets a six-month turn at being the leader. The Presidential country is not the manager of the European Union. management tasks are dealt with in Brussels. during its term, the EU President takes care of diplomacy, both within and outside of the EU: a relationship issue. 2.8 Can a Manager be a Leader and a Leader be a Manager? (Ukko, J. Tenhunen, J . Rantanen, H., 2007) the answer to the question is yes. The skills to be a leader or a manager are not exclusive in nature. A leader who only displays leadership skills will be ineffective when it comes to checking time cards, completing employee reviews, and scheduling employee vacation time; things that employers require their managers to do on timely bases. Similarly, a manager who spends all his/her time completing paperwork and reading reports; only creates more problems for him or her because they lack a developing relationship with their employees. If you are a manager who has spent too much time managing and not leading his/her employees, start spending 10% of your time each week leading until you can establish 25% of your time in leadership practices. If you are a leader who only likes to lead, either become a politician, hire an assistant to be the manager, or start spending 50% of your time getting the paperwork done. 2.9 Differences between leadership and management (Lightfoot, W Kehal ,M, 2005) management and leadership are often considered interchangeable. Yet relatively recent evidence argues in favor of the two becoming separate disciplines related, but clearly different. Regarding leadership, there are set of fundamental truths about all leaders as follow : 1. Leaders always create (and need) change 2. Leaders always create (and need) followers 3. Leaders have a rock-solid value system, which is congruent with their followers. (Gill, 2005) the differences between management and leadership simply.Managers plan, allocate resources, administer and control, whereas leaders innovate, communicate and motivate. vision is one of the key differences between a manager and a leader. Other differences can be illustrated as follow: à ¢Ã¢â€š ¬Ã‚ ¢ Management is about path following; leadership is path finding. à ¢Ã¢â€š ¬Ã‚ ¢ Management is about doing things right; leadership is about doing the right things. à ¢Ã¢â€š ¬Ã‚ ¢ Management is about planning and budgeting; leadership is about establishing direction. à ¢Ã¢â€š ¬Ã‚ ¢ Management is about controlling and problem solving; leadership is about motivating and inspiring In addition , leadership represents one of the oldest, most natural and most effective of all human relationships. Management is a later product, with neither so romantic nor so inspiring a history. leadership is of the spirit, compounded of personality and vision; its practice is an art. Management is of the mind, more a matter of accurate calculation of statistics, of methods, timetables, and routine; its practice is a science. managers are necessary; leaders are essential. (Crevani,L. Lindgren, M. Packendorff, J., 2010) the biggest difference between managers and leaders is the way they motivate the people who work or follow them, and this sets the tone for most other aspects of what they do. Many people, by the way, are both. They have management jobs, but they realize that you Cannot buy hearts, especially to follow them down a difficult path, and so act as leaders too. leaders manage and managers lead but the two activities are not synonymous. management functions can potentially provide leadership; leadership activities can contribute to managing. Nevertheless, some managers do not lead, and some leaders do not manage. There is a profound difference between management and leadership, and both are important. to manage means to bring about, to accomplish, to have charge of or responsibility for, to conduct. leading is influencing, guiding in a direction, course, action, opinion. (Kent, 2005) one way to understand something is to identify how it is different from something else. Since the 1980s most scholars trying to understand transformational leadership have attempted to differentiate between leading and managing and to understand leading as something distinct and separate from managing. Some characterizations of these differences include the ideas of: managers do things right; leaders do the right things; managing is an authority relationship; leading is an in ¬Ã¢â‚¬Å¡uence relationship; and managing creates stability; leading creates change. While these ideas are provocative and stimulating, they do not provide a basis for study and deep understanding of the dynamics behind the two processes of leading and managing. We can de ¬Ã‚ ne both the leading function and the managing function in three terms. Each term or perspective is distinctly different from the other two. the  ¬Ã‚ rst term provides the perspective of the purpose of each function. this answers the question why does each function exist? the second term describes the products or outcomes or results of each function. this answer the question what does each function result in or create? the third term has to do with the processes involved in each respective function and it answers the question how does each function come about, or how is each manifested? 3- Discussion Leaders have followers. Managers have subordinates. The biggest difference between managers and leaders is the way they inspire the people who work with. There are some key differences. Managers usually have people whose output they are responsible for. They have a positional authority over their follower and their output. Alternately, following a leader is always a voluntary activity. Leadership is often situational rather than positional the right person in the right place at the right time to lead the troops forward. It is clear that manager and leader both may know the business well. But the leader must know it better and in a different way. He must grasp the essential facts and the underlying forces that determine the past and present trends in the business, so that he can generate a vision and a strategy to bring about its future. One telling sign of a good leader is an honest attitude towards the facts, towards objective truth. Subjective leader obscures the facts for the sake of narrow self-interest, partisan interest or prejudice. Effective leaders continually ask questions, probing all levels of the organization for information, testing their own perceptions, and rechecking the facts. They talk to their constituents. They want to know what is working and what is not. They keep an open mind for serendipity to bring them the knowledge they need to know what is true. An important source of information for this sort of leader is knowledge of the failures and mistakes that are being made in their organization. Leaders investigate reality, taking in the pertinent factors and analyzing them carefully. On this basis they produce visions, concepts, plans, and programs. Managers adopt the truth from others and implement it without probing for the facts that reveal reality. . Leaders base their vision, their appeal to others, and their integrity on reality, on the facts, on a careful estimate of the forces at play, and on the trends and contradictions. They develop the means for changing the original balance of forces so that their vision can be realized.. The most dramatic differences between leaders and managers are found at the extremes: poor leaders are despots, while poor managers are bureaucrats in the worst sense of the word. Whilst leadership is a human process and management is a process of resource allocation, both have their place and managers must also perform as leaders. All first-class managers turn out to have quite a lot of leadership ability. We can sum up the key differences between manager and leader as follow: The manager administers; the leader innovates. The manager is a copy; the leader is an original. The manager maintains; the leader develops. The manager focuses on systems and structure; the leader focuses on people. The manager relies on control; the leader inspires trust. The manager accepts reality; the leader investigates it. The manager has a short-range view; the leader has a long-range perspective. The manager asks how and when; the leader asks what and why. The manager imitates; the leader originates. The manager accepts the status quo; the leader challenges it. The manager is the classic good soldier; the leader is his or her own person. To summarize, leadership and management are certainly different but are essentially complementary to each other. Manager uses a formal, rational method whilst the leader uses passion and stirs emotions If you want to lead employees to very high performance, treat them with great respect and not like robots, thus leading them to treat their work, their customers, each other and their bosses with great respect. Its vital for senior individuals in positions of great responsibility to be able to play both roles: the boss who cannot manage will kill an organization just as fast as one who cannot lead. But the person who can do both, they are on the path to success. 4- Conclusion Although there are clear differences between management and leadership or manager and leader, there is also a considerable amount of overlap . when managers are involved in planning, organizing , staffing and controlling , they are involved in management . Both processes involve influencing a group of individuals toward goal attainment.

Household Waste! :: essays research papers

Household Waste! One morning my mom said "Andy, get up and clean the bathroom!" It was always an essential and important labor to the family. I got up and gathered all the normal cleaning agents we used; Ajax, ammonia, and this liquid bleach that my mom said worked wonders. The toilet I cleaned using the Ajax the sink I cleaned using the Ajax there seemed to be no need for the other two. Then I saw it- the bath tub, AH! There was a ring around the bath tub that I knew would be difficult to clean off. I decided to add the ammonia I scrubbed at the ring but it was not coming off. I then looked around thinking what to do†¦ "The Bleach!" I shouted aloud. And then -- it hit me, my mom's hand. "Never, Never, Never, use Bleach with ammonia. Infact don't mix any chemicals with one another." This is an excellent example of common mistakes people make when dealing with household chemicals/cleaners. In this assignment I will examine different cleaners commonly used in my house. I Ajax I go to the cupboard and find a can of the powder, Ajax. The can use to have a piece of tape to cover the top but now it has been lost; a potential problem. The can has an expiration date on it, 9/98. This expiration date may be incorrect because that piece of tape to cover it has been lost for some time now. II Windex In the cupboard in the upstairs bathroom is where we keep the Windex. The Windex is blue and clearly labeled, with no chance of any person mistaking it for something else. The top part is tightly screwed on with Windex filled to  ¾ of the original volume. I cannot find any expiration date, nor can I find any hint there ever was one. I should contact the product vender to see if the Windex is immortal or what. III Vinegar I go to the kitchen cupboard and find vinegar. Vinegar is what we use to mop our tile floor with. The vinegar has an "Easy flip-off cap!" and is about half of what it originally was. This too, has no evidence of an expiration date. I don't think I need to contact the item vendor because it's only vinegar. IV Formula 409 Next to the Ajax in our "Cleaner-Cupboard" we carry Formula 409, the ideal for kitchen clean-up. It is clearly labeled with no chance for

First Day of Elementary School Essay

The first day of school is always difficult. New faces on anew place. I came from a small private school in South Carolina and now I transferred to a public school in Utah. I am amazed by the big difference studying in the 2 vicinity. My mind is full of confusions and questions. Whenever I recall my first day, I can’t help but smile. Good thing I was able to survive it. First thing in the morning, I was really excited and looking forward to attending classes. Though I miss my classmates before, I know I need to move on and focus on what lies ahead of e. I get out of bed and look for something to wear. I believe wearing new clothes is not necessary but I am also afraid of being embarrassed by wearing something old. So I wore a simple jeans and shirt and rush my way to school then. One notable distinction for students on the first day of school is the look of ignorance. Everyone seems lost and looking at them on first glance, they look like very unfriendly and will not bother to know my name. It was really different fro South Carolina because there almost everyone knew one another and even your family. First day of school on a new environment is boring for me. The environment is stark and empty. I miss the feeling of people who are around us and greet us with smile and motivation. It was a major rule for students to wait outside the school premises. I find it awkward because the first day of school is supposed to be the moment where a student should experience the feeling of being at home to a new surrounding. The school is the second home of students. But it seems that my first day of school is like waiting for the plane to arrive while all of us are outside the university campuses. I wanted to blame my mom for taking me to school early which made my first day embarrassing. She is not the stereotypical mom who wears a jogging suit and drops off her kids in school. She is not fond of keeping schedules on track. I recall my kindergarten days when she brought me to school after Labor Day when in fact the school season starts in August. The same thing happened on my first day in public school. I was an hour and a half early and this leads me to rushing to the classroom without waiting for the bell. Since I am unaware of the rule I rushed towards the classroom thinking that I was already late for my class, I am dismayed by the coldness of my teacher who just barely look at me and told me to go outside and wait for the bell. To compose myself and regain my composure, I decided to sing jingle bells while walking towards outside. Having different students around me made me feel like an alien. I am also expecting for the usual sound of a ringing bell but it sounds like a text message. It was just a beep rather than a bell. Going back to the classroom scenario and my new teacher, she was not even excited to see me. I even put the best cologne for her to notice me but then my teacher is like a stick in the mud. In the end I learned that the only difference from my first day in public elementary school from my first day in kindergarten school is the number and the kind of people. Elementary school marks the preparation stage of young boys and girls towards high school. I believe that having many classmates allows me to gain more friends and more food during snack breaks. When luck strikes it is also the chance for me to gain more answers during exams. Students are not also fond of matching bow heads with Lily Pulitzer outfits. The girls at my new schools opt for matching Patagonia clothes. I cannot blame them for doing such because of the social status that they belong. After all it is not the clothes that you wear but your quality as a student that counts.

Free Education Essay

Performance of students is a product of socio-economic, psychological and environmental factors. Education plays a significant role in political, economic and social realms of development. Secondary school placement, and to some extent admission, depend on the achievement in the Kenya Certificate of Primary Education examination in standard eight. This study aimed at finding out factors that contribute to poor performance in Kenya Certificate of Primary Education examination in public day primary schools in Mwimbi Division, Maara District, Kenya. Descriptive survey design was used and a sample of 6 head teachers, 51 teachers and 146 standard eight pupils participated in the study. Descriptive statistics were used to analyze the data obtained. The study realized the following as factors contributing to poor performance in primary national examination; inadequate learning resources, inadequate monitoring by head teachers, understaffing, high teacher turnover rate, inadequate prior preparation, lack of motivation for teachers, large workload, absenteeism by both teachers and pupils, pupils lateness, lack of support from parents. The following recommendations were made; more teachers to be employed to reduce workload, Ministry of Education to organize induction courses for head teachers to equip them with managerial skills, parents to be educated on the importance of basic education for their children, mode of rewarding teachers to be established. The study is expected to give insight reference to policy makers, scholars and researchers in order to improve the weak areas. Key terms: Examination, Factors, Performance, Primary Schools 1. Introduction The development of the education sector has been a long standing objective of the Government of Kenya since independence in 1963. Education is considered by various stakeholders and players as a basic need and a basic right. Performance ranks high on the national agenda, with educators and policymakers focusing on testing, accountability, curriculum reform, and teacher quality, school choice and related concerns. Conspicuously absent has been an examination of how school conditions affect teaching and  learning, even though extensive literature exists that links school facilities to the quality of education and to teacher morale and teacher productivity (Mark, 2003). This study documents factors in school and in the community that affects teaching and learning negatively to an extent of poor performance in KCPE in Mwimbi Division of Maara District.  © Centre for Promoting Ideas, USA www. ijhssnet. com. The introduction of Free Primary Education (FPE) in January 2003, following the passing of the Children’s Act in 2001, has led to vital educational achievements. Enrolments in public schools increased significantly from 5.9 million in 2002 to 6. 9 million in 2003- a 17% increase; representing a Gross Enrolment Rate (GER) of 99% (102% girls and 97% boys). The Government provides funds, through both the School Instructional Management Book Account (SIMBA) and the General Purpose Account (GPA) to procure need based materials and improve on some infrastructure, thereby raising the quality of education. The Kenya’s education system is dominated by examination-oriented teaching, where passing examinations is the only benchmark for performance because there is no internal system of monitoring learning achievements at other levels within an education cycle. It is generally agreed that the most important manifestations of quality education have to do with literacy, cognitive abilities, performance and progression to higher levels of learning. There is reliance on scores and transition rates as core measures of achievement. In Kenya, examinations are generally acceptable as valid measures of achievement (Maiyo, 2009). Secondary school placement, and to some extent admission, depend on performance of Kenya Certificate of Primary Education (KCPE) examination in standard eight (Michael, Miguel & Rebecca, 2004). Although the government has channeled funds into basic education, performance at KCPE shows that most of the students making transition to top schools are from private schools; this creates inequality to access of opportunities to national and top performing provincial schools (Ngugi, 2007). In 2009 KCPE results out of 1374 candidates who sat for the examination in public day primary schools, none gained admission to the well endowed national schools in the country. The KCPE examination is marked out of a maximum mark of 500. Information on Table 1 shows the mean score for some schools from 2005 to 2009 in Mwimbi Division. Table 1: KCPE Mean Grades from 2005 to 2009Public Primary School 2005 2006 2007 2008 2009 Mutindwa 213. 24 210. 44 214. 11 200. 67 178. 75Wiru 222. 08 203. 79 219. 47 212. 04 198. 08 Ndunguri 195. 54 223. 94 213. 69 208. 41 199. 57Kirumi 228. 04 217. 17 187. 30 193. 74 200. 91 Source: DEO Maara District (2011)Results on Table1 indicate that KCPE performance in the public day primary schools is poor. Pupils may not be admitted to national schools or provincial schools with this kind of performance as it is too low. Therefore, these trends needs reversing and improve performance in national examinations by day public primary schools. 2. Statement of the Problem Performance in national examinations by day primary schools has been poor. Therefore, this study sought to establish factors that contribute to thier poor performance in KCPE in Mwimbi Division, Maara District, Kenya. 3. Objectives of the Study The objectives of the study on factors that contribute to poor performance in KCPE in Mwimbi Division were to:- i. Investigate the school based factors ii. Find out teacher based factors iii. Determine the community based factors iv. Establish the pupil based factors 4. Methodology. Descriptive survey design was used in conducting the study. The participants were six head teachers, 51 teachers and 146 standard eight pupils. Questionnaires for the head teachers, teachers and pupils were used to provide the needed data. Data obtained was analyzed using descriptive statistics. 5. Results The following results were obtained from the study; 5. 1 School-Based Factors that Contribute to Poor Performance in KCPE Various school based factors were identified as contributing to poor performance in KCPE examinations. International Journal of Humanities and Social Science Vol. 2 No. 5; March 2012 129 a) Commencement of Learning The time allocated for teaching and learning is a factor influencing pupils’ academic performance. There are three school terms every year with holidays in between in the months of April, August and December. The study therefore sought to find out when learning begins after a holiday. Results obtained indicate that majority of pupils (55. 5%) start learning in the second week after school opens and 43. 8% indicated that they start learning after the first week of the school term. This indicates that there is a lot of time wastage before learning begins. Eshiwani (1983) noted that most schools loose many teaching/ learning hours at the beginning of the term, this wastage leads to less work being covered and syllabi not being completed on time hence, contributing to poor performance in KCPE examinations. b) Adequacy of Learning Resources The adequacy and use of teaching and learning materials affects the effectiveness of a teacher’s lesson. Teaching and learning resources enhances understanding of abstract ideas and improves performance. The study sought adequacy of learning resources like text books, library books, wall maps and the exercise books. Data on Table 2 shows that text books provided in class and exercise books are adequate to but library books and wall maps are not adequate. Table 2: Adequacy of Learning Resources Learning Resource Adequate F % Inadequate F % Text Books Provided in the Class 80 54. 8 66 45. 2 Library Books 14 9. 6 132 90. 4 Wall Maps 11 7. 5 135 92. 5 Exercise Books 121 82. 9 25 17. 1 This makes learning of subjects like Social Studies very abstract to the pupils and could be a factor contributing to poor performance in national examinations. Schneider (2003) found out that school facilities have a direct effect on teaching and learning. Text books enable the pupils to follow the teacher’s sequence of presentation and aids in understanding of lessons (Ubogu, 2004). c) School Administration The quality of school administration plays a vital role in academic performance as it is concerned with pupils, teachers, rules, regulations and policies that govern the school system. In analyzing the efficiency of school administration, the following aspects were looked into: Frequency of staff meetings, frequency of checking teachers’ schemes of work and lesson plans, adequacy of teachers’ prior preparation, frequency of class observation by the head teacher.i. Frequency of Staff Meetings in a Term Data obtained shows that majority of the respondents (64. 7%) indicated that staff meetings are held twice a term, 19. 6% indicated once only in a term and 15. 7% indicated that they hold staff meetings more than twice in a term. Few staff meetings may lead to less co-ordination of curriculum implementation. Findings by Kathuri (1986) asserted that the first aspect of administration is staff meetings as they facilitate co-ordination of various activities in the school. This implies that there was less monitoring and reporting of the progress of the schools activities to the teachers and this could be a factor contributing to poor performance in national examinations. ii. Frequency of Checking Teachers’ Schemes of work The responsibility of checking the professional documents like teachers’ schemes of work and lesson plans lies in the hands of the head teacher. This may be done in person or he may delegate to the deputy head teacher or the senior teacher. Preparation and use of schemes of work by the teachers enhances sequential teaching and results to improved achievement. The frequency of checking teachers’ schemes of work was therefore looked into and allhead teachers (100%) indicated that they randomly check the teachers’ schemes of work only once a term. This reflects that head teachers do not do any follow up on curriculum implementation during the course of the term. Checking of teachers schemes of work should be done frequently to allow the head teacher monitor curriculum implementation. Lack of this close monitoring could be a factor contributing to poor performance in national examinations.  © Centre for Promoting Ideas, USA www. ijhssnet. com iii. Frequency of Checking the Teachers’ Lessons Plans Teachers’ lesson plan is a professional document prepared by teachers for the purpose of presentation of a lesson. The teacher indicates whether the lesson has been taught and objectives achieved; if the lesson is not taught, then the teacher indicates the reason why and when he intends to cover it; if the lesson objectives are not achieved, the teacher plans for remedial lesson in order to make the concept understood by the pupils. Table 3: Frequency of Checking Teachers’ Lesson Plans Number of Times Percent Once a month 83. 3 Once a term 16. 7 Total 100. 0. Information on Table 3 shows that majority of the head teachers (83. 3%) check teachers lesson plans once a month and 16. 7% indicated that they are checked once a term. Head teachers should monitor lesson plan preparation frequently; otherwise it may lead to poor performance by in national examinations. iv. Adequacy of Teachers’ Prior Preparation Adequate prior preparation before a teacher goes to class leads to good performance by the pupils. This promotes sequential presentation of concepts by the teacher to the learners. Information on Table 4, head teachers indicate that teachers’ prior preparation is fair (66.7%). Table 4: The Adequacy of Teachers’ Prior Preparation This is an indication that head teachers are not satisfied with the teachers’ prior preparation. Always, prior preparation by the teachers leads to systematic delivery of concepts to pupils and enhances performance. Therefore, teachers prior preparation was not sufficient and could be a factor leading to poor performance by the pupils. v. Observation of Classes by Head teachers One of the roles of the head teacher is to carry out internal supervision of curriculum implementation in his/her school. This involves physical observation of teachers’ lessons in progress. Results on Table 5 shows the frequency at which the head teachers observed classes conducted by the teachers. Table 5: Observation of Classes by the Head-teachers Number of Times Percent More than twice 33. 3 Not at all 66. 7 Total 100. 0 Majority of the head teachers (66. 7%) do not at all observe classes conducted by the teachers in a given term. One of the head teachers’ roles is regular class supervision in order to promote curriculum goals. Failure to do so may lead to poor performance in national examinations. d) Teacher-Based Factors. These are the factors within the teachers that could hinder or promote academic performance of pupils in their schools. The study sought to analyze the following aspects of teacher based factors: teacher commitment, teachers’ frequency of absenteeism, teachers’ motivation and teachers’ work load. i. Teacher Commitment Level Good performance is as a result of high commitment levels by the teachers. All head teachers (100%) indicated teachers’ commitment as moderate. Rating Percent Good 33. 3 Fair 66. 7 Total 100. 0International Journal of Humanities and Social Science Vol. 2 No. 5; March 2012 131. No teacher was rated as having high commitment to their work. Ubogu (2004) asserts that teachers who lack enthusiasm are unable to teach effectively, making pupils not to learn well. This could be a contributing factor to poor performance by the pupils in national examinations. ii. Frequency of Absenteeism among Teachers Teachers’ rate of absenteeism was looked into and majority of the head teachers (66. 7%) rated them as moderate, while 33. 3% indicated their rate of absenteeism as low. When teachers absent themselves from school frequently, pupils go unattended and do not do well in examinations. Absenteeism by teachers reduces the amount of instructional time and this result in the syllabi not being completed. This in return results to lower output of work by the pupils (Ubogu, 2004). iii. Teachers’ Motivation Majority of the head teachers (66. 7%) said that teachers were not motivated, while 33. 3% indicated they are. World Bank Report (1986) acknowledges that teacher satisfaction is generally related to achievement†¦ satisfied teachers would concentrate hence enhancing academic performance of their pupils. iv. Teacher Turn-over Rate The teacher turnover rate in the last one year was also looked into. Results obtained indicate that 50% of teachers were transferred once, 33. 3% twice and 16. 7% were transferred five times in a year. This is a factor that contributes to poor performance in examinations. According to Schneider (2003) high teacher turn over forces schools to devote attention, time and financial resources attracting replacement of teachers. v. Teachers’ Workload The number of lessons teachers take per week out of possible 40 lessons was looked into and majority of the teachers (80. 32%) had a work load of between 36 and 40 lessons, 19. 68% had lessons between 31 and 35 lessons out of a possible 40 lessons. This implies that teachers are not overloaded hence; their output in terms of national examinations performance should be good. 5. 2 Pupil-Based Factors These are the factors within the pupils that could enhance or hinder their academic performance. In the pupil based factors; the following aspects were looked into: pupils’ language use, pupils’ rate of absenteeism and pupils’ lateness to school. a) Pupils’ Language Use Data on language used by pupils in class among themselves is indicated on Table 6. Table 6: Pupils’ Language Use. Language Used F % Mother Tongue 18 35. 3 English 5 9. 8 Kiswahili 26 51. 0 English and Kiswahili 2 3. 9 Total 51 100. 0 Majority of the pupils (51%) used Kiswahili to communicate among themselves, 35. 3% use their mother tongue, 9. 8% use English, and 3. 9% use both Kiswahili and English. Pupils who interact using English language tend to understand it better and do well in examinations as all examinations are written in English language; pupils who use mother tongue for interaction are disadvantaged as they end performing poorly in examinations which are written in English. Ubogu (2004) asserts that the prevalence of the use of local language means that pupils would lack a lot of vocabularies in English, which would be needed to understand teachers’ lessons and the textbooks they read. b) Pupils’ Frequency of Absenteeism The aspect of how frequent pupils absented themselves from school was looked into and 41% indicated they moderately miss school, 29. 4% indicated their rate of absenteeism is high and 29. 4% indicated low. When pupils absent themselves from school, they tend to lose many concepts and definitely may not do well in exams.  © Centre for Promoting Ideas, USA www.ijhssnet. com 132 The effect of absenteeism and irregular school attendance is that materials taught is difficult to understand when studied on one’s own. Continued loss of classes results to loss of content and knowledge. Assignments and exercises would not be properly and correctly done leading to poor performance (Ubogu, 2004). From the analysis above, quite a number of pupils absent themselves from school and therefore this could be a factor contributing to poor performance. c) Pupils’ Lateness Information on Table 7 shows majority of teachers indicated pupils’ rate of lateness as frequent. This would definitely lead to poor performance in examinations. Table 7: Frequency of Lateness among Pupils Frequency Percent Very Frequent 31 60. 8 Not Frequent 20 39. 2 Total 51 100. 0 5. 3 Community-Based Factors Community based factors are factors within the community that impede or enhance pupils’ academic performance. In analyzing the community based factors, the following aspects were looked into; a) Parents’ Consultation with Teachers Good performance is realized when parents work in consultation with the teachers in order to understand their children better. The study therefore sought to find out how often parents consult the teachers on matters pertaining their children’s education. Data obtained indicate that majority of parents (62%) rarely consult teachers on education matters of their children, 20% indicated they sometimes consult and 8% do often consult but 10% never consulted teachers. This is an indication that most parents were not so much concerned about education of the children. Ubogu (2004) indicated that parents’ interaction with teachers enables them to know what their children are encountering in school and what could be done to deal with the problems. It would also put pupils on alert and study in school as they would know that their parents would inquire about their performance. Parents may not be able to provide much guidance and help their children’s performance improve when they are ignorant of what happens in school. b) Parental Response to Provision of Learning Materials Results on Table 8 shows, parents’ poor response to provision of learning materials. Table 8: Parental Response to Provision of Learning Materials Rating F % Good 5 10. 0 Satisfactory 17 34. 0 Poor 28 56. 0 Total 50 100. 0 Ubogu (2004) asserts that lack of basic school needs like learning materials  could not provide a stable mind and conducive environment for the pupils to study. Lack of learning materials contribute to poor performance in national examinations. c) Parents’ Willingness to Participate in School Development Results on Table 9 indicate Parents are not willingness to participate in the general school development. Schools where parents are actively involved in school development do well in exams as pupils are encouraged by both the teachers and the parents. Table 9: Parents Willingness to Participate in School Development F % Willing 2 33. 3 Not willing 4 66. 7 Total 6 100. 0International Journal of Humanities and Social Science Vol. 2 No. 5; March 2012 133 d) Assistance Pupils get at Home Majority of the pupils (69. 2%) did not get assistance to do homework at home, but 30. 8% does. Those students who do not receive assistance at home to do homework end up performing poorly in national examinations. References Eshiwani, G. S. (1983). Factors Influencing Performance among Primary and Secondary School Pupils in Western Kenya Province. A policy study. Bureau of Educational Research, Kenyatta University. Kathuri, M. J. (1986). Factors that Influence the Performance of Pupils in CPE. KERA Research Report. Nairobi: Kenyatta University, Bureau of Educational Research. Maiyo. J. A. & Ashioya, L. A. (2009). Poverty Alleviation: The Educational Planning Perspective. 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