Choose a modern day situation Essay Example for Free

Choose a innovative day situation EssayIn this lesson, we were few leaseiness work to prep are us for our historical extemporization homo. We had the choice of two trade union movements, 1. Choose a famous event from history and create an improvised piece which details this event, or 2. Choose a modern day situation (e. g. at school, a party, a mealtime etc. ) and create a short improvisation commemorateing this. THEN choose a extent of time between 1850 and 1960 and re-enact the same scene, as you think it may have happened at the time. Our convocation decided to choose the second task, and we all told decided that doing a piece set in 1960 would be precise interesting.When we had chosen the time our piece was to be set in, the majority of our crowd wanted to set our piece in a party, provided Kayleigh wanted to perform a piece set in a school, and the rest of the group all hold that this was an subtile idea, and could turn out some interesting differences betwee n the 60s and todays school environment. Donna didnt really want to base our performance in the sixties exclusively eventually the group managed to talk her round to our expressive style of thinking, and Donna was quite happy to perform with us.I decided to go home, and research everything I could slightly the sixties, so that next bid lesson, we would have plenty of information with which to make our piece historically accurate. I have placed the information I collected behind this page, to show that our group have researched and used all resources available to us in order to enhance our performance. In the meantime, for the remainder of the lesson we decide to write a very staple scene plan, for our preparation performance.We couldnt make a prop and costume list, as we hadnt properly researched the time period our performance was set in, but we all agree to bring in some props and costumes we thought would be appropriate for the piece, and when I brought the research in, we wo uld choose the best from the selection we had brought to the lesson. thought Plan Scene One Kayleigh is acting the teacher, and as we walk into the 1960 classroom, she invites us all in to sit down with a warm smile. We gave her a smile, to show how friendly a place school was back then, and how friendly the teacher was herself. therefore the pupils sit down and the teacher asks them what they would standardised to do. We thought this was a good way to show the diametric teaching styles in use at the time, and how different their lessons were to ours, having no set curriculum, and being given the responsibility to choose for themselves what they want to do instead of just being told. The children tell her they would like to protest against war, and the teacher, being supportive of their ideas, and valuing their opinions, gets out her guitar, with which to accompany the protest chant. The girls sit and start to repeat the word peacefulness over and over again, whilst swaying in unison.In mid-sway the girls freeze, and I get up and explain a bit about school in the sixties, and the main differences with today. Then we all walk off stage. Scene Two Kayleigh walks on stage closely followed by the kids. She sits behind a desk, and starts to read the register. I thought it was historic to have a desk for the teacher, to show how nowadays teachers use their desks as a barrier between them and the pupils, almost using them to segregate themselves fro the kids, whereas in the sixties, the teachers wanted the kids to finger happy and welcome, and didnt want this barrier between them and the children.The kids attitudes are visible from the very second the walk in the door, I thought it was a good way to use movement to show how the kids feel about being forced into coming to school, and doing work they dont want to do. This is their way of rebelling, in the sixties, they rebelled to, only in the sixties, the teachers helped them. These days, the kids are rebellin g against the teachers. The kids just generally give the teacher a load of attitude then we all walk off stage.I thought it was really strategic to show the two different ship canal kids then, and kids now, have of rebelling against things, and the way that the hippies used the faculty as a medium for protest, using them to send their message, whereas in this decade, kids just rebel against teachers. It was now the end of the lesson but I k unsanded exactly what I had to research for our performance next lesson, I decided to research hippies, and the governmental and sociable background of our chosen date.This meant researching important events and getting an insight into what people were like in the sixties, how they behaved, how they reacted to scandal such as teenage pregnancy, and other social taboos, to help us play the parts convincingly. Also I wanted to find out what motivated the flower power generation to become as big as it did, and what was the reason behind their mora ls and ethics. I also wanted to find out a little about the music that was playing at the time, and how that was influencing people. My research is displayed over the next few pages of my notebook.The information I collected was very interesting to read, and I accumulated enough to give us a really good idea of how people in the 1960s dressed and more importantly, how they behaved. 13th March This was the lesson that we had to perform our preparation piece in. I was slightly nervous, as I knew another group were also doing the 1960s, and I didnt want our group to be shadowed by their performance, or for it to seem like we had copied them, because all of our ideas had been original and completely uninfluenced by anything they had d unmatchable, but apart from that, I wasnt nervous of performing at all.We were the first group to perform, and it all went sanely well, except some unexpected laughing due to lack of rehearsal time. I thought the characters could have been more developed, and it could have been longer, but since it was only a rehearsal piece, this didnt really matter. The other groups came up with some brilliant ideas too, one did a remaking of a scene from the Krays, a film about some London gangsters, infamous for its violent content. This was really good, and had a humourous element at the end, to relieve the tension of the scene slightly.Another group did a tidings report on the sinking of the Titanic and I found this to be entertaining and informative, at the same time. The other group who did a 1960 hippie tantrum were really good too, I liked the way they sang, and used drugs, to show that drugs were socially acceptable in those days. When we had finished watching everyone elses preparation performance, it was the end of the lesson, but I felt that the preparation work was very useful in preparing me for the historical task we were soon to begin.It really got me thinking about the different ways we could present information to an audience, and made me consider all the possible ideas we had already been forming about our piece. 20th March When we came into the lesson today, we were given a sheet, clarifying, what was expected of us of our GCSE drama Historical piece. My rewrite of the sheet can be seen overleaf. The sheet is displayed on the adjacent page. When we all had time to examine the sheet properly, we could not decide which task to choose, so we made a brainstorm on the period of time we were allowed to use for our piece, 1859-1960.We were glad that the time period was so large, as it gave us a lot of events in history to portray. When we had made our brainstorm, we were nonoperational no nearer to agreeing on an idea or time period to show in our piece, so we each chose a time period we felt would be interesting to show, and we went to the library to research our individual subjects. Kelly and Teresa wanted to research Rock and Roll and the mid-fifties and Kayleigh and Donna wanted to research hippies.The r est of the group didnt really want to do another piece on hippies, as our preparation piece had focussed on this, but, we did not wish to dismiss any ideas at this time, and so we were all quite happy to research our individual topics. Dora was slightly stuck for ideas on which era she should research, so I suggested the Victorian era, as it covered a wide range of events, within the time bracket we were given, and could be very interesting to look into. I myself decided to research the 1930s, the invention of television, and the broadcasting debut of the BBC, (British Broadcasting Corporation).My research is displayed over the next few pages. 21st March This lesson, the group was still very much divided into two groups, Dora, Me, Kelly and Teresa, who wanted to perform a piece about the rock n roll era of the 1950s, and Donna and Kayleigh, who still wanted to do a play about hippies, and more specifically, hippies in school, which the rest of us seriously objected to, seeing as it was exactly the same as our preparation work. Then Kelly came up with the idea of spanning different decades, and showing one idea, either schools, or parties, passim the 20s, 30s, 40s, 50s and 1960.I came up with the idea of everyone sharing the responsibilities equally, and each soulfulness having a scene to write up, and design themselves. Then Kayleigh was concerned about the amount of work each person would have to do, so I came up with the idea that if the person in charge of the scene wanted to, they could let out to the audience instead of acting, and this would tie our performance in with both the comparison, and theatre in education tasks we were given, and presenting different scenes in different formats would improve our performance, and make it more interesting for the audience.We decided Teresa would write the 30s scene, Kelly the 20s, Donna and Kayleigh the year 1960, and Dora the thirties. I decide to take the fortys scene, as I thought it would have been really i nteresting to show the jubilation of the British population at the end of the second world war. Then I said I thought it would be really good idea to have each person who designed the scene, to come to the front at the end, and speak to the audience directly about their scene, the main differences from those days to the present time, and that this would also be a good way to give the other actors time to swap before the next scene starts.I thought this would also be a good way to fill in some time too, as with six people in our group our plays ideal length would be about twenty minutes. I thought splitting the scenes up this way would be a great way to get everyone to put their own thoughts and style into the piece, and let everyone each have their individual inputs, and be able to perform one piece of our performance their way.I also thought it would be a really good way to add more variety to our piece, and hold the care of our audience better than a less creatively structured pi ece would. We had still not decided on the theme our scenes would have, schools or parties, so we all agreed to go home, and really think about our reasons for our preferences, and think about which idea was the more original and creative.We also decided to seriously think about which would be more interesting for our audience to watch. The research I found about the 1940s, can be found over the next few pages of my notebook. twenty-seventh March Today, we were still disagreeing on what the main focus of our performance should be. Kayleigh and Donna still wanted to write our scenes around a school format, and the rest of us still wanted to have the main feature of each part of our performance be a party, or be about a party.When our drama teacher came over to check on our progress, she suggested, if it was causing so much trouble within the group, that we split into a four and a two, with Kayleigh and Donna forming their own group together, but we all decided that this would not be a good idea, as Kayleigh and Donna didnt want to be on their own, trying to create a totally new piece in a reduced time period, and we didnt really want to lose two of our group, and the people who were writing the last scene of our performance, so Donna and Kayleigh agreed to base our performance around parties and not schools.I wanted to use parties, because there is more opportunity to show difference in costume, and behaviour throughout the different decades, than there is in schools. Then for the rest of the lesson, we concentrated on developing a presentation to show to the rest of the class. Each person read out their thoughts on their scene, and how they intended it to develop into the final piece we were to perform. We got some interesting feedback on the subject, mainly, that in order to make my scene/s historically accurate, I needed to do more research on street parties in particular, not just the forties in general.Also, Mark had an interesting suggestion, he suggested that instead of having people get changed while the writer of the last scene speaks to the audience, we have just three people in one scene, and three in the next, however, this is up to the individual who creates the scene, as she will decide how many characters she needs in her part of the performance. At the end of the lesson, we decided to think about the different ideas suggested to us by the rest of the class, and we all agreed to think of some ideas for our scenes for tomorrows lesson.

Womens Issues Essay Example for Free

W forecasts Issues EssayThis research was conducted from an investigate concept through personal interviews of minorities and female executives, human beingness Resources executive recruiters, through journals, articles from websites, peer publications, and secondary research of studies performed through data collection and data analyzation. The various articles and journals reviewed will provide an overview of the glass jacket crown, address the problems and challenges, commit the types of barriers and trends, and propose a solution.Through this study we will attempt to measure whether organizations recruitment process, criteria, and strategic plans argon aligned with the goals and objectives to meet the needfully of the organization and better identify the best qualified candidate and improve the organizations bottom line. film over Ceiling Overview Definition The glass ceiling is defined as the invisible provided real barrier through which the conterminous stage or l evel of advancement can be seen, but cannot be reached by a section of qualified and deserving employees.Such barriers exist due to implicit prejudice on the basis of age, ethnicity, political or religious affiliation, and/or sex. Although generally illegal, such practices prevalent in most countries (www. businessdictionary. com) Overview The analogy glass ceiling is a terminology used quite very much in corporate America to best identify just how far women or minorities have or will rise up the corporate ladder. numerous feel it is often impossible for that demographic to exceed beyond the level of mid-management and although we have made approximately strides and have increased the number of women and minorities entering straightaways workforce, its no surprise a small fraction of those have successfully risen to the executive level in the corporate environment. Problems and Challenges Women Women represent greater barriers and rely on strategies for advancement that are dif ferent from those of their male counterparts (Lyness and Thompson, 2000).There are many ways discrimination against women exists, such as argumentation segregation, gaps in compensation, sexual worrying, inability to participate in career increaseal opportunities, lack of available mentorship programs, and the lack of career advancement opportunities. According to a story from the federal bipartisan Glass Ceiling Commission (1995), 95% to 97% of senior managers of Fortune 1000 industrial and Fortune 500 companies are men, provided white males make up just about 43% of the workforce. The same study reported that only 5% of senior managers in the Fortune 2000 industrial and service companies are women.These commission findings are especially striking since women make up nearly half of the workforce (www. noblebeam. com). One would have you believe the success of women career both economically and self gratifying can only be accomplished if and only if there is a change in behav ior. We loss to believe the selection process is objective and carefully thought out. Yet, others expect the process to be about the individuals performance and merits and together the picking is based on the right fit for the organization. I conducted a total of 22 individual personal interviews, 11 of which included female executives.When asked what were some of the challenges they set about throughout their tenure? The responses varied but the oneness thing each clearly stated was learning the language of the male governing role. new(prenominal) challenges provided were Advantages males have related to social networking Lack of mentorship Wage gaps for comparable work Work-life balance Shadows of the predecessor Minorities The hang ining personal interviews conducted were with 11 male minority executives. When asked what were some of the challenges they faced throughout their tenure?Again, the responses were in variations however each clearly identified race was the g reatest challenge. But, the one thing that I found to be quite astounding when each expounded on race as an issue, was they all made the decision in their career they would not make this their problem, yet it would be others. What I got out of those words was without acknowledgment there cannot be acceptance. Other challenges provided were Respect Removal of identity crisis Externally viewed before internally judged Education lower status (studies outside of the U.S. ) Mindset of organizational promotions Human Resources Meeting with executive recruitment representatives, I found they in fact face many of the same challenges women and minorities face. As a recruiter their responsibility first and foremost is to stay in-lined with the organizations mission and vision. However finding the most qualified candidate is the biggest challenge. In wrong of demographics, they aggressively seek to recruit more women or minorities for those positions because there is such a small percent age currently in place.Unfortunately if the candidate is not the right fit or if felt the cultural and/or environment carry an abundance of testosterone, many of the female executives are driven away which begins the recruitment process. Another challenge is with the selection process and not being able to question the decision-making especially when clearly felt other candidates were possessed more qualifications. Glass Ceiling Barriers Types The gender wage gap if asked is probably the biggest challenge women executives will tell you they encounter.A study conducted by the National Census Bureau showed U. S. omen still earned only 77 cents on the male dollar in 2008, according to the latest census statistics. That number drops to 68% for African-American women and 58% for Latinas (www. time. com). When speaking with one female executive she explains one of the biggest challenges she faced would be the initial promotion as an executive. She indicated she was very excited because sh e knew the promotion was not only well deserved but she would be the only female executive within the organization. However in looking back she realized how the male dominant environment worked as she would only receive a 3% pay increase.She regrets that decision but stated she attributes who she is today because of that unfortunate event. discrepancy or harassment is another challenge women and/or minorities face in achieving executive positions. African American executives feel to survive this culture it is essential remain true to themselves. However women executives will tell you there is a constant misrepresentation related to the gender and the ability to maintain as their counterparts. Although illegal, discrimination and harassment occurs subtle and overtly, with the glass ceiling harassment being the most difficult to prove.Work and family is another major challenge women face because many of the female executives are made to choose between working long hours and their fam ily while their male counterparts dont have to make such decisions thereby giving them the chance and ability to put in those extra hours. The lack of mentorship is also challenging. One of the interviewees stated higher profile jobs at the executive level will supplicate more of your time. It is felt that males can depart and detach, however females feel an excuse has to be made.Women enter the business environment in the early stages of their careers and in many instances are usually on the same level as men. However, according to the Society of Human Resource Management (SHRM) studies show in the next 5 to 10 years, men seem to benefit from upward career movement more than women, in part because women do not locate mentors as easily as men (www. shrm. com). Some organizations have recognized the need to assist in getting mentors and have also implemented training and development programs in support of women and minorities to develop mentoring relationships.Leadership Challenges Roles and responsibilities Many female and minority executives say leadership can be quite challenging especially being in the shadow of a predecessor. For women achieving this role, it is a constant second guessing of management styles. Clearly men and women possess different leadership styles. However one group may view as more of the nurturing role whereas counterparts are viewed as having no personal or emotional ties and are in able-bodied of relating to personal issues. Many women feel like the outsider at the executive management level.They also have to deal with the shrewdness of having to prove they belong in that role. One of the interviewees is a Captain in the Police Department who not only was the first female she was the first African American to obtain that high ranking in the organization. One of her greatest challenge is having to constantly prove that she fits into this male dominant career. Many decisions are questioned and she often times finds herself having t o put on the hardcore role to show she is capable of performing her roles and responsibilities while her counterparts are received with blessings.

A Study On Business Forecasting Statistics Essay

A Study On Business Forecasting Statistics EssayThe aim of this report is to show my dread of business forecasting using info which was drawn from the UK national statistics. It is a quarterly series of total consumer character gross lending in the UK from the mo quarter 1993 to the second quarter 2009.The report answers four key questions that are relevant to the coursework.In this persona the entropy will be examined, looking for seasonal effects, trends and cycles. Each measure period represents a single piece of data, which essential be split into trend-cycle and seasonal effect. The line graph in Figure 1 identifies a clear upward trend-cycle, which must be take so that the seasonal effect can be predicted.Figure 1 displays long-term realization lending in the UK, which has recently been hit by an economic crisis. Figure 2 also proves there is evidence of a trend because the ACF values do not come down to zero. Even though the trend is clear in Figure 1 and 2 the seas onal approach pattern is not. Therefore, it is important the trend-cycle is completed so the seasonal effect can be estimated clearly. Using a process c exclusivelyed differencing will remove the trend whilst keeping the pattern.Drawing decomposeing plots and cypher correlation coefficients on the differenced data will reveal the pattern repeat.Scatter Plot correlationThe following diagram (Figure 3) represents the correlation between the original opinion lending data and four lags (quarters). A strong correlation is represented by is showed by a straight-line relationship.As depicted in Figure 3, the scatter plot diagrams show that the credit lending data against lag 4 represents the best straight line. Even though the last diagram represents the straightest line, the seasonal pattern is still unclear. Therefore differencing must be employ to resolve this issue.DifferencingDifferencing is employ to remove a trend-cycle component. Figure 4 results display an ACF graph, which indicates a four-point pattern repeat. Moreover, systema skeletale 5 shows a line graph of the eldest difference. The graph displays a four-point repeat but the trend is still clearly apparent. To remove the trend all in all the data must differenced a second time. First differencing is a useful tool for removing non-stationary. However, first differencing does not always eliminate non-stationary and the data may book to be differenced a second time. In practice, it is not essential to go beyond second differencing, because real data generally involve non-stationary of all the first or second level.Figure 6 and 7 displays the second difference data. Figure 6 displays an ACF graph of the second difference, which reinforces the idea of a four-point repeat. dish to say, predict 7 proves the trend-cycle component has been completely removed and that there is in fact a four-point pattern repeat.Question 2Multiple relapse involves fitting a analog expression by minimising the sum of squared deviations between the sample data and the fitted model. There are several models that reasoning backward can fit. Multiple regression can be implemented using elongate and nonlinear regression. The following section explains multiple regression using pot inconstants.Dummy variables are used in a multiple regression to fit trends and pattern repeats in a holistic way. As the credit lending data is at a time seasonal, a common method used to handle the seasonality in a regression framework is to use dummy variables. The following section will include dummy variables to indicate the quarters, which will be used to indicate if there are any quarterly influences on gross sales. The three new variables can be define Q1 = first quarter Q2 = second quarter Q3 = third quarterTrend and seasonal models using model variablesThe following comparisons are used by SPSS to relieve oneself different outputs. Each model is judged in terms of its adjusted R2.Linear trend + seasona l modelData = a + c time + b1 x Q1 + b2 x Q2 + b3 x Q3 + misplayQuadratic trend + seasonal modelData = a + c time + b1 x Q1 + b2 x Q2 + b3 x Q3 + errorCubic trend + seasonal modelData = a + c time + b1 x Q1 + b2 x Q2 + b3 x Q3 + errorInitially, data and time columns were inputted that displayed the trends. Moreover, the sales data was regressed against time and the dummy variables. Due to multi-collinearity (i.e. at least one of the variables being completely determined by the others) there was no need for all four variables, just Q1, Q2 and Q3.Linear regressionLinear regression is used to define a line that comes closest to the original credit lending data. Moreover, linear regression finds values for the slope and intercept that find the line that minimizes the sum of the square of the vertical distances between the points and the lines. sit around SummaryModelRR SquareAdjusted R SquareStd. error of the Estimate1.971a.943.9393236.90933Figure 8. SPSS output displaying the adjust ed coefficient of determination R squaredCoefficientsaModelUnstandardized Coefficients standardize CoefficientstSig.BStd. Error important1(Constant)17115.8161149.16614.894.000time767.06826.084.97229.408.000Q1-1627.3541223.715-.054-1.330.189Q2-838.5191202.873-.028-.697.489Q3163.7821223.715.005.134.894Figure 9The adjusted coefficient of determination R squared is 0.939, which is an excellent fit (Figure 8). The coefficient of variable time, 767.068, is positive, indicating an upward trend. All the coefficients are not significant at the 5% level (0.05). Hence, variables must be removed. Initially, Q3 is removed because it is the least significant variable (Figure 9). erst Q3 is removed it is still apparent Q2 is the least significant value. Although Q3 and Q2 is removed, Q1 is still not significant. All the quarterly variables must be removed, therefore, leaving time as the only variable, which is significant.CoefficientsaModelUnstandardized CoefficientsStandardized CoefficientstSig. BStd. ErrorBeta1(Constant)16582.815866.87919.129.000time765.44326.000.97029.440.000Figure 10 The following table (Table 1) analyses the original forecast against the holdback data using data in Figure 10. The following equation is used to calculate the predicted values.Predictedvalues = 16582.815+765.443*time Original DataPredicted Values50878.0060978.5152199.0061743.9550261.0062509.4049615.0063274.8447995.0064040.2845273.0064805.7242836.0065571.1743321.0066336.61Table 1Suffice to say, this model is ineffective at predicting future values. As the original holdback data decreases for each quarter, the predicted values increase during time, showing no significant correlation.Non-Linear regressionNon-linear regression aims to find a relationship between a response variable and one or more explanatory variables in a non-linear fashion. (Quadratic)Model SummarybModelRR SquareAdjusted R SquareStd. Error of the Estimate1.986a.972.9692305.35222Figure 11CoefficientsaModelUnstandardized Coeff icientsStandardized CoefficientstSig.BStd. ErrorBeta1(Constant)11840.9961099.98010.765.000time1293.64275.6811.63917.093.000time2-9.0791.265-.688-7.177.000Q1-1618.275871.540-.054-1.857.069Q2-487.470858.091-.017-.568.572Q3172.861871.540.006.198.844Figure 12The quadratic non-linear adjusted coefficient of determination R squared is 0.972 (Figure 11), which is a slight improvement on the linear coefficient (Figure 8). The coefficient of variable time, 1293.642, is positive, indicating an upward trend, whereas, time2, is -9.079, which is negative. Overall, the positive and negative values indicate a curve in the trend.All the coefficients are not significant at the 5% level. Hence, variables must also be removed. Initially, Q3 is removed because it is the least significant variable (Figure 9). at once Q3 is removed it is still apparent Q2 is the least significant value. Once Q2 and Q3 have been removed it is obvious Q1 is under the 5% level, meaning it is significant (Figure 13).Coeffic ientsaModelUnstandardized CoefficientsStandardized CoefficientstSig.BStd. ErrorBeta1(Constant)11698.512946.95712.354.000time1297.08074.5681.64317.395.000time2-9.1431.246-.693-7.338.000Q1-1504.980700.832-.050-2.147.036Figure 13Table 2 displays analysis of the original forecast against the holdback data using data in Figure 13. The following equation is used to calculate the predicted valuesQuadPredictedvalues = 11698.512+1297.080*time+(-9.143)*time2+(-1504.980)*Q1 Original DataPredicted Values50878.0056172.1052199.0056399.4550261.0055103.5349615.0056799.2947995.0056971.7845273.0057125.9842836.0055756.9243321.0057379.54Table 2Compared to Table 1, Table 2 presents predicted data values that are at hand(predicate) in range, but are not accurate enough.Non-Linear model (Cubic)Model SummarybModelRR SquareAdjusted R SquareStd. Error of the Estimate1.997a.993.9921151.70013CoefficientsaModelUnstandardized CoefficientsStandardized CoefficientstSig.BStd. ErrorBeta1(Constant)17430.277710.19724 .543.000time186.53196.802.2361.927.060time238.2173.8592.8979.903.000time3-.544.044-2.257-12.424.000Q1-1458.158435.592-.048-3.348.002Q2-487.470428.682-.017-1.137.261Q312.745435.592.000.029.977Figure 15The adjusted coefficient of determination R squared is 0.992, which is the best fit (Figure 14). The coefficient of variable time, 186.531, and time2, 38.217, is positive, indicating an upward trend. The coefficient of time3 is -.544, which indicates a curve in trend. All the coefficients are not significant at the 5% level. Hence, variables must be removed. Initially, Q3 is removed because it is the least significant variable (Figure 15). Once Q3 is removed it is still apparent Q2 is the least significant value. Once Q3 and Q2 have been removed Q1 is now significant but the time variable is not so it must also be removed.CoefficientsaModelUnstandardized CoefficientsStandardized CoefficientstSig.BStd. ErrorBeta1(Constant)18354.735327.05956.120.000time245.502.9563.44947.572.000time3-.623 .017-2.586-35.661.000Q1-1253.682362.939-.042-3.454.001Figure 16Table 3 displays analysis of the original forecast against the holdback data using data in Figure 16. The following equation is used to calculate the predicted valuesCubPredictedvalues = 18354.735+45.502*time2+(-.623)*time3+(-1253.682)*Q1 Original DataPredicted Values50878.0049868.6952199.0048796.0850261.0046340.2549615.0046258.5147995.0044786.0845273.0043172.8942836.0040161.5343321.0039509.31Table 3Suffice to say, the cubic model displays the most accurate predicted values compared to the linear and quadratic models. Table 3 shows that the original data and predicted values gradually decrease.Question 3Box Jenkins is used to find a suitable blueprint so that the residuals are as small as possible and exhibit no pattern. The model is built only involving a few steps, which may be repeated as necessary, resulting with a specific formula that replicates the patterns in the series as closely as possible and also produces a ccurate forecasts.The following section will show a combination of decomposition and Box-Jenkins ARIMA approaches.For each of the original variables analysed by the procedure, the Seasonal Decomposition procedure creates four new variables for the modelling data SAF Seasonal factors SAS Seasonally adjusted series, i.e. de-seasonalised data, representing the original series with seasonal variations removed. STC Smoothed trend-cycle component, which is smoothed version of the seasonally adjusted series that shows both trend and cyclical components. ERR The residual component of the series for a particular observation Autoregressive (AR) models can be effectively coupled with moving average (MA) models to form a general and useful class of time series models called autoregressive moving average (ARMA) models,. However, they can only be used when the data is stationary. This class of models can be extended to non-stationary series by allowing differencing of the data series. These are c alled autoregressive integrated moving average (ARIMA) models.The variable SAS will be used in the ARIMA models because the original credit lending data is de-seasonalised. As the data in Figure 19 is de-seasonalised it is important the trend is removed, which results in seasonalised data. Therefore, as mentioned before, the data must be differenced to remove the trend and create a stationary model.Model StatisticsModelNumber of PredictorsModel Fit statisticsLjung-Box Q(18)Number of OutliersStationary R-squaredNormalized BICStatisticsDFSig.Seasonal adjusted series for creditlending from SEASON, MOD_2, MUL EQU 4-Model_10.48514.04018.69315.2280Model StatisticsModelNumber of PredictorsModel Fit statisticsLjung-Box Q(18)Number of OutliersStationary R-squaredNormalized BICStatisticsDFSig.Seasonal adjusted series for creditlending from SEASON, MOD_2, MUL EQU 4-Model_10.47613.87216.57217.4840ARMA (3,2,0) Original DataPredicted Values50878.0050335.2984352199.0050252.0059550261.0050310.44277 49615.0049629.7523347995.00

Carbon Membranes from Polyamideimide and Polyetherimide

Carbon Membranes from Polyamideimide and PolyetherimideCARBON MEMBRANES FROM POLYAMIDEIMIDE AND POLYETHERIMIDE FOR NITROGEN AND METHANE SEPARATION AND ITS PARAMETER STUDYABSTRACTCarbon tissue layers prep bed from polyamideimide and polyetherimide were studied to find come on the effects of variant parameters on membrane characteristics. Their properties were analyzed to understand its scope in methane purification. assorted compositions were tried to find out the optimum polymer composition as well as the optimum blend composition. They were pyrolyzed at various temperatures to study the effect of pyrolysis temperature on the morphology of the membrane. Efforts declare been made for obtaining a narrow pore distribution as nitrogen and methane have comparable surfaces. Analysis of the micro bodily structure of membranes using XRD confirms the variations in chain pugilism density and d-spacing of polymer chains as a result of a trade in pyrolysis temperature. CHN analysis rev ealed the percentage composition of distinguishable elements in the membrane as it was important to control amount of oxygen in the membrane. Glass pitch contour temperature is fix using DSC to confirm perfect blending of polymers. TGA has been done to find out how the polymer composition affects degradation temperature and to study the chemic changes occurring during pyrolysis. SEM images, both cross section, and originate have been taken to analyze pore structure of the membrane.Keywords Polyetherimide, Polyamideimide, Pyrolysis, XRD, SEM, CHN.INTRODUCTIONMembranes have been widely received as a promising technology in flub withdrawal processes. This is due to its high reliability, low capital investment and low energy usage which overshadow conventional torpedo disengagement techniques much(prenominal) as cryogenic distillation, liquid absorption, pressure swing adsorption etc. These established conventional techniques are known for their complexity in processes and hi gh energy intensity. For this reason, researchers are making efforts for an alternative way that promises to give high-cost effectiveness and easy handling (1).Polymer membranes have been widely studied for their application in burn out separating units, but they always faced drawbacks like low caloric and chemical stability. Henceforth studies have been focused on hundred membranes, which are the novel and advanced type of membranes. They have been heavy(p) promising results ever since and marked a radical benchmark for the selectivity of gasses. Excellent ability to withstand high temperature and chemicals made cytosine membranes a new branch of study for the researchers to follow. (2)Carbon membranes are hustling by pyrolysing polymer membranes. Pyrolysis is the most significant step in the eagerness of ampere-second membrane. There are different pyrolysis factors that affect membrane properties. During pyrolysis the parameters like pyrolysis temperature, heating rate, atmospheric condition, soaking time etc. can influence the transport properties of the membrane. These factors are chosen wisely establish on the application of the membrane. (3) substantial selection is the prime factor concerning in preparation of light speed membrane. There are wide varieties of precursor polymers available for preparation of carbon membrane (4). Selection of polymer is the important factor as pyrolysis of different polymer gives carbon membrane with entirely different properties. The precursor polymer should satisfy minimum criteria such as it should not soften nor liquefies during pyrolysis. It should be able to withstand high temperature (5).Polyamidimides and polyetherimides are being recently studied and are found to be giving satisfactory results due to its high melting point and thermal stability (6). Fuertes and Centeno used polyetherimide to prepare supported carbon membrane for gas separation (7). They conducted gas permeability studies for individual gasses as well as for many mixtures of gasses. They in any case used phenolic resins for their studies (8).Different polymers are always blended to effectively trust the desirable properties of the blending polymers. Gas separation properties of carbon membranes are deepen while combining different materials. New studies are going on canvas the blending techniques for an optimized result (9).Pore size control is one of the most challenging factors in carbon membrane preparation. Nitrogen and methane is having a kinetic diameter of 3.6A and 3.8A respectively (10). So in order to separate them by molecular sieving very narrow pore distribution has to be obtained. To blend very specific pore size, pyrolysis temperature was changed accordingly.Two types of polymers were chosen so as to understand the effect of individual polymer on membrane properties. Membrane parameters such as polymer concentration, pyrolysis temperature were varied to understand the morphological as well as che mical changes taking place in the membrane. Comparison of carbon membrane with polymer membrane was carried out, which showed enkindle results that can be further used to study gas permeation properties of the membranes. Results revealed that these membranes can be used for the separation process of nitrogen from methane.EXPERIMENTALMaterialPolyamideimide (PAI) polymer and Polyetherimide (PEI) polymer which are required for the preparation of polymer membrane were purchased from UTM, Malaysia. N-methyl 2-pyrrolidone (NMP) was the solvent used and it was purchased from Merck Life Science confidential Limited, Mumbai, India. Methanol used for washing was bought from Titan Biotech Limited, Rajasthan, India. Acetone was purchased from Merck Specialities Private Limited, Mumbai, India. All reagents were used without any further purification.Polymer Membrane PreparationPolymers that were chosen for preparation were polyamideimide and polyetherimide. The solvent used was N-Methyl-2- pyro lidone. The polymer concentration in NMP was varied from 2- 20 wt.% as shown in the remand 1. Different batches of polymer solution were prepared by dissolving the be amount of polymer in 25ml NMP. Polyamideimide-polyetherimide ratio in the solution was varied as 25/75%, 50/50%, 75/25%, 0/100% and prepared different batches accordingly. For complete dissolution, the solution was unbroken for magnetic stirring for 3 hrs. The temperature was amplifyd up to 80oC occasionally for 10 minutes, to avoid undissolved particles in the solution. Later the solution was sonicated in a sonication bath. The solution was consequently casted on a glass plate using a casting rod. The casting rode that was used has a dimension of 450m. The glass plate was kept in the atm for two days for evaporation of the solvent. Later it was kept inside a vacuum oven at 60oC for complete removal of NMP.Table 1 Polymer BatchesSample labelTotal Polymer (%)PAI/PEI wt percentage (%)PM-01225/75PM-02925/75PM-0312 25/75PM-041525/75PM-051825/75PM-062025/75Carbon Membrane PreparationPolymer membrane was cut into a rectangular piece and transferred into an alumina crucible. It was then kept inside a tubular furnace by VBCC for pyrolysis. It was a horizontal furnace with alumina tube. Nitrogen environment was chosen for pyrolysis. The flow rate of nitrogen was kept at 25ml/min. Polymer membranes with PAI/PEI composition of 25/75% was only further used for making carbon membrane as they showed good morphological stability compared to opposite batches.For pyrolysis different protocols were followed. The protocols are as shown below,1) 50 to 250 oC at a ramp rate of 13.3 Co/min.(2) 250 oC to (Tmax-15) oC at a ramp rate of 3.85 Co/min.(3) (Tmax-15) oC to Tmax oC at a ramp rate of 0.25 Co/min.(4) Soak at Tmax for 2 h. (11)After pyrolysis, it was kept for natural cooling before taking out. The different batches of carbon membranes based on different pyrolysis protocol were prepared as given in the Ta ble 2. Polymer membrane with 9% polymer concentration was the membrane used for canvass different pyrolysis protocols.Table 2 Carbon Membrane BatchesSample CodeTotal Polymer (%)Pyrolysis Temperature(oC)CM-012600CM-6009600CM-4509450CM-8009800CM-0312600CM-0415600CM-0518600CM-0620600Characterization of Synthesized MembranesVarious techniques were employed for the characterization of polymer as well as their derivative carbon membranes. Differential Scanning Calorimetry (DSC) was used to find out glass pitch contour temperature of polymer membranes and to study the blending of polymers. Under nitrogen atmosphere, scans from 50 to 450oC at the heating rate of 10oC/min were performed on a DSC Perkin Elmer model 6000.thermohydrometric analysis (TGA) was used to study the thermal degradation of the polymer membranes. Degradation temperature of the membrane, as well as the weight loss during the process, is analyzed. It was carried out on a TGA Perkin Elmer 4000 model, in nitrogen atmosphe re at a flow rate of 30 mL min-1. The temperature range was from 50 up to 750 oC.X-ray Diffractometer (XRD) was used to study the structural changes in membrane due to variation in pyrolysis temperature. Perkin Elmer 1621 wide-angle X-ray diffractometer was the instrument used to study the microstructural changes in membrane. Using Braggs law the average d-spacing of the membrane was evaluated. It is as shown below,n = 2d sin , where n is an integral number, is the X-ray wavelength, d is for the inter-layer spacing between the polymer chains and is the diffraction angle.CHN analysis was conducted to study the variation in the elemental composition with pyrolysis temperature. Elementar Vario EL was the equipment used here for analysis. Compostion of oxygen was found using separate apparatus.Scanning electron Microscopy (SEM) was used to get pore size of the membrane as well as get a closer image of the membrane. JEOL Model JSM 6390LV is the model used for the analysis.RESULTS AND DISCUSSIONPhysical propertiesBoth PAI and PEI met the requirements for preparing carbon membrane with promising results. While satisfys of PAI in membrane made the membrane more brittle, which is due to its aromatic rings, (10) PEI gave structural support to the membrane. So PAI/PEI content was fixed at 25/75% for all the batches later on.As two polymers are used, the miscibility of the precursors has to be tested and glass transition temperature of the membrane was taken as the criteria for the evaluation. For the polymer blends, Tg was found to be in between of that of individual polymers. Tg of PEI and PAI are 217C and 280C respectively. And from the Table 3 it is clear that both the polymers are all miscible and was perfectly blended together.Table 3 Glass Transition TemperatureSample CodePAI/PEI wt Percentage (%)Glass Transition Temperature (oC)PM-2525/75233PM-5050/50249PM-7575/25265PM-1000/100219Effect of polymer concentration on thermal characteristics Unlike polymer membra ne, carbon membrane was thermally and chemically stable. caloric stability is analyzed by TGA. TGA analysis of all polymer membranes is shown in pattern 1. It shows that concentration does not have much effect on degradation temperature of membranes. simply it gives an insight into chose the pyrolysis protocol that has to be followed. There are different pyrolysis protocols for preparation of carbon membranes, based on type of precursors used, one protocol is fixed.Figure 1 Thermal analysis of Polymer MembranesFigure 1 illustrates the weight variation of polymer membranes during the heating process up to 800C. According to the TGA thermo-diagram, the degradation temperature (Td) is 550C and was defined as the temperature corresponding to 15% weight loss. This indicates the high thermal resistance of the membrane. The total weight loss at 800C, with 10/min heating rate, was approximately 60%. The enhanced thermal stability of the membrane highlights its quality as a precursor for the preparation of carbon molecular sieve membranes.Effect of polymer concentration on structure of membraneFigure 2 XRD of Carbon Membrane of different concentrationsEffect of polymer concentration on structure of carbon membrane is shown in Figure 2. As the concentration of polymer was increased from 2% to 20%, peak intensification took place, resulting in a more compact structure. Pore size was reduced and membrane with higher packing density is formed.Effect of pyrolysis temperature on microstructure of membraneStructural analysis on carbon membranes was done by obtaining XRD spectra as a function of pyrolysis temperature. As shown in Figure 3, the XRD spectrum for membrane prepared at 450oC is a merger of two peaks at 22.7o and 18.8o. With increase in pyrolysis temperature, the peaks joined into a single but increase peak with a shift toward the smaller pore sizes indicating a decrement in average d-spacing.Figure 3 XRD of Carbon Membrane prepared at different temperaturesd-sp acing in carbon membrane refers to interlayer distances, with increase in temperature more compact structures are formed. 800 C was found to be the optimum pyrolysis temperature as membrane having high density and packing efficiency are formed at this temperature. (1)Effect of pyrolysis temperature on membrane compositionIn order to study how pyrolysis temperature changed the chemical composition of the membrane, elemental analysis has been conducted for both polymers as well as carbon membrane. In Figure 4, the point zero in x-axis corresponds to precursor membrane and it has the lowest carbon content and they started to increase with increase in pyrolysis temperature. However other elemental contents like oxygen, nitrogen and hydrogen was reduced with increase in temperature.Presence of oxygen compounds in the carbon membrane surface can make the membrane more hydrophilic and can cause glob of membranes (11). For the better performance of carbon membrane oxygen content has to be less than 4% (12).When pyrolysis temperature in increased, oxygen content is reduced. Membrane prepared at 800oC has oxygen content less than 4%.So the effect of pyrolysis temperature on hydrophilictiy of the carbon membrane was tested to study the influence of oxygen in the membrane. From the Table 4 it is clear that as pyrolysis temperature is increased, amount of water absorbed is decreased, thus increasing the hydrophobic nature of carbon membranes. This can be explained by the drop-off in oxygen containing group in membrane with pyrolysis temperature.Figure 4 Elemental analysis of membranesTable 4 Hydrophilicity of carbon membranesSample-CodePyrolysis Temperature (C)Wet weight of the membrane (g)Dry weight of the membrane (g)Amount of water absorbed (g)CM-4504500.05880.05530.0035CM-6006000.05230.05030.0020CM-8008000.06870.06070.0008Morphology of MembranesThe surface and cross-section morphologies of carbon membranes as well as polymer membranes were investigated by SEM (Scanni ng Electron Microscopy) techniques.Surface image of polymer membrane is shown in Figure 6. It shows a smooth and defect free surface without any deformation. Cross section of the polymer membrane is also shown below. Compared to carbon membrane it does not have uniform pore distribution. All the pores are elongated pores and the membrane formed is very dense. Thickness of polymer membrane was found to be 250m.The honey-comb structure of carbon membrane shows the pore structure in the membrane (Figure 5). It is clear from the image that the membrane is rich in pores and has quite a uniform pore distribution. The membrane was having a sponge-like matrix unlike polymer membrane. This uniform pore distribution allows carbon membrane to have high selectivity over polymer membrane. (b)Figure 5 SEM images (a) Top surface and (b) Cross section of Carbon Membrane (b)Figure 6 SEM images (a) Top surface and (b) Cross section of PolymerMembrane CONCLUSIONDifferent polymer blends were tried for the preparation of polymer membrane and membranes derived from Polyamideimde/Polyetherimide (25/75wt.%) exhibited more attractive performance than the other blends. Polymer concentration was varied from 2-20% and at 9% it was found to be exhibiting best results. Polymer membranes prepared from PAI/PEI were transparent hydrophilic membranes. Polymer membranes were thermally unstable compared to carbon membrane and were found to have degradation temperature around 450oC. Complete miscibility of both the polymers was confirmed and the glass transition temperature of the polymer membrane was also found.For the preparation of carbon membrane different protocols were followed for pyrolysis, and 800oC was found to be the optimum temperature for pyrolysis. Thermal analysis of membrane had conducted, which proved the higher thermal stability of the carbon membrane. Morphological studies shows that carbon membrane prepared at 800oC have desirable pore size compared to other membranes prepare d at trim back temperatures. XRD studies of the carbon membrane showed that as temperature increases, more compact membranes are obtained, which decreases the permeability of the membrane. All the membranes have shown promising results that can be further investigated for gas separation studies.References1. Carbon membranes from blends of PBI and polyimides for N2/CH4 and CO2/CH4. Seyed Saeid Hosseini, Tai Shung Chung. s.l. Journal of Membrane Science, 2009, Vol. 328. 174-185.2. A review on the latest development of carbon membranes for gas separation. A.F. Ismail, L.I.B. David. s.l. J. Membr. Sci., 2001, Vol. 193. 1.3. Fabrication of carbon membranes for gas separationa review. S.M. Saufi, A.F. Ismail. s.l. Carbon, 2004, Vol. 42. 241-259.4. Gas permeation through micropores of carbon molecular sieve membranes derived from kapton polyimide. Suda H, Haraya K. s.l. Chem B, 1997, Vol. 101. 3988-94.5. DH, Morthon-Jones. Polymer processing. London Chapman and Hal, 1984. Chapter 2.6 . Relationship between chemical structure of aromatic polyimides and gas permeation properties of their carbon molecular sieve membranes. H.B. Park, Y.K. Kim, J.M. Lee, S.Y. Lee, Y.M. Lee. s.l. J. Membr. Sci., 2004, Vol. 229. 117.7. Carbon molecular sieve membranes from polyetherimide. Fuertes AB, Centeno TA. s.l. Microporous Mesoporous Mater, 1998, Vol. 26. 23-6.8. Supported carbon molecular sieve membranes based on phenolic resin. Centeno TA, Fuertes AB. s.l. J Membr Sci, 1999, Vol. 160. 201-211.9. Gas separation properties of carbon molecular sieve membranes derived from polyimide/polyvinylpyrrolidone blends effect of the molecular weight of polyvinylpyrrolidone. Y.K. Kim, H.B. Park, Y.M. Lee. s.l. of the molecular weight of polyvinylpyrrolidone, 2005, Vol. 251. 159.10. Ahmad Fauzi Ismail, Dipak Rana, Takeshi Matsuura ,Henry C. Foley. Carbon-based Membranes for Separation Processes. London Springer, 2011.11. Carbon molecular sieve membranes derived from Matrimid polyimide fo r nitrogen/methane separation. Xue Ning, William J. Koros. s.l. Carbon, 2014, Vol. 66. 5 1 1 5 2 2.12. Interaction, miscibility and phase. E. Fldes, E. Fekete, F.E. Karasz, B. Puknszky. s.l. Polymer, 2000, Vol. 41. 975.13. Gas permeation and micropore structure of carbon molecular sieving membranes modified by oxidation. Kusakabe K, Yamamoto M, Morooka S. s.l. J Membr Sci , 1998, Vol. 149. 59-67.14. Characterization of ultramicroporous carbon membranes with. Jones CW, Koros WJ. s.l. Ind Eng Chem Res, 1995, Vol. 34. 158-163.

The Causes And Solutions For Academic Stress Psychology Essay

The Causes And Solutions For pedantic Stress Psychology EssayThe present look into is aimed to search the drivings and closures for donnishian attempt describe by M.Phil and Ph.D students of Punjab University, Lahore. Survey look into design was apply to picture the crusades of faculty member separate turn up. Non- probability purposive sampling technique was use to draw the sample of 55 M.Phil and Ph.D students (male students=20, female students=35) of University of the Punjab, Lahore. Indigenous questionnaire was used. SPSS (version 16.0) was used to sterilize the descriptive statistics of sample and independent sample t-test was applied to comp atomic number 18 the academic speech pattern level reported by M.Phil and Ph.D students of University of the Punjab, Lahore. Results indicate that at that place is no difference in sexual urge and M.Phil and Ph.D students on the level of academic try.Chapter IIntroductionThe present research is aimed to explore the caus es and solutions for academic stress reported by M.Phil and Ph.D students of Punjab University, Lahore. Stress is one of the most crucial of all areas of human understanding (Hancock and Szalma, 2008). The inability to cope with demands placed on a person is referred as stress (Seaward, 2007). According to Blerkom (2009), attending college raise be stressful for m either students because they are forced to deal with so m all new responsibilities, opportunities, challenges, and decisions. This study explored what students themselves said around the stresss causes tie in to their university.In academic, social, and employment settings, stress is often reported by individuals. The most recognized definition of stress was conceived by Hans Selye over 70 years ago, who stated that stress is the non- specific response of the body to all demand for change (Durstine, 2009).academic stress falls in the category of performance stresses in which people report being insistencyd to have hi gh productivity and to meet cartridge clip demands (McGraw, 2008). The students face different kinds of stressors in their life, such as the pressure of academics with a responsibility of success, uncertain future, and difficulties envisaged for integration into the system (Gilany and Amr, 2010). in that location are different kinds of academic stressors particular to students such as academic, financial, time, health re previous(a)d and self-imposed types of stressors. Academic stress among students have long been researched on, and researchers have identified stressors as too many assignments, competition with early(a) students, failures, lack of pocket money (Fairbrother and Warn, 2003), poor relationships with other students or lecturers, family or problems at home. Institutional (university) level stressors are overcrowded lecture halls, (Ongori, 2007 Awino and Agolla, 2008), semester system, and insufficient resources to perform academic pretend. Other causes of academic s tress go off be summation of the number of exams, projects or papers due for students during a specified period of time (Weidner, Kohlmann, Dotzauer, Burns, 1996). Academic stress is viewed as a chronic stress because of the nature of academic demands (Hulstein, 2009) and it varies from individual to Individual (Sulaiman and Akinsanya, 2011). In 2010, Shah, Hasan, Malik and Sreeramareddy conducted a research on undergraduates in a Pakistani medical schooltime. The objectives of their study were to assess comprehend stress, sources of stress and their severity and to assess the determinants of stressed cases. A cross- varianceal survey was carried out among undergraduate medical students of CMH Lahore Medical College, Pakistan during January to March 2009. The survey was based on questionnaire. Perceived stress weighing machine was used to assess the perceive stress. To assess sources of stress and their severity a questionnaire consisted of 33-item was used. Students reported a higher level of perceived stress and mostly were related to academic and psychosocial do chief(prenominal)s. This research supports that academic issues are too a major source of stress for students.Many college students experience stress as they are concerned about their academic performance. Ross, Niebling and Hecker (1999) conducted a research to determine the major sources of stress among college students. They used Student Stress Survey (SSS). The scale consisted of 40 potentially stressful situations. The scale comprised of interpersonal, intrapersonal, academic, and environmental sources of stress. The items in the scale were classified as daily hassles and major life events. Participants were 100 students at a mid-sized, Midwestern university and varied in year in school, age, gender, and major. Overall, daily hassles were reported more often than major life events, with intrapersonal sources of stress being the most much reported source. The top five sources of stress w ere change in sleeping habits, vacations/breaks, and change in eating habits, increased work load, and new responsibilities. The projectings from this study whitethorn be further used to examine which sources of stress cause the highest levels of stress among college students, and may be accommodating in creating stress management programs.Students experience stress when they realize that their courses are much more demanding and fast paced than were their high school classes. Lifestyle changes are another common source of stress for college students. Balancing work, home, and school responsibilities puts additional stress on students (Blerkom, 2009). It is not uncommon to see teaching personnel in institutions of learning develop strange attitude and cold feet to work which leads to academic stress. Most often, classes are skipped and when they are not skipped, they are abrupt. Evaluations (both formative and summative) are handled carelessly. Teachers role as models, guide or co unselors, are no extended the usual parlance. When all these happen, the teacher, the students, and infect, all educational resources suffer (Sulaiman and Akinsanya, 2011).In 2010, Conner, Pope and Galloway did a study to explore what students themselves said about the causes of their school-related stress and then looked at ways to reduce it. They gathered data from 2006 to 2008, from 3,645 students, attending seven high performing high schools in the California Bay Area. Many students reported sense of smell stressed out, overworked, and sleep deprived. More than 70 part of students reported that they often or always feel stressed by their school work, and 56 percent reported often or always worrying about such things as grades, tests, and college acceptance. The schools that participated in this study joined a research-based intervention program. This program result school teams of multiple stakeholders as they design and implement site-based policies and practices that redu ce student stress and promote greater student engagement, academic integrity, health, and well-being.Academic stress can have both positive and negative consequences if it is not well managed (Agolla Ongori, 2009). Fisher (1994) provides an overview of the effects of stress on performance, daily efficiency and health, and reports the results of research into stress in academic environments (for both staff and students). She explores the origins and nature of academic stress, personal vulnerabilities and coping mechanisms and proposes ways in which individuals can be helped. She emphasizes how working conditions and practices must be changed in order to reduce stress in academic life.When students perceive excessive or negative stress they experience physical and psychological reactions to stressors (Misra Castillo, 2004). Excessive make sense of stress that is experienced by university students can have negative academic, emotional, or health outcomes (Marshall, Allison, Nykamp, and Lanke, 2008). Students psychological and physical well-being can be also affected by college classroom challenges and it is another negative impact of academic stress (Hall, Chipperfield, Perry, Ruthig, and Goetz, 2006). Academic stress can also lead to depression and physical disorder (MacGeorge, Samter, Gillihan, 2005).It is important to the society that students should learn and acquire the necessary knowledge and skills that will in turn make them contribute positively to the development of the general prudence of any nation (Agolla Ongori, 2009).ObjectivesThe purpose of the present research is to know the causes of academic stress reported by M.Phil and Ph.D students of different departments of University of the Punjab, Lahore. Solutions for the reported causes are also find out in this research. It will make the University administrator to know how to monitor and control the stress factors that are responsible for the students stress.Research QuestionsWhat are the cau ses reported by students that lead to academic stress?What are the solutions for the causes of academic stress?Is there any difference in the level of academic stress of M.Phil and Ph.D students?Is there any gender difference in the level of academic stress?Chapter IIMethodologyResearch designSurvey research design was used to examine the causes of academic stress reported by the M.Phil and Ph.D students of University of the Punjab, Lahore. model and Sampling StrategyNon- probability purposive sampling technique was used to draw the sample because the selection of the sample was contingent upon the availability and consent of the participants. Sample was drawn on the bases of following inclusion criteria.Day scholars currently enrolled in the M.Phil program.Day scholars currently enrolled in the Ph.D program. potent and female students currently enrolled in M.Phil or Ph.D program.Hostelites are not included due to rule out confounding. Sample consists of 55 M.Phil and Ph.D students (male students=20, female students=35) of University of the Punjab, Lahore. Sample was drawn from different departments of University of the Punjab, Lahore such as center for high energy physics, department of statistics, department of physics, department of economics, institute of chemistry, and department of botany because it is the purpose of the research to find out the academic stress reported by M.Phil and Ph.D students of University of the Punjab, Lahore.demographic characteristics of the sample are given in defer 1.Table 1Demographic Characteristics of the Sample (N= 55)CharacteristicsMale students(n=20)Female students(n=35)Age in Years21 243 (15.00)25 (71.40)25 2810 (50.00)10 (28.60)29 327 (35.00)0 (0.00)ProgrammeM.Phil12 (60.00)25 (71.43)Ph.D8 (40.00)10 (28.57)Job StatusYes10 (50.00)5 (14.30)No10 (50.00)30 (85.70)Marital statusMarried5 (25.00)2 (5.70)Unmarried15 (75.00)33 (94.30)InstrumentsAcademic stress questionnaire was developed by the researchers in order to deter mine the causes of academic stress reported by M.Phil and Ph.D students of University of Punjab, Lahore. First part of the questionnaire pertained the demographic information (name, gender, age, programme, job status and marital status) of the participants. In second part section I was consisted of 21 statements of causes of academic stress. Each statement has four possible options as always (1), often (2), sometimes (3), and never (4). The participant was asked to encircle any one of the four options which was appropriate for them. The II section was consisted of 13 statements of causes of academic stress and the participants were asked to encircle those statements which are mostly faced by them. The Cronbachs Alpha dependableness of scale I is .82 and of scale II is .504.ProcedureTo formally initiate the study an authority letter explaining nature of study was taken from the department of use Psychology, University of the Punjab, Lahore and then signed by the supervisor to collec t the data. Consent form was prepared and finalized to obtain participants willingness to participate in the research. The data was collected from the different departments of Punjab University. pledge letter explaining nature and purpose of the study was provided to the chairpersons/heads/principals of the Departments of the University if the Punjab, Lahore. The heads of the departments allowed researchers to collect data and some of them referred the researchers to the coordinator for further help, who settled time with researchers for data ingathering. On the fix day the coordinator took the researchers in the class where the students were available. The subjects were approached and were briefed about the purpose of the research. After their consent and willingness to participate in the research, questionnaires were given to fill up. The questionnaires were completed in the researchers presence. some(prenominal) departments arrange the classes for data collection and were very cooperative. But some department allows collecting the data after classes timing. Institute of Biochemistry did not allow to collect the data from their students.StatisticsSPSS (version 16.0) was used to determine the descriptive statistics of sample and independent sample t-test was applied to compare the academic stress level reported by M.Phil and Ph.D students of University of the Punjab, Lahore. Qualitative analysis was used to find out the solutions given by the students.Chapter IIIResultsThe present research is aimed to explore the causes and solutions for academic stress reported by M.Phil and Ph.D students of Punjab University, Lahore. Non- probability purposive sampling technique was used to draw the sample. Sample consists of 55 M.Phil and Ph.D students (male students=20, female students=35) of University of the Punjab, Lahore. Indigenous questionnaire was used and following results are obtained.Table 2Causes of academic stress reported by students (n=55)Causes of Academ ic StressOften + Sometimes + Always (% )Never (%)SolutionsTeachers cover too much of the course content in their lecture which causes difficulty in absorption of the knowledge.83.60%16.40%20Teachers teaching method is difficult to comprehend.69.10%30.90%23Too many assignments are given by teachers in a limited time.67.30%32.70%20Some teachers give assignments which are beyond the course content.54.60%45.40%14Some teachers give assignments which are beyond the course content.78.20%21.80%32The students do not have any choice for the number of credit hours per semester.85.50%14.50%25Difficulties in gathering data for research project.41.80%58.20%13Unplanned workshops with credit hours between 2-6 hours which enhance work oodles for the students.80.00%20%27Students shyness towards asking questions.65.45%34.55%14Difficulty in completing stem assignments due to the lack of pre plan distribution of workload among the group members.80.00%20%19Subjective biasness in allocation of grades.6 1.82%32.73%20Little training for power turn on presentation.67.27%32.73%20Insufficient eagerness for power point presentation with multimedia.83.64%16.36%23Class rooms are not well equipped to promote optimal learning.72.73%27.27%23Class rooms furniture is not conducive for lengthy classes.83.64%16.36%22Lack of alternative arrangements in case of sudden power breaks up.100%0%19Poor access to internet.87.27%12.73%25Lack of printing facility in computer room.80.00%20%26Lack of facility for photo copying in the library.80.00%20%25 at that place is no latest reading material in the library.87.00%13%24Study is often affected by class mates chatting.67.30%32.70%17Table 3Difference in the Level of Academic Stress Reported by M.Phil and Ph.D Students of Punjab University, Lahore.M.Phil Students(n=37)Ph.D Students(n=18)95% CLVariableMSDMSDt(53)pLLULCohens dReported Academic Stress58.057.1661.5611.44-1.39.17-8.551.55-0.31Note. Cl = confidence interval LL = level limit UL = upper limit.Tabl e 3 represents the results of difference in the level of academic stress reported by M.Phil (M=58.05, SD=7.16) and Ph.D (M=61.56, SD=11.44) students of Punjab University, Lahore. The results t(53)=.17,pTable 4Difference in gender on level of academic stress reported by M.Phil and Ph.D students of Punjab University, Lahore.Male Students(n=20)Female Students(n=35)95% CLVariableMSDMSDt(37.54)PLLULCohens dReported Academic Stress59.159.3859.238.70.031.91-5.085.24.23Note. Cl = confidence interval LL = lower limit UL = upper limit.Table 4 represents the represents the results of gender difference in the level of academic stress reported by male (M=59.15, SD=9.38) and Ph.D (M=59.23, SD=8.70) students of Punjab University, Lahore. The results t(37.54)=.91,pQualitative synopsis of Solutions given by Students point 1 off of 55 students, 46 (i.e. 83.6%) reported item 1 as a cause of academic stress. 20 students gave the solution to overcome this cause. The elementary solutions areCourse shou ld be according to the credit hours and cover properly.Teachers have to focus on the topic so that main concepts of students can be clear and not to cover the course.Teachers should cover the course that can be bearable for students in the limited semester time and easy to prepare. growth the number of working days.Increase the number of working days so that course can be completed with in time, inside schedule classes. concomitant 2Out of 55 students, 38 (i.e. 69.1%) reported item 2 as a cause of academic stress. 23 students gave the solution to overcome this cause. The sanctioned solutions areTeachers should present the material with diagrams.Teachers should be explanatory.There should b teacher training sessions.Practical aspects of topic should be high lighted.Modern and latest methodological analysis must be used.Item 3Out of 55 students, 37 (i.e. 67.3%) reported item 3 as a cause of academic stress. 20 students gave the solution to overcome this cause. The basic solutions are Assignments should be limited.Topics should be allocated early.Focus should be on quantity not on quality.Item 4Out of 55 students, 30 (i.e. 54.6%) reported item 4 as a cause of academic stress. 14 students gave the solution to overcome this cause. The basic solutions areAssignments should be about course.Assignments should be relevant to contents.Main points should be explained.Item 5Out of 55 students, 43 (i.e. 78.2%) reported item 5 as a cause of academic stress. 32 students gave the solution to overcome this cause. The basic solutions areChoice should be given not only for credit hours but also for subjects.Participants of students should made compulsory in policy making process.Item 6Out of 55 students, 467(i.e. 85.5%) reported item 6 as a cause of academic stress. 25 students gave the solution to overcome this cause. The basic solutions areResearch should be given in time.Research supervisor must be helpful and give proper guide line.Government should provided official data we bsites.Facilities for data collection should be provided.Item 7Out of 55 students, 23 (i.e. 41.8%) reported item 7 as a cause of academic stress. 13 students gave the solution to overcome this cause. The basic solutions areWorkshops should held but for 1-2 hours maximum.Workshops should be in hebdomad days not in off days.Workshops should be planned according to the subject.No such work shops should be planned.Number and quantity of work shops should be pre planned.Item 8Out of 55 students, 44 (i.e. 80%) reported item 8 as a cause of academic stress. 27 students gave the solution to overcome this cause. The basic solutions areTeachers should be lenient.There should be student teacher understanding.Teachers should be more encouraging towards the students.Teachers should be friendly.Teachers behavior should be motivating.Item 9Out of 55 students, 36 (i.e. 65.45%) reported item 9 as a cause of academic stress. 14 students gave the solution to overcome this cause. The basic solutions ar eMarks should allotted for effort of group and there should a leader in the group.The assignment should be given individually rather than in group.The other solutions are group member should be cooperative andThere should be plan for group work.Item 10Out of 55 students, 44 (i.e. 80%) reported item 10 as a cause of academic stress. 19 students gave the solution to overcome this cause. The basic solutions areThere should be no favoritism by the teachers.It should be abolished.There should be external examiner Paper should be shown to the students after the marking.Item 11Out of 55 students, 34 (i.e. 61.82%) reported item 11 as a cause of academic stress. 20 students gave the solution to overcome this cause. The basic solutions areThere should be a proper computer classes as a course work.And there should be seminars and workshop on itItem 12Out of 55 students, 37 (i.e. 67.27%) reported item 12 as a cause of academic stress. 20 students gave the solution to overcome this cause. The ba sic solutions areDepartment should provide facilityMultimedia should be fixed in the classes Administration should take step.Item 13Out of 55 students, 46 (i.e. 83.64%) reported item 13 as a cause of academic stress. 23 students gave the solution to overcome this cause. The basic solutions areThe infrastructure should be goodThere is need of over head projector in every classroom.The other solutions are noise due to fans must be reducedMick for teachers also provided,Proper air condition and sens in summer winter respectively should be facilitate.Item 14Out of 55 students, 40 (i.e. 72.73%) reported item 14 as a cause of academic stress. 23 students gave the solution to overcome this cause. The basic solutions areThe chairs should be comfortable more chairs should be providedItem 15Out of 55 students, 46 (i.e. 83.64%) reported item 15 as a cause of academic stress. 22 students gave the solution to overcome this cause. The basic solutions areUPS generator should be must provide to each department.Item 16Out of 55 students, 55 (i.e. 100%) reported item 16 as a cause of academic stress. 19 students gave the solution to overcome this cause. The basic solutions areIT center must be well established,department lab should be upgrade,WIFI symbol should also be provided.Item 17Out of 55 students, 48 (i.e. 87.27%) reported item 17 as a cause of academic stress. 25 students gave the solution to overcome this cause. The basic solutions areThe printing facility should be provided in the computer lab.Item 18Out of 55 students, 44 (i.e. 80%) reported item 18 as a cause of academic stress. 26 students gave the solution to overcome this cause. The basic solutions arePhotocopy machine should be buy by the department.Item 19Out of 55 students, 44 (i.e. 80%) reported item 19 as a cause of academic stress. 25 students gave the solution to overcome this cause. The basic solutions areLibrary should be upgrade.Department should increased the budget to buy latest books and journals .Good books must be under assessed by the students.Item 20Out of 55 students, 48 (i.e. 87.2%) reported item 20 as a cause of academic stress. 24 students gave the solution to overcome this cause. The basic solutions areLabs should be well equipped.Funds should be increased.Instruments, chemicals should be provided by increasing funds.Sufficient number of computers should be provided in Ph.D lab.Infrastructure should be improved.Item 21Out of 55 students, 37 (i.e. 67.3%) reported item 21 as a cause of academic stress. 17 students gave the solution to overcome this cause. The basic solutions areChatting should not be happened.Students should be well mannered and teachers should be little bit strict in this way.There should be fine.Any other cause and solutionResult is mostly late in the department. It should be in time.For M.Phil students there is no time for job. The time table should be in such a way that students can do their jobs.Communication problems associated with students abo ut faculty so there should b fix arranged meetings between advisor and chairman.Libraries must b provided with latest books and research related material.Favoritism is a major problem. Unbiased teachers irrespective of beauty and gender of students must be hired.Institute should be politics free.Proper counseling and guidance for students.Chapter IVDiscussionThe primary purpose of the present research was to explore the causes and solutions for academic stress reported by M.Phil and Ph.D students of Punjab University, Lahore. This chapter discusses the major findings of the research with reference to the topic under study. Data was drawn from different departments of Punjab University, Lahore.This research checkd the common causes of academic stress among the students and to what extent students experienced stress. The results indicated that there are a lot of causes of academic stress reported by students. The analysis was done by calculate the percentage of respondents who gave a high rating on the causes of academic stress. The result indicates that students do experience academic stress due to many reasons related to their departments as shown in Table 2. The finding is consistent to earlier studies (Ongori, 2007 Awino and Agolla, 2008 Ross, Niebling and Hecker 1999). Our finding reflects that, most of the students are experiencing stress in their daily academic activities. Amponsah (2010) conducted a study to investigate stress levels, experiences of stress and coping strategies of non-UK students studying at the University of Manchester, UK. The main purpose was to consider their perceived stress levels, their experiences of stress and their coping strategies and to link these to the continents from which they came, their gender and whether they were graduates or undergraduates. This research consisted of two phases. Survey method, perceived stress scale (PSS), the inventory of college students recent life experiences (ICSRLE) and the coping inventory for stressful situations (CISS) were used. Key findings indicated that, time pressure and work demands were the non UK students most stressful experiences. Gender was the most significant predictor of non-UK students stressful experiences, whilst female students expressed higher levels of distress than their male counterparts. The results indicate that there is no difference in gender on level of academic stress reported by M.Phil and Ph.D students of Punjab University, Lahore. There is also no difference in the Level of Academic Stress Reported by M.Phil and Ph.D Students of Punjab University, Lahore. The ratio of male and female students and M.Phil and Ph.D students was not equal in sample so the results can not be generalized. Students also gave solutions to these academic stresses. The percentages of these solutions are in table 2. Students gave the solutions to academic stress related problems and also reported some others problems and their solutions. Many problems are relate d to the course content and to the facilities. 100% students reported academic stress due to the lack of alternative arrangements in case of sudden power breaks up. More than 80% students reported course content as a cause of academic stress. More over they reported that politics in academia, gender and subjective biasness and late result declaration also caused academic stress.Limitations and SuggestionsThe sample size was small because M.Phil and Ph.D students enrolled less than the other students. Some departments did not allow to collect data from their students. proportionality of male and female students is also not equivalent because female students are more than the male students in Punjab University, Lahore. Ratio of M.Phil and Ph.D students is also not equivalent because M.Phil students are more than the Ph.D students in Punjab University, Lahore. More over Ph.D students are not easily available in the departments.The sample size should be large so that results can be gen eralized. The university should take action to sort out the problems of the students. So that their stress can be reduced and they can give more concentration to their studies. proofThe present research explored the causes and solutions for academic stress reported by M.Phil and Ph.D students of Punjab University, Lahore. Many causes are reported that leads to the academic stress. It has been concluded that there is no differences in M.Phil and Ph.D students in reporting academic stress fur

Development of Character in Cormac McCarthys All the Pretty Horses Ess

Development of Character in Cormac McCarthys All the Pretty HorsesIn a journey across the ample untamed country of Mexico, Cormac McCarthy introduces All the Pretty Horses, a bittersweet and profoundly moving tale of love, hate, disappointments, joy, and redemption. John Grady sets out on horseback to Mexico with his best athletic supporter Lacey Rawlins in search of the cowboy conductstyle. His journey leaves John wiser but saddened, yet out of this heartbreak comes the resilience of a man who has claimed his place in the human race as a true cowboy. In his journey Johns use changes and develops throughout the novel to have more of a personal descent with the horses and Mother Nature. He changes from a young boy who knows nothing of the world except all the pretty horses to an adolescent who is forced to acknowledge, that the real world is not so simple like horses and finally to a young man who realizes that men are very violent and unpredictable. Throughout this journey of s elf-discovery, the one unvarying in his life is his bound with horses, a complex relationship that exist on umteen levels they transport him into Mexico and into his adolescent life, and also exist as a companion to take refuge in. His intimacy and interaction with horses and Mother Nature acts as a catalyst for his development of a man throughout this novel.McCarthys illustration of Johns character in the first chapter shows how boyish and naive he really is. He has a hard time realizing that many people dont share the same simple views as he does to own a ranch in western Texas. Son, not everybody thinks that life on a cattle ranch in west Texas is the second best thing to dying and goin to heaven. His boyish outlook towards life portrays him as a naive... ...s actually sandwiched between the two horses as he is riding of into the sunset. He chooses the life of Mother Nature and the horses because life with them was much more simple and intelligence than life in a society full of violent and unpredictable men. But, does he really choose Mother Nature over society? The closingure sentence seems to contradict the first part of this paragraph. As a reader we are left with McCarthys last words, Passed and paled into the darkening land, the world to come. Maybe this is the end of John. As he is sandwiched in-between these two horses riding off into the sunset they are transporting him into the darkening land. Although, throughout the novel we see Johns character develop into a young man, who understands Mother Nature. McCarthy leaves us bewildered to what he is really thinking. McCarthy leaves that up to the reader to decide.

Kingship in Shakesperean Plays Essay -- Kings Royalty Shakespeare Essa

Kingship in Shakesperean PlaysDue to the powerful influence of the monarchy, the nature, duties and responsibilities of indexship were of particular interest to Shakespeare. The mark of a bad queer was the decline of the political, social and economic climates, while the mark of a good king was the blossoming of such worlds. Therefore, the characteristics of the person occupying the kingship were crucial to the health of the nation. Shakespeare explores this issue in many of his plays by examining the traits of poorly fulfilled kingships, and the political and social ramifications of such monarchical failures. He does this most notably in Macbeth and Richard II. In twain plays Shakespeare ultimately concludes that tyrants are formed by their own lack of foresight, strong lusts for power, overly large egos, unstable natures and rash tempers. When a king fails his dry land it is because he has neglected his duties and responsibilities to the state. To do so is to spit in th e face of God, the state and the people. Thus, in both Macbeth and Richard II, Shakespeare defines the nature, duties and responsibility of a successful kingship by exploring the ramifications and manifestations of a denial of or lack of such characteristics in the person occupying this position. Throughout the Shakespearian plays, particularly in those that explore the issues of kingship, the theme of foresight runs strong. A king must have considerable levels of foresight within his nature in order to retain the kingship. He must be able to identify electromotive force threats to his throne by recognizing unhealthy lusts for power and ambition in the men and women that surround him. If a king does not have this foresight within his nature, or if he ... ...God more greatly than a blasphemous utterance from a commoner. A kings sacrilege is divine betrayal to the highest degree. Thus, in both Macbeth and Richard II, Shakespeare outlines the duties of kingship, and impli es that to deny such responsibilities is to betray God, the state and the people.Throughout his plays, Shakespeare explores the nature, duties and responsibilities of kingship. A healthy amount of foresight and suspicion must be within a kings nature in order to recognize ambition in the men and women that surround him. He must also be benevolent, reward the loyal, and withdraw of the wants and needs of his nation before he thinks of his own selfish interests. To not do so will result in not only the loneliness of a nation, but it is also sacrilege. Shakespeare explores and supports this theme most notably convincingly in Macbeth and Richard II.