Free Essays on The Misconception Of An Average Guy

The Misconception of an Average Guy Just because I’m bigger than you doesn’t mean I’m a killer. I am taken the wrong way very often by people, even people that know me pretty well. I am a little larger than the average guy, and most of my friends are average. It is a general assumption among most people these days that a person bigger than themselves must be mean and have no feelings or cares about other people’s feelings. My friends are all afraid of me. They are scared to tell me how they really feel sometimes. I just about always get my way when we are out together doing something. I have never intended harm on any of my friends. I have always been bigger and stronger than them, and by this characteristic alone they have made an awful picture of me to be mean if not made happy. Where or how they came to this decision I will never know. As it may be, these perceptions couldn’t be further from the truth. At heart I am probably one of the most gentle, tender hearted, people I know of. I have a few close friends and my mother, of course, who know how I actually am. I hurt just like anybody else. I’m not made of stone, and if I get mad I’m not going to take out a crowd of people around me. I feel like I get cheated sometimes by my friends, or that I may be cheating them. Just because they are trying to keep me happy, for fear of pain that I have yet to implement on them. I have never even joked about hurting anyone. For example, I went to a party a few weeks ago and met some new people. They acted as if I would hurt them if they said something I disagreed with. They even kind of hinted around to try and see what my opinions were before they spoke, so they could side with me. I was talking to one guy and he asked me if I was with this girl that was at the party. I told him I wasn’t, and with that he replied, â€Å"Good man, because if you were I’d stay far away because you’re a big guy and y... Free Essays on The Misconception Of An Average Guy Free Essays on The Misconception Of An Average Guy The Misconception of an Average Guy Just because I’m bigger than you doesn’t mean I’m a killer. I am taken the wrong way very often by people, even people that know me pretty well. I am a little larger than the average guy, and most of my friends are average. It is a general assumption among most people these days that a person bigger than themselves must be mean and have no feelings or cares about other people’s feelings. My friends are all afraid of me. They are scared to tell me how they really feel sometimes. I just about always get my way when we are out together doing something. I have never intended harm on any of my friends. I have always been bigger and stronger than them, and by this characteristic alone they have made an awful picture of me to be mean if not made happy. Where or how they came to this decision I will never know. As it may be, these perceptions couldn’t be further from the truth. At heart I am probably one of the most gentle, tender hearted, people I know of. I have a few close friends and my mother, of course, who know how I actually am. I hurt just like anybody else. I’m not made of stone, and if I get mad I’m not going to take out a crowd of people around me. I feel like I get cheated sometimes by my friends, or that I may be cheating them. Just because they are trying to keep me happy, for fear of pain that I have yet to implement on them. I have never even joked about hurting anyone. For example, I went to a party a few weeks ago and met some new people. They acted as if I would hurt them if they said something I disagreed with. They even kind of hinted around to try and see what my opinions were before they spoke, so they could side with me. I was talking to one guy and he asked me if I was with this girl that was at the party. I told him I wasn’t, and with that he replied, â€Å"Good man, because if you were I’d stay far away because you’re a big guy and y...

How to Cold Read for an Audition

How to Cold Read for an Audition Imagine that you are at an audition. The casting director hands you a script that you have never read before. Now, he or she expects you to look at the lines for about a minute and then somehow deliver your characters lines brilliantly. That’s cold reading. It does sound rather chilling, doesn’t it? But follow these steps and you’ll eventually warm up to the idea. Research the Material If you are auditioning for a movie or television show, you might not be able to read the script in advance, but don’t let that stop you from researching the role. Use the internet, trade magazines like Variety and Hollywood Reporter, and any other sources to find out about the storyline and the character types that the directors might be looking for. If you are auditioning for a play, you should be able to obtain a copy of the script. (Try your local library or, if the play is a classic that is in the public domain, do an Internet search.) If you can read the play in advance, do so. Get to know the characters inside and out. Practice reading the lines. If you’re truly ambitious, memorize a few key scenes or monologues. Another excellent resource is YouTube. Do a search for the plays title and you will often find several videos of scenes from the play. If you can do this, then you’ll be a step ahead of other actors who have no idea what the play is about. Don’t Block Your Face This is a simple, but an incredibly important piece of advice. Because the script will be in your hands during your audition, you might be tempted to hold the words right in front of your face. Don’t. The director wants to see your facial expressions. If you hide behind the script, you’ll never get the part. Relax This is good advice for auditions in general. If your nerves get the better of you, the director might see that script shaking in your hand. You want to try not to look and sound uncomfortable or tense - even if you are. Does this step just stress you out even more? Then you should take some time to learn how to relax. Remember also that most directors realize how stressful auditioning is for actors. If during your audition you feel you have completely blown it, you can ask to start over. The answer is often yes. Practice Reading Aloud This kind of practice is essential to mastering cold reading. Whenever you get the chance, read out loud. And don’t just read the words in a monotone voice, read the words with emotion. Read the words â€Å"in character.† Find opportunities to read to others: Read storybooks to children.Read magazine articles to friends.Read poetry to your family.Read this article out loud to your computer. The more you read aloud, the more natural your voice will sound. Remember, the challenge of cold reading is to sound as though you are saying those written words spontaneously. Practice provides increased confidence. Move While You Read During a cold read audition, most actors stand still as they read from the script. However, if it seems appropriate for your character to move, feel free to move. Therefore, as you practice reading aloud, make certain you incorporate natural movements. Nothing extreme, nothing too distracting. Go with what feels right, or what the stage directions indicate. Remember, body language is also a major part of the audition. Listen and React Many â€Å"cold readers† mistakenly look down at their script while their fellow actors are delivering their lines. Instead, you should be in character, listening and reacting to their words. Much of your audition relies on how you respond to the other characters. Be Creative and Receptive to New Ideas There are limitless ways to read a scene or monologue. Show your creativity by developing unique characters. The director may ask you to read the part in a different way. Embrace the director’s suggestions and demonstrate what a team player you can be. Your creativity, your cold reading skills, and your professionalism will all help you during your auditions. Break a leg!

Agency Assessment Research Paper Example | Topics and Well Written Essays - 500 words

Agency Assessment - Research Paper Example The hospice key goals include providing satisfaction through its services not just to their clients, but also to their families and friends in general. Genuine respect, commitment to excellence, compassionate care, and delivery of innovative programs to the community are among its set goals since its inception. The hospice has also made it its goal to ensure that patients experience at the hospice is that of comfort and confidence. There is also a special service program for the families associated with the hospice. It is referred to as the Bereavement/Grief services. The program was put up so to enable the family members and friends of those patients under FBH care are heard and recognized for their contribution. The program entails services such as The agency’s priorities for this year are honoring and encouraging its volunteers for their services, which have played a big role in the agency’s service provision. The hospice is planning to do this by holding two volunteer luncheons one in May and another in November. The agency in its five year plan is focusing on establishing more volunteers at the hospital as there is a growing need for service because the increasing number of patients. The agency is also focusing on attaining more donor funding to enable it run smoothly its expanding service need by the community. Is the agency easy to locate? Describe the physical location. Is there adequate parking? Is the agency clearly marked? Does the site appear to be well-maintained? Is the location near public transportation? The hospice is located at a junction between Sigma Rd. and Neutron Rd. both these roads are well maintained and do not have traffic congestion. The hospice can easily be identified using a navigation system or Google maps. Being close to, the road makes it easier to spot. The Hospice itself is a large building white in color with multiple entrances and exits. It has a wide parking area that is located at the front

Incident Response Policy Coursework Example | Topics and Well Written Essays - 250 words

Incident Response Policy - Coursework Example The InfoSec’s policy is created to provide security within the computerized devices in a company. Among these companies services is the provision of the Bluetooth operating system covers all Bluetooth enabled devices within the company. The policy prevents imitation through setting up any Bluetooth device on any company equipment that does not fit their specific model without the permission of the company’s InfoSec Manager. The system is secured by passwords to any connectivity. Operators are expected to enter a certain security password that is kept a secret to the company staff members. The system secures the company’s internet use and ensures that not anybody can be connected to the company internet without the permission from the associated staff (Hassell, 2005). Internet supply is supplied within a limited area and is mostly concentrated within the perimeter of the company. It is installed to computers, laptops, and other wifi enabled mobile phones devises. When pairing the Bluetooth internet connections to the Bluetooth enabled device, the user is expected to insert the required pin or password to ensure connections. In case the device denies connection after feeding it with the correct pin/password, operators are expected to report to the InfoSec through the company help desk. For the accountability and performance determination, the InfoSec performs audits to ensure that members comply with the policy. The Bluetooth users must only access the company internet after an approval of their Bluetooth device hardware and software connections. Any member of staff found to violate the policy is subject to a disciplinary action and may lead to termination of employment (Administrators guide to Windows server 2003,

Eating Disorder Research Paper Essay Example for Free

Eating Disorder Research Paper Essay Media and society are often looked at as a source of daily entertainment, gossip and news. Every day, people are constantly exposed to thousands of images of glamour, beauty, celebrities, and much more. The media is so compelling that it has the power to change what people believe in. The images that are shown repeatedly make a way into teenagers mind and they want to be a part of what the media shows. Teens feel the need to change their body to look a certain way and be like someone else. But a fact unknown to teenagers is that even celebrities’ body are not perfect. The most common eating disorders are anorexia nervosa and bulimia nervosa. People with anorexia have a huge fear of gaining weight and a change in their body shape and size (â€Å"Eating Disorders†). Anorexia has been characterized as a â€Å"rich white girl† disorder because most anorectics are white and about three-quarters of them come from households at the middle income level or above (Davidson and Fundukian). Bulimia on the other hand is when a person eats large amount of food over a short period of time then later performs activities to try to burn the calories off. Binging is the most common symptom of bulimia and it is often done when trying to get rid of the food eaten. Bulimia is thought to affect around 1% to 5% of teenage American girls and up to 3% will be bulimic at some point in their life (Arnold and Walsh 30). Studies show that â€Å"media exposure has a direct impact on disorder symptoms and indirect effects through gender role endorsement, ideal-body stereotype internalization and body satisfaction. † The covers of magazines display pictures of both men and women whose images are offered as near perfection in society. â€Å"Research has shown that even brief exposure to ads showing highly attractive models results in decreased satisfaction with ones own appearance† (McMurray). Teenagers should know that celebrities are not magically beautiful and thin, they are made to look that way. â€Å"Today’s culture is unique in that the media is a far more powerful presence than ever before† (Derenne and Bersin). The media has been named as a causative factor for body dissatisfaction, which promotes unrealistic standards of female beauty and show images that create and reinforce cultural definitions of attractiveness. (Qtd. in Wexler). The media opens the door of eating disorders to teenagers and brainwashes them into thinking that being thin is important and necessary. The media needs to be very careful in the messages that they give to teenagers regarding body image. Dr. Bond says how â€Å"the media should be more responsible in not publishing pictures of very thin models and celebrities because young people wish to emulate them. Eating disorders are not going away, if anything they are becoming more common (Thinspiration? ). Advertisements everywhere continually expose the notion that losing weight will make people happier. Advertisements that show thin celebrities reach out to individuals telling them what they can be or become if they were thin. By looking at these advertisements, women start to feel insecure about the way they look. The NEDA reports that â€Å"women’s magazines contained 10. 5 times more advertisements and articles promoting diet and weight loss then were found in men’s magazines. It also reports that a study of 4,294 network television commercials revealed that one out of every 3. 8 commercials conveyed some sort of attractiveness message of what is or is not attractive† (Qtd. In Wexler). Many women frequently compare their bodies to those around them and the body images on advertisements lowers their self-esteem. The advertisements of celebrities affects the stereotypical idea of an ideal body which leads to eating disorders (Stice et al 5). Online, there are websites that promote anorexia. Teens with anorexia can then put up pictures of their skinny bodies for other anorectics to see and feel encouraged by. They feature pictures of celebrities such Keira Knightley and Victoria Beckham that promote 400-500 calories a day diet. In a year alone more than 500,000 people visited the sites and a 2011 EU survey found more than one in five six-to 11-year olds had been exposed to one or more sites with these â€Å"harmful content† (Thinspiration? . Teens who are anorexic feel that having an eating disorder is not a bad thing. They look upon each other for support, telling each other secrets of losing weight. The quote â€Å"Nothing tastes as good as skinny feels† by Kate Moss is popular among these pro-anorexia websites (Wardrop). TV shows also send the message to be thin to whoever watches them. Disney Channel, which attracts millions of viewers, especially the young, made fun of eating disorder and actually promoted the idea of being thin. In the show Shake It Up, someone stated â€Å"I could just eat you guys up, you know, if I ate† (â€Å"Party It Up†). In another Disney show, So Random, a conversation goes on where one character tells another â€Å"Angus only eats one full meal a day† to which Angus replies â€Å"My agent’s always on me about looking my best (Colbie Caillat). Disney thinks about eating disorders as a joke which is not dangerous. For many kids, the people on Disney are their role models, and if kids see their role models not eating, they are going to think that it is okay to not eat. Also if Disney encourages the idea of not eating that kids will do the same thing. Demi Lovato who battled an eating disorder attacked Disney about these risky messages that they send to kids. Experts say that Lovato opened the Pandora’s Box about the dangerous effects television shows can have on the negative body image of young women (â€Å"Disney Pop Star†). Even in other TV shows, the overweight characters are most likely portrayed as lazy and the one with no friends, while thin characters are successful and popular. This also sends a message that in order to be successful in life a person has to be thin. Teenagers feel pressured into looking the way society wants them to look like. Everywhere they go, they see posters of celebrities enhanced to look â€Å"perfect. Society thinks that if someone does not look a certain way then it is not acceptable and that they should change how their body looks. From a young age, women are given the message that in order to be happy, they must be thin. Thousands of teenage girl starve themselves to attain what the fashion industry considers to be the â€Å"ideal† figure (Thompson). Society has become obsessive and prejudiced when it comes to body image. Society and media work together to get that one message across to teens today; to be thin. New diets come out every month and media spends money trying to advertise them and get celebrity endorsements. In stores, the front pages of magazines show that one celebrity that everyone looks up too. How they talk about that one diet that â€Å"changed their life† and made them â€Å"happy† again. Teens think that if these celebrities can be skinny, then why can’t they? Teens spend their times looking at websites and magazines that tell them how to be skinny. By constantly portraying â€Å"perfect† bodies in the media, it promotes unhealthy eating that can sometimes lead to death (â€Å"Disney Pop Star†). Even today, dolls like Barbie send that message to young girl to be thin. The Barbie doll is a stereotype of a woman with no flaws and a perfect body who gets to be whatever she wants. Girls who play with Barbie feel the need to look and act like her. The traditional Barbie is known for her 40-18-32 measurements (Young) which would be unproportional on human bodies (Grey). If Barbie were real, she would be 59 tall and weigh 110 pounds, about 35 pounds below the minimum healthy weight for a woman of that size (McMurray). Barbie helps to perpetuate an ideal of materialism, beauty, and being thin is happiness and since a young age, the desire to be thin is recognized by girls everywhere. But eating disorders doesn’t just affect women, it affects men also. In a study by Harvard researchers, 25% of 3,000 adults had anorexia or bulimia and 40% of binge eaters were men (Boodman). Just like women, men also feel pressured into looking a certain way. In school, boys are told to be healthy if they want to keep playing a sport. But that habit can become something more dangerous. â€Å"Studies show that gay males particularly place a higher calculation on thinness than heterosexual males, with a level of concern for thinness almost equal to that of the typical heterosexual female† (Anderson, Cohn, and Holbrook 41). Because of this many men might be afraid about coming out to the world about their eating disorder. Some people think of an eating disorder as more of a woman thing and â€Å"psychological tests for eating disorders are biased towards diagnosing women† (Anderson, Cohn, and Holbrook 41). Eating disorders are also common in the entertainment business. Celebrities and models are also under pressure to look their best. The average model weighs 23% less than the average woman and fit the category of being anorexic (Thompson). Models go through plastic surgery and photos are air-brushed before going to print. The body type and images are unobtainable to the average individual and the constant force of these images on society makes teens believe that they should be. Many celebrities and models who feel that an eating disorder is something more dangerous than what everyone else seems have come out and talked about that issues. Even celebrities who once had an eating disorder spend time educating others and telling them that it is okay to get help. In 1992 after the news about Princess Diana being bulimic was released, there was a significant increase in the number of bulimia diagnoses. This effect then came known as the â€Å"Diana Effect† (Celebrities Who Battled Eating Disorders). Just like how Lucy Grealy states in her memoir Autobiography of a Face, Beauty, as defined by society at large, seemed to be only about who was best at looking like everyone else (187) it looks like that concept has not changed since that time. In today’s society everything is about being thin and trying to look like a model or a celebrity. Teenagers try to do everything to make themselves how society wants it but in the end they just destroy themselves. Society and media think of an eating disorder as a joke but it is a disease; a disease that has the power to take the lives of both women and men. For anybody out there who thinks that an eating disorder is not a big deal then they are wrong. People, especially the media, should know that the message they send out to teens is wrong; everything is not just about being thin. Simply by the media bringing out the concept that being beautiful and thin is necessary for a successful life is wrong. Having to look like a model to be accepted in society is wrong. All these messages have a huge negative effect on teenagers and they think down of themselves just because they do not think they are â€Å"right† for society. The fake advertisements that are shown is just another step for teens to developing a dangerous and deadly addiction that is called an eating disorder. â€Å"I think we look at society and we look at every ad that out there and everything that tells us how we’re supposed to look, and how we’re supposed to live, and how we’re supposed to be instead of saying ‘Is that how really I feel? ’, ‘Is that really what I want to do? ’, and ‘Is that really how I want to live? ’† (Ellen DeGeneres).

Technology and Power :: Essays Papers

Technology and Power TV-Y: All children. The themes and elements in this program are specifically designed for a very young audience, including children from ages 2-6. TV-PG: Parental guidance suggested. The program may contain infrequent coarse language, limited violence, some suggestive sexual dialogue and situations. TV-M: Mature audiences only. This program may contain mature themes, profane language, graphic violence, and explicit sexual content (Craig ). These are just a few examples of the new rating system passed by the US Federal Communications Commission in January 1997. What television shows are appropriate for different age groups has been decided by the government. Is it not still up to the parents to decide what television their children will watch? In addition to the TV ratings that are now displayed at the start of each show, in the upper left-hand corner, they now have extra defining ratings. These include such things as V for violence, L for offensive language, and D for dialogue†¦sexual innuendo (Craig). At first glance, these types of ratings may seem like a good idea. All the responsibility of regulating a child's television viewing is gone, but this is not the case. "Each rating is assigned by the show's producer's, but there is no formal set of guidelines to apply." (NCTV). So it is not the government regulating television shows and setting standards for FCC ratings, it is the show's producers. This is something that many people may not realize when they sit down to watch a show and await the icon to appear in the left-hand corner of the television screen. There are many criticisms that go along with the validity of these ratings. For starters, violence, sex, and language are all placed in one category, for mature audiences. This gives us an extremely jaded view of what the show actually contains. There is violence in almost every news broadcast, which do not use the rating system, and some may feel a show containing a similar amount of violence is not categorized as mature. Also, each TV icon is displayed for only thirty seconds during the opening credits of the show. How many of us actually get to see the opening credits of every television show we watch? Media analyst, George Gerbner has established a set of four major problems with FCC television ratings. First, it does not work.

Ethics and Leadership in Nigerian Universities: a Study of Staff-Student Relationship at the University of Lagos

This article examines the problem of ethics and leadership in Nigerian Universities from the perspective of inter-personal relationships between staff and students, and the implications for attaining the goals of the Universities and the wider society. In a broad introduction, it laments the crisis of state and society in Nigeria, while locating and explicating ethics and leadership as crucial elements of a university. The findings from the study at the University of Lagos indicate that it is possible even in the midst of the social vices pervading the institution for principled lecturers to positively influence their students in the course of their interaction. The article argues that this will ultimately have a positive impact on the wider society. It therefore calls for greater emphasis at upholding ethical conduct at all levels of University administration. Nigeria is a society bedevilled by all kinds of social vices in spite of the numerous social institutions put in place by the government to check vices and unethical conduct in the society. The country has been undergoing a monumental crisis of state and society beginning from the 1970s (Agbu, 1995). A worrisome dimension to this development is the rather silent attitude by many at addressing this problem which portends a grave danger not just to individuals and groups, but also the survival of the Nigerian State. In this inquiry, the focus is on the possible interplay between ethics and eadership in Nigerian Universities, with particular emphasis on staff-student interaction. The University of Lagos serves as our case study in order for us to concretely situate our analysis. A key observation made is that within the university system there are different layers of leadership and expected standareds of conduct by both members of staff and students. However, the experience in respect o f this has been most unpalatable and tending towards what may be regarded as a total moral crisis in Nigerian Universities. In the light of the above, there is the need for us to address our minds to certain pertinent questions arising therefrom. For instance, What types of behaviour do we really expect at the level of staff-student relations? To what extent do the manner of ethical dispositions by academic supervisors influence their students? What are those moral and ethical values that we all share which can help build a decent university community and society? And lastly, how can these ethical and moral imperatives be made part and parcel of the goals of the wider society? Indeed, it is unarguable that there is a minimum of ethical and moral standareds that is required of a society if it is to survive. There are laws that guide human relations based on the need to have order, harmony, peace and progress. When these basic laws are neglected, the result is total disruption in the social life of a people (Kukah, 1999:14). Again, it is generally recognized that these take their initial roots from the family as a socialization unit and additionally from the educational institutions as a formal context for acquiring wider knowledge. Though, it has been generally acknowledged that we now live in a knowledge society, it is however lamentable that this same society appears to be totally bankrupt of ethical and moral values. For Nigeria, it has been suggested that one of the missing elements in its over forty years of existence is the absence of leaders with the requisite weapons of knowledge and character (Anya, 2002: 22). On the university system in particular, the crisis of values appears to be the most prominent malaise assaulting the essence of education in the country. It is believed that the situation has degenerated to a point where virtually every cherished principle and ideal of the university system has been violated or eroded (Ujomu, 2002: 58). Indeed, a recent World Bank study carried out in collaboration with the Nigerian Institute of Social and Economic Research (NISER), and widely reported in the Nigerian press noted the factors responsible for Nigeria's educational crisis as including – inadequate funding, insufficient and irrelevant learning materials such as outdated equipment and anachronistic journals, poorly trained and paid teachers, outmoded managerial structures, arbitrary expansion of enrolment leading to oversupply of graduates and irrelevant curriculum (Obi and Agbu, 2002:46). The point here, is to recognize that the erosion of values in our universities should not be addressed in isolation, but in tandem with the general decline in university development in the country. Therefore, in examining the issue of ethics and leadership in Nigerian universities, there is the need to factor in the political economy of the environment within which the Universities are expected to operate. We need to interrogate and understand the social and security environments which have turned the university into what it is currently. However, this is not to say that all hope is lost. In the example from the University of Lagos, the study sought basically to determine whether ‘ principled ‘ and ‘positive' leadership at a community level could significantly contribute to good leadership in terms of transformatory impact at the national level overtime. Drawing from the findings of this study, this article argues that it is possible for transformatory leadership that is based on proper ethical conduct to positively influence students engaged in official interaction with members of the academic staff. This assumption if proven, has the propensity of being translated to the wider Nigerian society. A conceptual overview of ethics and leadership What do we really mean by ethics on the one hand and leadership on the other as these relate to each other, and as they manifest in a particular social context. Indeed, an examination of a particular social structure can show how certain kinds of behaviour will be expected of individuals, and certain possibilities will be foreclosed because of the features in the social situation. As observed by Sills (1968:160), to study the nature of ethical systems for example, in relation to the social structures in which they are embedded may help us understand why certain actions are thought of as right or wrong in particular societies. Ethics as a concept is basically concerned with standareds of conduct among people in social groups. Hence, ethical values are those norms which are based on sound reason. They refer to the basic human feelings and sense of right and wrong. They lead to the recognition of certain fundamental principles of morality, which are common to all human beings by the very nature that they are humans (Onaiyekan, 1999:15). In effect, these ethical norms of human relationship do not depend on culture, race or creed, but simply because they are rational norms that regulate human relationships. This is why it is a great insult when some people give the impression that general norms of decent behaviour do not apply to them. Whilst the ethical gives an intelligent basis for our actions, the moral and spiritual gives it a divine confirmation and validity. The ethical and spiritual indeed are not contradictory but are mutually reinforcing in protecting and promoting decent norms and values of human existence. Ethics can also be conceived of as the science of morality or the science of examining the nature of moral values, while moral values refer to those things in human character, conduct and social relations which could be judged as good or bad, right or wrong and so on (Uzuegbunam, 1989). On the other hand, values are standards which guide one's behaviour toward the attainment of one's desired goals (Rokeach, 1973). Values make us desire to have or to do something and thus influence our choice of what is worthwhile. Indeed, it is the view of experts that the transmission of values that are desirable to society is the primary objective of education (Peters, 1972). This view highlights the importance that should be given to issues of values and indeed, morals in our educational system. Ethics and morals are therefore two positive social phenomena that should be kept on the front burner, and debated vigorously, failing which a society gradually decays. Suffice it to say that one cannot really understand the basis of ethical practices or moral values in a society like Nigeria, unless one is able to understand the level of social organisation or development of that society. The structure of economic production, distribution and exchange also go a long way in determining the level or types of ethical practices that exist in the society. In otherwords, the mode of production and consumption patterns, in addition to lingering traditional practices all combine in either evolving a morally sound society or the rapid degeneration of existing values. To what extent ethical misconduct and moral decay in the Nigerian society is a function of the economic system, is left to every one's imagination. Closely related to the issue of ethics, is the notion of leadership in our universities. Again, it has been variously recognized that leadership is the most crucial factor in the development of any nation. Lamentably, Nigeria has been identified as facing a leadership crisis. In effect the erosion of ethical values and morals have combined with the attendant leadership crisis to form what may be regarded as a ‘crisis of state and society' in Nigeria. Leadership as a concept has varied perspectives and definitions. On the whole, it is extremely difficult to give a precise and agreed definition to leadership, because it appears to be a multifaceted phenomenon. However, in very simple terms it could be interpreted as ‘getting others to follow', or ‘getting people to do things', or understood more specifically as the ‘use of authority in decision making' (Mullins, 1999:253). While Krech et. al (1962), defined a leader as that individual within a group who outstandingly influences the activities of a group, Mullins (1999), understood it essentially as a relationship through which one person influences the behaviour or actions of other people. However, a more logical conceptualization of leadership is possible when we realize that within a particular context, such as a university community, there exist different levels of leadership all contributing towards the stated goals of the university. Therefore, the nature, success or failure of university governance have very much to do with the personal attributes, leadership qualities and management styles of the various leaders within the different levels of responsibility in the system (Obikeze, 2003). Therefore, leadership should not be understood as a unifocal phenomenon, around which aspirations are aggregated, it is rather, a complex web of people working together within a social context. A crucial point to note is that leadership can be invested in persons, groups, networks and institutions. It is a relational process involving leaders and followers, who though form a continuum, still remain separate entities in their effort at attaining certain defined goals. It is therefore, necessary to be alert to the contradictions inherent in this relationship. Since no leader emerges or endures outside of an institutional framework, it is important to invest in institutions often defined in terms of principles, values and norms that give meaning to and provide the context for leader-follower engagement. Thus within the university environment, leadership should not be construed only in terms of those in certain positions of power or authority such as vice-chancellors, deans, professors, heads of department and heads of functional units such as the registry (Middlehurst, 1995:75). It is rather, to be understood as a function that is more broad-based and extending beyond the formal roles and responsibilities of senior post holders. Observations from the universities in Nigeria indicate that a restrictive view of university leadership may not be acceptable or suitable for the harmony, well being and progress of the institutions (Ujomu, 2002:57). Rather, what is more practicable is a genuine, viable and inclusive approach that offers a more effective and functional university leadership. It is only from this perspective that ethics and values can better be protected and promoted within the universities. The character of the Nigerian state However, we cannot really understand the origin, extent and manifestations of ethical misconduct and moral decadence in the Nigerian society, without first understanding the character of the Nigerian State. This is one political entity that has been assailed by political, social and economic problems of immense magnitude since it became politically independent in 1960. It has experienced military autocracy and generally bad governance, which have had serious negative impact on the entire society. Positive traditional and family values and norms have been eroded with grave implications for all. Since leadership and followership are part and parcel of the system, there is therefore the concomitant decay in expected performance, as evident in the universities. What has been a great cause for concern is the magnitude of the social malaise in the universities. A term that has appropriately depicted this malaise is what has generally been referred to as the ‘Nigerian Factor', which simply put, is the inability of Nigerians to do things properly the way they should be done, and transparently too. This phenomenon appears to be writ large on all aspects of Nigerian life, and basically leaves very little room for matters of ethical considerations and merit. On the whole, a rather false impression is given that the lack of ethics and morals in the Nigerian society is something peculiar to it. Indeed, what we have in our hands is a systemic problem that requires something akin to a social revolution to clean up. Added to this is the fact that the poor state of the economy makes it extremely difficult to preach ethics and morality to a people that not only feel cheated by the system, but also are indeed, hungry. Subsequently, corruption and a lack of accountability constitute two very prominent cankerworms eating away the Nigerian society. Indeed, the rampant corruption is precisely as a result of a lack of accountability in the system. Oftentimes, those who divert public funds to their own use escape the proverbial long arm of justice. This has given others the courage to attempt what has become a rather easy feat. A case therefore, has to be made for a closer attention by all to issues of ethics and values as these relate to leadership at both the political and non-political levels. This is because most key institutions of the Nigerian society have become victims of corruption and moral decay. Examining the problem of ethics and leadership in Nigerian universities is therefore, just an aspect of this systemic failure, and has serious implications for the social health of the country in the near and distant future. The State of the universities The universities like the other segments of the Nigerian society are undergoing immense changes in character and output. Unfortunately, most of these changes tend to be negative. This development is in sharp contrast to the important goal of inculcating the right moral standareds in the students. In fact, it is not that there is no stated policy on the inculcation of values in Nigeria's educational system. It does exist. In brief, these include the respect for the worth and dignity of individuals; faith in man's ability to make rational decisions; moral and spiritual values in inter-personal and human relations; shared responsibility for the common good of the society; respect for the dignity of labour; and the promotion of emotional, physical and psychological health for all (National Policy on Education, 1981). There is therefore, a policy provision for value education in Nigeria, and it is very clear that both education and values are closely related as positive social phenomena (Anameze, 2002:94). However, recent cases of all kinds of social decay within the universities indicate, that there is a missing element in the approach to education in the country. This is the ‘character' element, a very important component as oftentimes, it is the educated cadre, those who had received higher education that go on to form the relevant segment of national leadership (Agbu and Agbu, 2002:3). Generally, the problems identified with Nigerian universities which have some bearing on matters of ethics and leadership are legion, and include the sale of academic handouts by lecturers, and the selling of admissions and marks by staff of the universities (SSAN, 2000:32). Others include, scandals, bribery and graft, victimization, sexual harassment of female students, the proliferation of male and female cult gangs, persistent incidents of rape, female prostitution, obscene dressing and soliciting for favours, homosexuality and extortion, murder, intimidation of lecturers by students, rumour-mongering, examination malpractices and other anti-social activities (Ujomu, 2002:59). These unethical practices cut across all sections of the university community. At the universities in the southern part of the country, in particular the University of Lagos, a gamut of unethical practices abound. Kindly allow my use of colloquial language at this juncture. These unethical practices include the â€Å"inflation of marks† for students by some lecturers for financial gratification. Inflation of marks by lecturers for what is referred to as â€Å"perusing†, which simply means a student agreeing to have sex with the lecturer in exchange for favourable scores. At the Delta State University, the students practice what they refer to as â€Å"blocking†, which means quickly preventing a lecturer from giving you your correct scores which may be unfavourable by offering money or other inducements to the lecturer before the results are made public. Some other lecturers use agents to collect or extort money from students for the inflation of their marks. Others allow students to take the same examination in their offices, which they had earlier taken in the examination hall for unspecified favours. In some of the departments, as was the case at the Accountancy department of the university of Lagos, students engaged in what has been dubbed â€Å"mercenary activities†, by hiring other students to write examinations for them. Indeed, some lecturers go as far as giving blank writing sheets to students to prepare their answers in advance. Some of those supervising examinations look the other way while their friends, relations, and student clients blatantly engage in cheating. In addition, some lecturers unashamedly plead on behalf of students who had failed their courses. However, these litanies of vices are not limited only to the lecturers. Were the students not willing to bribe, cajole, tempt and threaten the lecturers, these vices will not have been possible. Though, difficult to prove, there have also been instances in which the students use â€Å"black magic† not only to confuse supervisors during examinations but also to threaten them. This is in addition to the occasional threats by student members of Secret cult groups against lecturers. Even the non-academic members of staff are not left out of this orgy of ethical misconduct. They also engage in the alteration of marks in the computer or score sheets where the total scores have been computed for either material or sexual gratification. In addition, they also connive with ‘mercenaries' in their clandestine campaigns of cheating during examinations. I have deliberately catalogued these unethical practices in our universities not only to document, but also to graphically bring to our consciousness the magnitude of the problem before us. Whilst these vices did not all manifest in one day, it is very worrisome that very little concrete measures have been devised to checkmate these vices. Let us recall that the pressure on existing universities to take in more students led to the serious problem of population explosion which put pressure both on university governance and existing infrastructure (Wohlgemuth, 1998:125). The situation invariably gave rise to corruption and sharp practices within the university system. Ethical considerations and cherished values of many years standing have now been seriously eroded. However, all hope is not lost in the sense that there are still individuals – non-academic staff members, lecturers and students who have over the years refused to be sucked in by this whirlwind of social decay, as indicated by the report of a study instituted at the university of Lagos in 2002 (Agbu and Agbu, 2002). Supervisor – Student Relations at the University of Lagos In the study carried out at the University of Lagos in 2002, the object was to determine whether ‘principled' and ‘positive' leadership at the community level could significantly translate into good leadership at the national level overtime (Agbu and Agbu, 2002). This was done through a questionnaire survey of final year and post-graduate students at the university. A basic assumption upon which we worked was that in spite of the rot in the university system, it was still possible that certain individuals, in this case, some lecturers, may have succeeded in impacting positive leadership values to the students they had supervised, mainly due to the fact of their being principled persons. By principled, we meant a leadership that is characterized by good conduct capable of positively influencing followers or those engaged in a relationship with the leader within a social context. In this case, the University. By positive, we meant behaviour or actions consisting in or characterized by the presence or possession, and not merely by the absence or want, of features or qualities of an affirmative nature. It is therefore, that leadership that is derived from principled leadership, and which is capable of being extrapolated to the wider society. Two hundred students participated in this survey selected through Stratified Sampling Technique made up of 100 final year and 100 post-graduate students from the faculties of Art, Social sciences, Education and Law. The mean age of the participants was 30 years. The questionnaire was designed to measure the perceptions of students in terms of their lecturers' leadership potentials and ability to influence their worldview. This was in the form of an Academic-Supervisors' evaluation scale, which comprised twenty items to which participants responded on a four-point-likert-type scale. For the Design, a 2x2x2 ANOVA design was employed with independent variables being sex, age and year of study, while the dependent variable are participants' reactions obtained with the instrument. The results from the study showed that while the proposition that supervisors do significantly influence their students over time irrespective of whether they were post-graduate student or final year student was positive, there were subtle differences in responses with respect to the other variables of age and sex. However, the post-graduate students probably because of their longer association with their supervisors and of their being more socially conscious than the final year students, exhibited more awareness of having been influenced by their supervisors. Age and sex were statistically weak as variables determining the kinds of responses, indicating that age and sex had little to do with the possibility of being influenced at a certain age. The implications of this study for the wider Nigerian society was that it is possible to identify individuals, indeed role models, in certain positions of authority who could positively influence those with whom they interact. Since Nigeria is in need of leaders that are not only learned and have character, what better place to groom these leaders than from our institutions of higher learning. Conclusion It is obvious that there are serious ethical issues to be addressed in Nigerian universities. However, it is not as if all hope is completely lost. On the whole, it appears that addressing the problem will have to be done at different levels of the wider society, namely family, institutional and national levels. At the national level for instance, is a recognition of the systemic nature of the crises and how this has a linkage with the state of Nigeria's economy, and the imperative for Nigerian elites to lead by example. At the institutional level, is the necessity for morally accountable university governance that is at the same time effective. Also, at the family and institutional levels is the need to encourage good family values and those individuals who had displayed the virtues of principled and positive leadership from which others could learn. For our universities, the teaching staff who constitute one of the most important inputs towards achieving qualitative education need to be better encouraged. A lecturer-student ratio of 1 to 19 as opposed to UNESCO standard of 1 lecturer to 10 students is unacceptable. With forty-three federal, state, and private universities; forty-five polytechnics and sixty colleges of education, it is logical that there is a need for an informed rationalization of our institutions, especially with respect to curriculum (Opatola, 2002: 201). Though it is recognized that the morale and motivation of academic staff are grossly inadequate, this does not necessarily justify the grave unethical practices perpetrated by some of the lecturers. The sale of handouts, sale of marks, admission racketeering and assorted examination malpractices are vices that need to be urgently addressed. Ideally, lecturers are supposed to act as focal points of reference for those things that are principled, honourable and worthy of imitation. What is required now in our universities is the transforming kind of leadership that embodies the characteristics of a focused innovativeness, high moral standards, and a humane and deep understanding of the environment in which they operate. The cardinal task of the university education should be the transmission of positive values to the young so that they may learn and acquire character necessary for a legitimate engagement with the wider society. This point need never be forgotten. Finally, every university should endeavour to delineate and present to its staff and students a code of conduct with sanctions as part of their induction into the particular institution. The moral dimensions of their jobs as academic or non-academic staff and as students should be clearly spelt out and popularized through frequent sensitization measures. This will go a long way not only in ensuring a modicum of ethical conduct, but also in attaining the goals of the university.

Health Organization Case Study Research Essay

Health Organization Case Study Research a health Health Organization Case Study Research a health care organization or a network that spans several states within the U.S. (Example: United Healthcare, Vanguard, Banner Healthcare, etc.). Harvard Business Review Online and Hoover’s Company Records, found in the GCU Library, are useful sources. You may also find pertinent information on your organization’s webpage. Review â€Å"Singapore Airlines Case Study.† Prepare a 1,000-1,250-word paper that focuses on the organization or network you have selected. Your essay should assess the readiness of the health care organization or network in addressing the health care needs of citizens in the next decade, and include a strategic plan that addresses issues pertaining to network growth, nurse staffing, resource management, and patient satisfaction. Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment. You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center. Only Word documents can be submitted to Turnitin. Singapore Airlines Case Study (student paper) Singapore Airlines was created in 1972 following a separation from Malaysian Airlines. In the wake of reorganization, Singapore Airlines undertook aggressive growth, investing and trading to maximize profitability and expand market share. Through this change, a new company philosophy emerged, â€Å"Success or failure is largely dictated by the quality of service it provides† (Wyckoff, 1989). By reinventing the company infrastructure and introducing new initiatives focused on excellence in customer service, Singapore Airlines became a global leader in the service industry, elevating existing standards among competitors. Evaluation of Workforce Management Program The strategy widely utilized by Singapore Airlines to ensure differentiation in an increasingly competitive market was its attention to in-flight service. â€Å"Good flight service [was] important in its own right and is a reflection of attention to detail throughout the airline† (Wyckoff, 1989). This statement perpetuated the belief that excellence in service was directly tied to the careful selection and individual performance of in-flight crews charged with the responsibility of fulfilling the needs of individual passengers and exuding the levels of service demanded by the organization. Applicants destined to work as flight stewards were drawn from a very young population, typically spanning the ages of 18-25 years of age with high school equivalency against the English system of education. Selection of applications was competitive largely due to the degree of skill, poise, and experience required of its candidates. These policies led to the on-boarding of a highly skilled and youthful workforce with positive attitudes and a willingness to be trained. Critique of this approach revealed several disadvantages. The most significant being the potential for greater turnover when hiring a younger population as opposed to an older, more experienced crew. Experience alone would play some role in the development of new employees, as greater experience would bring greater poise and confidence. However, in light of the predominant population Singapore Airlines catered to, a younger in-flight crew would remedy the awkwardness likely to be encountered by older clients being served by older crew members. In addition, a younger crew would likely be more accepting of new procedures and less cynical of the requirements of employment. In light of the young demographic most desired in this role, recruitment, training and â€Å"conversion† processes were both stringent and comprehensive. All aspects of in-flight service, including training related to terminology, amenities and food preparation were provided in great detail, as were training for emergency preparedness and response to every potential s cenario encountered in the air and on the ground. Formalized on-boarding, training and continued development were the hallmarks of the comprehensive workforce program. Even well into a crew member’s employment, on-going training and cyclical evaluation provided a mechanism for employees to be aware of individual performance and gain exposure to methods of continuous  improvement. With an on-going plan of evaluation, communication, and development, the workforce was well-positioned for high levels of performance and quality improvements. Though it would seem that Singapore Airlines’ work management program suited the organization well, it greatly narrowed the pool of applicants and kept many, well-qualified and experienced candidates from positions that would create diversity among the largely homogeneous workforce and place the organization in a better position to serve populations whose ethnic origins were not of Asian descent. If the organization aims to be the leader in an increasingly global marketplace, the workforce must mirror the diverse needs and perceptions of the greater population. Advertising Campaign Singapore Airlines is known in the airline industry for its quality of service. This emphasis on customer service and customer satisfaction is largely reflective of the Asian culture for which the company embodies. Attention to detail, impeccable presentation, and care for others are traits synonymous with countries of Asian heritage. Similarly, Asian countries revere conservatism, organization and hierarchy (Allik, n.d.) so, it would follow that young Asian individuals demonstrate the same gracious, caring behaviors to others. The expectation of â€Å"gentle, courteous service† is consistent with these norms and with the approaches taken by the organization. So much are these standards and stereotypes linked to Asian culture and the epitome of service, that the symbol applied to the airline is that of a young Asian woman. This image is resoundingly more beguiling and traditional, recognized by nearly 50% of consumers over typical marketing imparted by competitors, with a marginal recognition of 9.6%. In light of the positive impact and recognition of the existing marketing campaign, it was considered advisable to retain the current marketing strategy. Systems for Measuring Service Quality Singapore Airlines has two primary components involved in measuring service quality. The first is a system to measure customer complaints and compliments for every 10,000 passengers. The second measurement is a  comparative rating of airline services prepared by the International Research Associates (INRA). The first component, customers’ complaints and compliments, stayed relatively the same despite rapid organizational expansion. This type of analysis has shown a generally high satisfaction level, but could be skewed due to the vast areas the complaints and compliments could cover; from ticket sales and baggage areas to in-flight crews. To address this concern the complaints were split between the areas. However, to get an accurate barometer of customer satisfaction, it was recommended that the airline conduct routine surveys of customers. Often, customers submitting comments fell into one of two categories; those having complaints or those having compliments. The second component to gauge customer satisfaction involved the INRA surveys. The airline executives paid particular attention to these scores as they indicated levels of satisfaction among the general consumer population and identified areas requiring continuous improvement. In 1973 Singapore Airlines scored 68, in 1974 the company scored 74 and in 1979 they scored 78. The scores of 39 other airlines demonstrated that two other competitors, Cathy Pacific and Thai International, were improving rapidly. This provided one indicator of competitive advantage. In order for Singapore Airlines to stay ahead of their competitors they would need to evaluate their position against industry leaders and determine if changes would be needed to stay competitive, particularly with respect to customer service and customer satisfaction (Wyckoff, 1989). Plan to Introduce Slot Machines Singapore Airlines has responded to many changes in order to differentiate itself within an increasingly competitive market place. One responsive action was to remove sleepers, replacing them with a business class section. Reactions from consumers were less than favorable. The move strayed from what consumers came to expect of elite levels of customer service, which were in large part, due to the attention paid to the personal needs of its elite customers. Although intended to be innovative and distinctive, the inclusion of slot machines on transatlantic flights was another idea met with considerable consumer dissatisfaction. While potentially generating a new stream of revenue, the idea only worked to incite passengers with a new category of charges. In addition to generating cost for the consumer, the  machines took valuable space away from seats and posed problems in light of weight restrictions (Time, 1981). These changes only compounded issues and introduced new problems such as the potential for in-flight injury, rather than improving in-flight services. While there was some opportunity for revenue, initially, the gains would last for a season and were not expected to extend out into the long-term. Conclusion The Singapore Airlines Case Study highlights both effective as well as ineffective management approaches within the company. The subsequent analysis and evaluation of company operations and strategies offer a compelling glimpse of organizational design and leadership amid change, as well as provide a platform for future discussions of organizational development and change management. Group evaluation of organizational design, organizational decision-making, and organizational process at Singapore Airlines yielded some recommendations for new approaches to address complaints, become more mainstream in an increasingly diverse market space, and become more innovative without losing sight of the customer service focus that has made Singapore Airlines so successful.

How to Type Accents in Italian on a Keyboard

How to Type Accents in Italian on a Keyboard Suppose youre writing to an Italian friend, and you want to say something like  Di dov’à ¨ la tua famiglia?  (Where is your family from?), but you don’t know how to type the accent over the â€Å"e.† Many  words in Italian  need accent marks, and while you could just ignore all those symbols, it’s actually quite easy to type them on a computer keyboard. You only need to make a few simple adjustments to your computers keyboard program- whether you have a Mac or a PC- and youll be able to insert accented Italian  characters (à ¨, à ©, à ², , à ¹) for  any electronic message. If You Have a Mac If you an  Apple Macintosh computer, the steps for creating accent marks in Italian are quite simple. Method 1: To place an accent over: option tilde (~) / then press the ‘a’ keyà ¨ option tilde (~) / then press the ‘e’ keyà © option ‘e’ key / then press the ‘e’ key againà ² option tilde (~) / then press the ‘o’ keyà ¹ option tilde (~) / then press the ‘u’ key Method 2: Click on the Apple icon on the top left of the screen.Click System Preferences.Choose Keyboard.Choose Input Sources.Click the add button on the bottom left of the screen.Choose Italian.Click Add.In the top right-hand corner of your desktop, click on the symbol of the American flag.Choose the Italian flag. Your keyboard is now in Italian, but that means you have a whole new set of keys to learn. Semicolon key (;) à ²Apostrophe key (‘) Left bracket key ([) à ¨Shift left bracket key ([) à ©Backslash key (\) à ¹ You can also choose Show Keyboard Viewer from the flag icon drop-down to see all of the keys. If you have a PC Using Windows 10, you can actually turn your keyboard into a device that will type Italian letters, accent marks and all. Method 1: From the desktop: Choose Control PanelsGo to the Clock, Language, Region option.Select (click on) Add a LanguageA screen with dozens of language options will appear. Choose Italian. Method 2: With the NumLock key on, hold down the ALT key and strike the three- or four-digit code sequence on the keypad for the desired characters. For example, to type , the code would be â€Å"ALT 0224.† There will be different codes for capitalized and lowercase letters.Release the ALT key and the accented letter will appear. Consult the Italian Language Character Chart for the correct numbers. Tips and Hints An upper-pointing accent, as in the character , is called laccento acuto, while a downward-pointing accent, as in the character , is called laccento grave. You may also see Italians using an apostrophe after the letter e instead of typing the accent above it. While this isn’t technically correct, it’s widely accepted, such as in the sentence: Lui e’ un uomo simpatico, which means, He’s a nice guy. If you want to type without having to use codes or shortcuts, use a website, such as this one from  Italian.typeit.org, a very handy free site that provides typing symbols in a variety of languages, including Italian. You simply click on the letters you want and then copy and paste what youve written onto a word-processing document or email.

Nancy Astor, First Woman Seated in the House of Commons

Nancy Astor, First Woman Seated in the House of Commons Nancy Astor (May 19, 1879–May 2, 1964) was the first woman to take a seat in the British House of Commons. A society hostess, she was known for her sharp wit and social commentary. Fast Facts: Nancy Astor Known For: Social critic and first woman seated in the British House of CommonsAlso Known As: Nancy Witcher Langhorne Astor, Viscountess AstorBorn: May 19, 1879 in Danville, VirginiaParents: Chiswell Dabney Langhorne, Nancy Witcher KeeneDied: May 2, 1964 in Lincolnshire, EnglandPublished Work: My Two Countries, her autobiographyHonor: Freedom of the City of PlymouthSpouse(s): Robert Gould Shaw II (m. 1897–1903), Waldorf Astor (m. 1906–1952)Notable Quote: Women have got to make the world safe for men since men have made it so darned unsafe for women.Notable Exchange: Nancy Astor: Sir, if you were my husband, Id poison your tea. Winston Churchill: Madame, if you were my wife, Id drink it! Early Years Astor was born in Virginia  on May 19, 1879, as Nancy Witcher Langhorne. She was the  eighth of 11 children, three of whom died in infancy before she was born. One of her sisters, Irene, married the artist Charles Dana Gibson, who immortalized his wife as the Gibson girl. Joyce Grenfell was a cousin. Astors father Chisell Dabney Langhorne was a Confederate officer. After the war, he became a tobacco auctioneer. During her early childhood, the family was poor and struggling. As she became an adolescent, her fathers success brought the family wealth. Her father is said to have created the fast-talking style of auctioneering. Her father refused to send her to college, a fact that Astor resented. He sent Nancy and Irene to a finishing school in New York City. First Marriage In October 1897, Astor married society Bostonian Robert Gould Shaw. He was a first cousin of the Civil War Colonel Robert Gould Shaw, who had commanded African-American troops for the Union Army in the Civil War. They had one son before they separated in 1902, divorcing in 1903. Astor first returned to Virginia to manage her fathers household, as her mother had died during her Astors short marriage. Waldorf Astor Astor then went to England. On a ship, she met Waldorf Astor, whose American millionaire father had become a British lord. They shared a birthday and birth year and seemed to be very well matched. They married in London on April 19, 1906, and Nancy Astor moved with Waldorf to a family home in Cliveden, where she proved an adept and popular society hostess. They also bought a home in London. In the course of their marriage, they had four sons and one daughter. In 1914, the couple converted to Christian Science. She was strongly anti-Catholic and also opposed hiring Jews. Waldorf and Nancy Astor Enter Politics Waldorf and Nancy Astor became involved in reform politics, part of a circle of reformers around Lloyd George. In 1909, Waldorf stood for election to the House of Commons as a conservative from a Plymouth constituency; he lost the election but won on his second try, in 1910. The family moved to Plymouth when he won. Waldorf served in the House of Commons until 1919, when, at his fathers death, he became a Lord and thereby became a member of the House of Lords. The House of Commons Nancy Astor decided to run for the seat that Waldorf vacated, and she was elected in 1919. Constance Markiewicz had been elected to the House of Commons in 1918 but chose not to take her seat. Nancy Astor was thus the first woman to take a seat in Parliament and was the only woman MP until 1921. (Markiewicz believed Astor an inappropriate candidate, too out of touch as a member of the upper class.) Astors campaign slogan was Vote for Lady Astor and your children will weigh more. She worked for temperance, womens rights, and childrens rights. Another slogan she used was, If you want a party hack, dont elect me. In 1923, Astor published My Two Countries, her own story. World War II Astor was an opponent of socialism and, later during the Cold War, an outspoken critic of communism. She was also an anti-fascist. She refused to meet Adolf Hitler despite having the opportunity to do so. Waldorf Astor met with him about the treatment of Christian Scientists and came away convinced that Hitler was mad. Despite their opposition to fascism and the Nazis, the Astors supported economic appeasement of Germany, supporting the lifting of economic sanctions against Hitlers regime. During World War II, Astor was noted for her morale-boosting visits to her constituents, especially during German bombing raids. She just missed being hit once, herself. She also served, unofficially, as hostess to American troops stationed at Plymouth during the buildup to the Normandy invasion. Later Years and Death In 1945, Astor left Parliament, at her husbands urging and not entirely happily. She continued to be a witty and sharp critic of social and political trends when she disapproved, including of both communism and Sen. Joseph McCarthys anti-Communist witch hunts in the U.S. She largely withdrew from public life with the death of Waldorf Astor in 1952. She died on May 2, 1964. Legacy Astors time in Parliament was not one of great achievement or towering influence; she held no government posts and had no legislative achievements to show for her time of service. But the fact that she was the first woman to serve in that legislative body had a large impact. In the 2017 general election in Great Britain, a record 208 women MPs were elected to the House of Commons, a record high of 32 percent. Two female MPs, Margaret Thatcher and Theresa May, even ascended to the position of prime minister. Astor, as the first woman in the British House of Commons, was a trailblazer who first made it acceptable for women to serve. Sources â€Å"Nancy Astor, Viscountess Astor.†Ã‚  Ohio River - New World Encyclopedia, New World Encyclopedia.Keen, Richard, and Richard Cracknell. â€Å"Women in Parliament and Government.†Ã‚  Commons Library Briefing - UK Parliament, 20 July 2018,ï » ¿Ã¢â‚¬Å"Astors History.†Ã‚  Virtual Rome.

Analysis of Country Road's financial performance Assignment

Analysis of Country Road's financial performance - Assignment Example The company net profitability declined in 2012 as compared to the 2009; whereas the gross profitability increased by a mere 0.7% in 2012 as compared to 2009. This signifies the growing inefficiencies and disabilities in the company to control costs and expenses. Step Three The profitability provided a better measure as compared to the profits. This is because the profitability analyses the profits with terms to the growing sales; and therefore, helps in measuring the efficiency of the company in controlling costs and expenses with the increasing sales. (Keiso 1999) Step Four a. Appended figure 3 shows the extended trend analysis on the expenses for the period 2009-2012. b. Depreciation and Amortization expenses have increased the most over the period. The expense has increased by 57% in 2012 as compared to the expense in 2009. The second most increased expense is the occupancy expense which increased by 38.4% over the same period. Step Five a. Appended figure 4 shows the vertical ana lysis performed on the identified items of the income statement. b. Cost of goods sold, employment expense, marketing expenses and other expenses as a percentage of sales have decreased over the period 2009-2012 whereas occupancy expense and depreciation and amortization expense as a percentage of sales have increased over the same period. c. The company has been efficient in controlling certain costs and expenses with the increase in sales. The increase in depreciation and amortization is due to increase in total assets. Step Six Over the period, the sales have increased 22.1 percent showing improved performance by the company. However, the profit margins have declined because of the increasing expenses over the same period. The company has proved to be inefficient in controlling its administrative and selling expenses which have all increased compared to the base year 2009. The company has been holding too much inventory in its warehouses which has increased its management expense s. On the other hand, the company has been prudent in controlling its direct costs which has helped them improve their gross margins. Similarly, this could also happen due to the accumulated inventory which would be priced lower in the inflationary period. Step Seven a. Appended figure 5 shows the trend analysis on several balance sheet item totals from 2009-2012. b. This clearly explains the trend which signifies that the falling ROE is due to the increase in the equity by 26.2 % but with no cumulative effect on the net profits which have been declining during the same time. On the other hand, the assets have increased by 3.3% whereas the earnings before interest and tax have declined over the period; again the reason for the falling ROA. c. ROE measures the return to the equity holders- the owners of the company where as ROA measures the ability of the company in using its resources to make profits for the all stakeholders-owners as well as creditors. (Keiso 1999) d. ROA would be considered a better measure by the investors. It is because is measures the returns to all the stakeholders- the owners as well as lenders. Likewise, it also measures the ability of the company in the usage of the resources. It helps in evaluation the management of the company as well. (Keiso 1999) Step Eight a. Appended figure 6 shows the calculations and the ratios. b. The dividend payout ratio