I. STATEMENT & BACKGROUND Essays - Server, Server Hardware

I. STATEMENT & BACKGROUND The college of Business (COB) server is now being used to support deliver to the Computer Information System (CIS) department. The CIS professors would be using the server for various operations. Assignments, e-mail, and other types of information would be easier for the students to access. Network users are able to share files, printers and other resources; send electronic messages and run programs on other computers. However, certain important issues need to be addressed and concentrated on. In order to begin the process of setting up the COB server, the total numbers of users (faculty and students) must be determined. Some other significant factors to be approached are: the required software applications needed on the network, an efficient and appropriate directory structure and effective security structure. In designing the directory structure, the major focus must be on accessibility. The number of undergraduate CIS courses that the server will be used for is be! tween 15 and 17. For the users to be ensured that their information is not at risk, we will create an effective security structure. In composing the appropriate security structure there must be certain access rights assigned to the users. An important technical detail in setting up a server is the amount of money that will need to be allocated for the restructuring of the system. For the system to function properly, the amount of hardware/ software will need to be determined. II. FUNCTIONAL REQUIREMENTS The COB server will primarily be used by CIS professors and CIS students. The approximate number of professors in the CIS department is between five and seven and the approximate number of CIS majors is between 100 and 120. As computer technology continues to grow, the number of CIS majors is vastly increasing. If we see a considerable rise in Computer Information Systems majors the department will have to expand its faculty members. The CIS professors will be using the server to disburse their syllabi, distribute specific assignments and send e-mail to their students. The layout, design and complexity of each class will determine how much the professor may be using the server. The first class a CIS major usually takes at Western is CIS 251. Management Information Systems (CIS 251). This class offers students a basis for management information systems in business organizations. In putting the COB server to use and getting the student ready for hands-on knowledge of computer-based information systems, CIS 251 focuses on analysis, development, design, implementation, and evaluation. Other tasks that are covered in this class are computer applications ins spreadsheets, word processors, and database systems. Information systems affect both business people and people who live in society. The first programming class CIS majors take is CIS 256. This CIS course will be very beneficial for the server. Business Computer Programming (CIS 256) introduces the student to an application of programming principle in business. Detailed assignments involve flowcharting, coding, documentation, and testing. This course provides the student with a background of computer architecture and data representation. This class account will require the BASIC programming language that will be used as well as the compiler. The CIS elective, CIS 301, emphasizes maximum hands-on experience with microcomputers and software packages, including word processing, spreadsheets, database managers, and graphic systems. Microcomputer Applications (CIS 301), is an important course for students not majoring in Computer Information Systems, but would like to familiarize themselves with the personal computer. This account will contain Microsoft Office and e-mail capabilities. An important class that becomes useful for the server is the CIS 358 course. The professor can send applications, reports, programs and other data to the server where the student can transfer to a disk or their VAX account. Applications Development II (CIS 358) is a study of the state of art tools and techniques for developing complex business applications; data organization, on-line processing, software engineering, and software maintenance. This CIS class is an extension to CIS 258. The student will expand his/her knowledge of the COBOL programming language. In order for the CIS major to apply principle of good application design and solving problems, the Visual Basic programming language will also be introduced. The account for these two classes will contain the COBOL programming language and the compiler for it as well as Visual Basic. For the students to learn more about client-server technology, CIS 365 is required to the Computer Information Systems curriculum. The student will be involved in learning about different types of client-server environment such as configuring Worldwide Web environment and building a Netware LAN to

Understanding German Adverbs

Understanding German Adverbs Similar to English, German adverbs are words that modify verbs, adjectives or other adverbs. They are used to indicate a place, time, cause, and manner, and they can be found in various parts of a sentence. Examples Here is where you might find an adverb in a German sentence: Before or after verbs:Ich lese gern. (I like reading.)Das habe ich hierhin gestellt. (I put that here.)Before or after nouns:Der Mann da, der guckt dich immer an. (The man over there is always looking at you.)Ich habe drà ¼ben am Ufer ein Boot. (I have a boat over there by the shore.)Before or after adjectives:Diese Frau ist sehr hà ¼bsch. (This woman is very pretty.)Ich bin in sptestens drei Wochen zurà ¼ck. (Ill be back in three weeks at the latest.) Conjunctions Adverbs can also sometimes function as conjunctions. For example:   Ich habe letzte Nacht à ¼berhaupt nicht geschlafen, deshalb bin ich mà ¼de. (I didn’t sleep at all last night, that’s why I’m so tired.) Modify a Sentence Adverbs can also change a sentence. Specifically, question adverbs (Frageadverbien) can modify a phrase or a sentence. For example:   Worà ¼ber denkst du? (What are you thinking about?) The very best thing about German adverbs is that they are never declined. (Did we just hear a sigh of relief?) Furthermore, adverbs can be created from nouns, prepositions, verbs, and adjectives: Creating Adverbs Here are some ways you can make adverbs in German:   Adverbs plus prepositions:  When combining prepositions with the adverbs wo(r), da(r) or  hier, you get prepositional adverbs, such as worauf  (on where), davor  (before that) and  hierum  (around here).Verbs as adverbs:  Past particles of verbs can stand in as adverbs and without modification. Read more here:  Past Participles as Adverbs.  When an adjective is an adverb: Predicate adjectives will function as adverbs when placed after a conjugated verb and you do not need to make any changes to the predicate adjective. Unlike English, Germans do not make a distinction in form between a predicate adjective and an adverb. See Adverbs of Manner and Degree.   Types Adverbs are divided into four main groups: PlaceTimeManner and DegreeIndicating Cause

Aviation Aircraft Investigation Research Paper Example | Topics and Well Written Essays - 2500 words

Aviation Aircraft Investigation - Research Paper Example Nevertheless, aviation accidents do occur. Between 1999 and 2008 there were 370 aviation accidents, resulting in 4,970 fatalities. Commercial passenger airlines are the least likely of all flights to be involved in an accident (www.1001crash.com). The causes for aviation accidents are varied, but can be categorized into three groups: the physical environment, mechanical failure and human error. Specific issues within each of these three groups are the root cause for all aviation-related accidents. Accidents caused by the physical environment occur from Mother Nature herself. Things such as lightening, wind, ice, rain, etc. are all physical causes. In these cases, it is important for accident investigators to rule out any human error when reacting to physical causes. An airplane sliding off of an icy runway would be one example of an accident caused purely by the physical environment. There is nothing a flight crew could do in this situation to avoid it. Mechanical failure is the next category of accidents. Examples of mechanical failure include complete engine shut down, rudder failure, wheel structure malfunction, etc. Again, there has to be care taken to ensure that human error is not at play in mechanical failure. Investigators have to research carefully to make certain that the failure was completely related to the physical part of the equipment and not the maintenance or lack of. Over the past 20 years, accidents relating to mechanical failures have been steadily declining when compared to other accident causes. Accidents caused by mechanical issues are easier to determine and fix as compared to human errors and the physical environment. When there is a mechanical error, it can be analyzed and improvements can be made in the mechanical structure to avoid the same problem happening again. This isn’t the case for human error (Wiegmann & Shappell, 1997). The remainder of this paper will focus

History 158 Mid-term Exam Essay Example | Topics and Well Written Essays - 1000 words

History 158 Mid-term Exam - Essay Example President William McKinley was known not to have taste for war, but the public opinion and the press proved to be a force that changed his mind and drove him onward. The violent aggression and conflicts in Cuba caused so much political and economic instability in the region. This was a cause to worry and it caught the attention of the United States which had long-held interest in managing the Western Hemisphere. The tensions between Spain and the United States had been gradually mounting for months. With the mysterious sinking of the battleship Maine in Havana harbor that killed 259 sailors and injuring 80, military intervention by the United States in Cuba became very likely. On the 11th of April 1898, President William asked for the authorization from the Congress to end the conflicts in Cuba between Spanish forces and the rebels. The United States wanted peace, tranquility and security of its citizens and the Cubans living on the island and the way to do it was to establish a stab le government which would oversee law and order maintained. McKinley was authorized by the Congress to use whatever military force deemed necessary to ensure Cuba’s Independence. ... On the 2nd of April 1917, President Wilson requested the joint session of Congress to declare war on Germany. His request for war was based upon Germany’s involvement in submarine warfare in the Mediterranean and the North Atlantic, and several attempts to get Mexico into an alliance with them against the United States. The U.S senate voted unanimously in support of war on Germany, Austria and Hungary on the 7th of December 1917 (Davis 68). Germany’s involvement in submarine attack on merchant and passenger ships was the primary driving force behind president Woodrow’s decision that led the US into World War One. President Woodrow had to balance issues regarding German’s submarines attacks as well as their numerous attempts to pull Mexico into an alliance against the United States. On the 19th of January 1917, the British intelligence had decrypted an intercepted telegram that had been sent by the German Foreign Minister Zimmerman. The telegram was sent to the Ambassador in Mexico and in it was the promise by German Government to help Mexico regain the territories it had surrendered to the US after the Mexican-American War. All that the German government wanted were the full support of Mexico in the war against the United States and its allies. Initially, the Britons had not shared the telegram news with United States officials mainly because they wanted to keep secret their ability to break the German’s code. Germany’s resumption of submarine warfare could not hold the secret back and the Britons decided to use the telegram to help sway public opinion and American officials to join the World War (Davis 73). Despite the shocking telegram’s news, President Wilson hesitated on

Clinical objectives Essay Example | Topics and Well Written Essays - 250 words - 7

Clinical objectives - Essay Example Patients in the health care system who are at high risk include pediatric and elderly patients. The management should put up safety environment measures such as the orientation of patients and their visitors about the movement in the wards and rooms. Furthermore, the nurses can be within call so that they can respond fast to any fall incidences. These are some of the available safety measures at the disposal of the healthcare givers to achieve fall prevention. The healthcare administrators bear the greatest responsibilities of ensuring that the incidences of falls in their facilities are reduced. For starters, the administrators ensure that all the patients in their facilities are provided with no slip footwear that minimizes incidences of falling down. The administrators should also encourage the healthcare givers such as the nursing staff to keep reinforcing hospital regulation, such as those making sure that they attend to the patients on a continuous basis (Carroll, Dykes, & Hurley, 2010). Moreover, the administrators can influence the design stage of a health facility to ensure that systems that will be used by the patients and the healthcare givers are carefully designed. A suitably designed healthcare facility minimizes the risk of falls and in the end, it reduces the rate of fall occurrences at such

Paul Willis Learning To Labour

Paul Willis Learning To Labour Much has been written in the social sciences with regard to the role the education system plays within our society. Early investigations into the sociology of education tended to be written within the functionalist tradition with social thinkers such as Emile Durkheim and Talcott Parsons composing their theories within this framework. This perspective often viewed the education system as necessary for sustaining efficient economic growth and for creating a meritocratic society a society where the most talented and able individuals can rise through the social hierarchy according to their own ability. However, in recent years, social scientists have found the Marxist perspective more useful in understanding the connection between education, society and the economy. This perspective in general sees society as being a site of conflict between different groups; with education being another battleground where this conflict is acted out. The main function of education then in this context is to continue to reproduce the labour force. But more importantly that the education system favours and will benefit one social group over another namely the dominant and ruling class over the subordinate. This is perhaps a crude oversimplification of the Marxist case but it is important to have some understanding of this perspective with regard to education as this is the academic context in which Learning to Labour (1977) was undertaken. It is within this perspective that much of this essay will focus, as indeed it is the theoretical framework that Paul Willis is writing from. The aim of this paper is to critically engage with the themes and perspectives presented by Willis in his groundbreaking study on the sociology of education. Before we go on to discuss Learning to Labour it is perhaps important to start with some understanding of what came before; so as to highlight how Willis findings broke new ground and pushed the debate around education forward. Samuel Bowles and Herbert Gintis (1976) were writing just before Willis and their approach was very similar in that the thrust of their thesis was concerned with how education prepares pupils for their future roles within the labour market. However, their theories were very much formulated around the notion of direct reproduction and because of this they have exposed themselves to the usual criticisms of economic determinism. Willis offers a more sophisticated explanation. Although he acknowledges the existence of conflict within education he does not quite share Bowles and Gintis view that there exists a straight forward relationship between education and the economy. For Willis, schools are not nearly as successful in churning out a docile workforce as Bowel s and Gintis suggest. There is always the opportunity for resistance. The lads of Learning to Labour have managed to see through the ideological smoke screen of the school and reject it, while at the same time creating their own counter-school culture. The education system then is not simply a site for cultural reproduction but also a site of production; in that it has quite unintentionally created factors (in this case the counter-school culture) which are not particularly beneficial for the reproduction of capitalism. The school used by Willis is situated in a working class housing estate in an industrial town in the Midlands. Willis concentrated his study on a group of 12 working-class boys whom he followed through their last year of school and into the first few months at work. Willis soon found that these boys, who he referred to as the lads, had a distinct attitude towards their teachers and the school. Willis observed that they had developed their own unique culture which was diametrically opposed to the value system of the school. This counter-school culture of the lads blatantly rejected the authority of the school and ascribed no value to academic work and saw no use in the gaining of qualifications. Now it is important to understand what Willis means by the counter-school culture. The acknowledgement of an emergent counter-culture within the school is not in itself new (see Hargreaves, D. 1967) but what is significant about the way Willis uses this idea is that he examines the counter-culture within its wider social context. He quite brilliantly observes that the counter-school culture is not accidental, nor its style quite independent, nor its cultural skills unique or special and that it must be understood within the larger framework of working-class culture, particularly in relation to shopfloor culture. For Willis, the counter-school culture is rich with symbols and signs of resistance against the formal zone of the school. The lads have, in a symbolic act of sabotage, inverted the values that the school espouses and created their own value system which is in defiant opposition to the institution. This opposition is mainly countenanced through style, Willis notes: It [the counter-school culture] is lived out in countless small ways which are special to the school institution, instantly recognised by the teachers, and an almost ritualistic part of the daily fabric of life for the kids. (Willis, P. 1977:12) The counter-school culture is a very masculine domain where overt sexist and racist views are quite frequently expressed. The lads continually search out weakness in others and are skilful at undermining the authority of the teachers without it boiling over into outright confrontation. The conformist students are the lads main target after the teachers. The lads feel superior to them because they, unlike the earoles, have not surrendered their independence to the school they are still able to have a laff. It is this ability of being able to have a laff that is a defining characteristic of being a lad. It also marks them out from the earoles: we can make them laff, they cant make us laff. For Willis the laff is a multi-faceted implement of extraordinary importance in the counter-school culture and is a vital weapon in the lads arsenal in their continued struggle of the informal (counter-school) over the formal (school). This winning of symbolic and physical space from the school is illustrated further in the way that the lads seem to construct their own timetable. Through wagging off from classes and always trying to get away with doing the least amount of work, the lads have become highly skilled in exploiting and seizing control of the formal zone of the school. Cigarette smoking and openly drinking have also become valuable symbols of rebellion as it further marks the lads out from the school institution and instead shows them as belonging to the larger male working-class world. Ind eed Willis draws our attention to the similarities between the counter-school culture and shopfloor culture. He writes: The really central point about the working-class culture of the shopfloor is that, despite harsh conditions and external direction, people do look for meaning and impose frameworks. They exercise their abilities and seek enjoyment in activity, even where most controlled by other. They do, paradoxically, thread through the dead experience of work a living culture which is far from a simple reflex of defeat. This is the same fundamental taking hold of an alienating situation as one finds in counter-school culture and its attempt to weave a tapestry through the dry institutional text. (Willis, P. cited in Blackledge Hunt 1985:184) When the lads reach the end of their final term and the prospect of work awaits them they remain indifferent to the type of manual unskilled labour they will go on to do. They understand that most manual work in industry is basically the same; very little skill is required and offers no satisfaction. The best the lads can hope for is an apprenticeship or clerical work, however such jobs seem to offer little but take a lot. Although the lads might not be able to articulate it, in some respects they do have some understanding of the workings of capitalism. Willis calls these insights penetrations, where the lads have been able to see through the ideological fog created by the capitalist system. An example of this is present in the way that the counter-school culture places no value in the attainment of qualifications through certificates. The conformist student may be convinced by educations meritocratic faà §ade and the promise of upward mobility but the lads know better, they are aw are that a few can make ità ¢Ã¢â€š ¬Ã‚ ¦the class can never follow. They understand that individual success will not ultimately change the position of the working-class, and that only through the collective action of the group will this be achieved. This is articulated by the lads in the way that they place an important emphasis on loyalty within the group, as Willis observes the essence of being one of the lads lies with the group. The group always comes first and the rejection of qualifications is a rejection of the individualistic nature of the school, which creates competition between class mates with the proliferation of individual awards through exams. As Willis puts it: à ¢Ã¢â€š ¬Ã‚ ¦it is unwise for working-class kids to place their trust in diplomas and certificates. These things act not to push people up as in the official account but to maintain there those who are already at the top (Willis, 1977:128). Although they may have some understanding of capitalism, Willis contends that while some penetrations have been made the lads still have not fully seen through all of capitalisms ideological justifications. They do not possess a complete overview of how capitalism works to exploit them. In some respects the lads are unwitting conspirators in their own exploitation in that they are far too willing to enter the world of manual work; and in doing so they enter an exploitative system which will ultimately entrap them. Their attitude towards women and ethnic minorities is also destructive. They serve only to divide the working-class making it that much easier to control. For Willis then, it is quite wrong to picture working-class culture or consciousness optimistically as the vanguard in the great march towards rationality and socialism. The lads of Learning to Labour may have realised their own alienation but ultimately it is their own decisions which have trapped them in these exploitative jobs. Willis has tried to make it clear that rather than being a site for the reproduction of one dominant ideology; the school can be a place where contradictory ideologies come together in conflict. With this study Willis shows us that it is the lads resistance to school, with the forming of a counter-school culture, that has prepared them for their future roles within the labour force. Their indifference to school and their behaviour in class has paradoxically prepared the lads for the manual unskilled work which they will go on to do. So in this sense education does reproduce the labour force required by capitalism. But it is done not directly and perhaps unintentionally and most importantly of all; not without a degree of resistance and struggle. The counter-school culture of the lads, as we have seen, is not beneficial to the reproduction of capitalism, but at the same time it is not particularly harmful. Willis has shown that reproduction is not a simple process with external economic structures manipulating submissive subjects. He is very critical of these structuarlist accounts. As he says: Social agents are not passive bearers of ideology, but active appropriators who reproduce existing structures only through struggle, contestation and a partial penetration of those structures. Paul Willis ethnographic investigation has been hailed a landmark study by educators and social theorist alike (Giddens 1984, McRobbie 1978). Indeed any detailed discussion on the sociology of education, subcultures or even deviancy within society would seem redundant if there was no reference to Learning to Labour. One writer has remarked that Willis has provided the model on which most subsequent cultural studies investigation within education has been based. However, this does not mean that he is exempt from criticism. David Blackledge and Barry Hunt (1985) take issue with a number Willis conclusions. Firstly they find some of his evidence unconvincing can the lads really be representative of the working-class in general? All the pupils at the school are from working-class families including the earoles (who are clearly in the majority); surely they are more representative of working-class values and attitudes. Blackledge and Hunt argue that the values of the conformist students, with their emphasis on academic work, are as much working-class in nature as those of the counter-culture. To support this claim they point to a similar study by David Hargreaves (1967) in which he found a significant delinquent sub-culture existing in a secondary school. Like the school of Willis study, the pupils where predominantly working-class (their fathers were in manual occupations) and he observed that the school was divided into two sub-cultures: the delinquescent and the academic. However, unlike Willis, Hargre aves does note that there can be a blurring of the two categories with some students within the academic group displaying delinquent behaviour from time to time. But more importantly Hargreaves maintains that the attitudes of the academic group are consistent with the values of a large section of the working-class. So in this light Blackledge and Hunt remain unconvinced that the values of the lads are the same as the working-class as a whole. They also have trouble excepting the simple dichotomy which is at the heart of this study that there exists just two main groups, the lads and the earoles. For them this does not really do justice to the diversity of the real world in that [Willis] would have us believe in a one-dimensional world in which there are those who want an education, and those who enjoy life. It never seems to occur to him that these pursuits can be combined, and that the person who takes an interest in his or her education is not, thereby, dull, obsequious and a soc ial conformist. Despite these criticisms Learning to Labour has remained an influential and much discussed text. In fact despite being written from a cultural studies perspective its influence is particularly strong within sociology. It is within Marxism that its significance has been most far reaching however. It has encouraged Marxist writers to re-evaluate their approach to the understanding of education; paying specific attention to the different factors at play instead of providing simplistic explanations of the role of education within society. Willis is very critical of structuarlist accounts which have a tendency to see subjects as passive bearers of ideology who mindlessly reproduce the status-quo. Willis has given social agents the ability to reject the dominant ideological discourses and to resist in the reproduction of existing exploitative structures. Learning to Labour has sometimes been described as a pessimistic book but I can not help but bring a positive interpretation to the text. It is true that ultimately it is the lads own choices that lead them to some of the most exploitative jobs that capitalism has to offer. But by simply having that choice it does allow for the possibility of change. As Willis himself says there is always the possibility of making practices not inevitable by understanding them. This, I would argue, is the key thread which runs through Learning to Labour; by understanding the reasons for the forming of a counter-school culture can we bring about positive changes which will be beneficial to everyone and not just the lads. Perhaps Willis is guilty of using too many Marxist terms uncritically. The way he employs the category of social class within Learning to Labour is maybe a little outdated now. It is not a stable, fixed construct it is more fluid than Willis allows for with an interlinking between race and gender etc. Similarly at times he is arguably guilty of slipping back into traditional Marxist territory with the idea of the state being subservient to capitalist class is that still (if it ever was) the reality? Within a globalised world power is more dispersed and not concentrated in the hands of one ruling bloc; but instead there are perhaps different organised groups competing for power. Economic and informational flows can freely transcend national boundaries it is argued (Giddens 1994) that globalisation has acted to decentralise power preventing any one group from wielding too much economic and ideological control. However, it is to the credit of Paul Willis that his investigation has re mained relevant and important twenty-eight years after it was first published. It is still considered a model example of ethnographic research and has encouraged many other ethnographic studies whose emphasis was on style, resistance and cultural symbols (See McRobbie 1978, Hebdige 1979). Indeed, Anthony Giddens (1984) structuration theory which sees subjects as knowledgeable and active agents owes a considerable debt to the insights made by Willis in Learning to Labour.

The Style of Writing :: Writing Styles Style Essays

The Style of Writing According to the Webster’s New World Dictionary, the definition of style is â€Å"a characteristic manner of expression†(612). Usually words such as personal, individual, and unique also come to mind when we think of writing style. I have always associated writing style with belonging uniquely to one individual, meaning that everyone had his or her own style. After reading, â€Å"Style Toward Clarity and Grace† by Joseph Williams and â€Å"The Elements of Style† by William Strunk and E.B. White, I realized that style is not as unique as I thought. In fact, as I stated in my blog space, â€Å"writing has certain rules and elements that must be incorporated in to our writing in order to make our points clear to those we want to read it. Since these elements and rules are common to all writing, then style and good writing bring forth new meanings.† Strunk and White start their style guide off by reminding us of the rules of word order and punctuation. Rules that include: â€Å"Enclose parenthetic expressions between commas† and â€Å"The number of the subject determines the number of the verb†(2,9). These rules are not optional if you want others to understand what you are writing and your purpose for writing it. Making sure your readers understand your writing is the basic principle behind Williams’ book. He takes the rules, offered by Strunk and White, and adds detailed explanations of when and how. He shows us how to incorporate this knowledge into clear and effective writing. Being clear and assuring that our readers understand the message we are trying to convey, needs to be our primary goal if we are to be considered good writers. From reading both of these style-books, I have learned that good writing, excluding creative writing, uses a more purposeful approach than a personal one. Williams supplies us with clear and simple rules, which he calls suggestions, which explain that good writing must have a purpose. Good writing is only considered this if our intended readers understand the message that we are trying to convey in our writing. This has nothing to do with personal choice or personal expression because if you chose to leave out such rules then your audience will be unable to understand your writing.

Factors Affecting Psychological Pressures on High School Students

The many pressures of high school can have various effects on students. Depending on the student and their lifestyle, the effects can be either positive or negative. There are many aspects that have an affect on a student†s performance in school. Some of the factors include home life, social life, academic life and after school life. The entirety of their time management and decisions has the most affect on their performance (Katz 11). At home, a student goes through many different circumstances that their peers and teachers may be unaware of. For example, if a student has divorced parents, this will play a key role in determining how they perform in school. Alcoholic and abusive parents are also sometimes a factor. Often, students with a rough home life will perform at a lower level in school due to the other things they are going through at home. On the other hand, often an abused teen will put more effort into their schoolwork in order to fulfill needs of self-satisfaction that are not being met at home (Pickett 14). Often teens with older siblings perform better in school. Studies show that the younger children do better in high school. This is most often attributed to the fact that they have seen what high school students go through and have learned from their siblings mistakes as well as achievements. Though the criteria for graduating high school and the individual courses are becoming more difficult each year, younger siblings seem to improve over their older brothers and sisters (Katz 11). The social life plays a big role in high school life. It is often difficult for a student to balance the many aspects of high school life and often they go overboard with either social or academic obligations (Childress 618). The friends that a teen keeps will play a major role in determining how the student will perform in school. Their friends will determine how much and what type of peer pressure the student is submitted to. There are two types of peer pressure. The first type, and most common is negative peer pressure. With this type of peer pressure, the teen will be pressured to participate in many negative acts. This may include, but not be limited to, drugs, alcohol, skipping school, cheating and putting down other students (Kate 11). The second type of peer pressure is positive peer pressure. With this type of peer pressure the teen is influenced to do things such as strive for good grades and participate in other positive activities (Katz 12). Parties are a common part of the teen life today. Often, teenage parties will include negative influences, however it is not difficult for a student to avoid such situations if they just have strong morals (Katz 11). A teen†s social life may also include a job. Working teens are becoming more and more common. The need to feel accepted by peers and have the â€Å"right† clothes and car are major influences in this. Teens may also elect to keep a job to help with family financial difficulties or just to keep them busy (Katz 12). Academic life is the most crucial part of the high school experience. How they perform in high school will dictate what kind of college they will attend. It is important for students to have a well-rounded social life while still performing well in their academics. The last two years of high school are the most important. This is when the teen should be preparing to enter college and take things more seriously. However, this is usually opposite of what happens (Childress 617). If a teen can balance a healthy social life while still performing well academically, they usually will be able to do the same in college and life. Extra-curricular activities occupy much of a teen†s life. What they do to participate in other school-sponsored activities will take up a lot of their time. This can be solved by only selecting activities that will add to their learning experience (Childress 616). The life a teen takes on after school each day is very important in understanding their life in general. They may participate in sports and clubs that will use up much of their time (Kruse 6). Football is a major sport that is taken very seriously in high school (Wahl 92). The competition in high school sports is enough to take some athlete†s minds off their schoolwork. Rival schools games against each other often will tear the entire school away from academics the week prior to the game (Guss 10). Clubs are also a big part of teen†s life. Often they participate for fun and other times just for looks of it on college applications. However, if a student overloads on clubs and other after school activities, their academics may suffer. In its entirety, a teenager†s life is very hectic. They have many stresses and pressures to deal with each day. It is in it†s own, a major accomplishment just to make it through high school and on to college. With the pressures being put on teens to succeed growing each day, each goal met in school, is a victory in itself. The different aspects of the teen†s life all have an effect on the outcome of their performance in school. To some, high school is like a big game. Each move made is a crucial decision towards the outcome of life. When one focuses on only one part of the teen†s life, it is impossible to make any conclusion about their lifestyle. In the game of a teen†s life, maybe Maurice Freeman put it best when saying, â€Å"We†ve got to win. † (Person 12)

How to Concentrate in Class

How to Concentrate in Class A class can get boring and you can get distracted. Your professor is long-winded, your best friend is hilarious, or your cell phone keeps going off. But learning how to concentrate in class is imperative to getting a good grade and actually learning something. Here are some tips for how to concentrate in class when the distractions seem like too much to handle. How to Concentrate on Class 1. Sit Near the Front The front row isn’t just for the nerds. (Although being a nerd is really, really  cool because nerds tend to end up ruling the world).  Sitting in the front of the class will automatically help you concentrate because it takes away any distractions (whisperers, texters, coughers, etc.) in front of you. 2. Participate The people who have learned how to concentrate know that they need to participate actively in class. Engage the teacher in conversation. Raise your hand for every question. Start a discussion. The more engaged you are with the lecture, the more you will want to concentrate on it. So, it is a way of fooling yourself into concentrating. Trick yourself into getting interested even if you cant imagine that you could be. Youll surprise yourself by how interested you really are if you give it a shot. . 3. Take Good Notes Get your pen working to keep your mind focused. Many kinesthetic learners are jittery – their brain doesn’t connect that they are working when they’re just listening. If you’re one of those people, and you can find out here if you are, then move your pen and take good notes during the lecture to help you concentrate. 4. Turn Off Your Phone If you really need to concentrate, then turn off your phone completely. No cheating by setting it to vibrate! Nothing will jar your concentration more than getting a text from a friend or a notification from social media during a lecture. 5. Eat a Healthy Breakfast Hunger can be a big distraction. It is tough to concentrate when you would rather be raiding the buffet at the your local restaurant. Grab some brain food before you head to class in order to get rid of a very obvious distraction. 6. Get a Good Night’s Sleep For maximum concentration, make sure you have slept at least eight hours. I know it can be tough to do, especially in college, but your concentration will be almost gone if you are fighting fatigue. Get some shut-eye so you can pay attention to the things that matter most. 7. Reward Yourself If you really have trouble focusing in class, then reward yourself at the end of class for paying attention. Indulge in your favorite latte, add five bucks to your â€Å"saving for shoes† account, or even just give yourself mini rewards throughout the class period like a piece of candy or a brief phone check if youve concentrated for fifteen minutes. Give yourself something to work for besides your good grade if that hasn’t been enough of a motivator. 8. Get the Jitters Out If you are an antsy person – one of those kinesthetic learners – and your teacher is not able to allow you to move in the classroom, then make sure you have gotten your energy out before class. Run laps around the library. Take the stairs everywhere you go. Ride your bike to class. Use some of your energy beforehand, so you can concentrate during your class period. 9. Change It Up If you can feel your ability to concentrate starting to slip, then change something. Get a new pen from your bag. Cross your other leg. Stretch. Tense and flex your muscles. Take a moment to give yourself a brief break from the monotony. You’ll be surprised how well this works to get you back on track.

Greek Achievement essays

Greek Achievement essays When discussing ancient civilizations, one of the most prominent has to be the Greek civilization. Under the rule of various rulers, Greece saw a change from a pagan worshiping society that was almost abolished, to an enduring civilization that strived on philosophy, and intellectual thought. As the Greeks dispensed the gods in political life, they based government on human intelligence. The evolution of the Greek polis, or city-state, from a tribal-religious institution to a secular rational institution, that is regarded as one of the greatest in the history of mankind, was only a part of the general transition of the Greek mind from myth to reason. What separated the Greeks from other Near Eastern civilizations, as well as gave it enduring significance, was the Greeks gradual realization that political problems are caused by man and require earthly solutions. The Greeks also had a strong belief in their system of the city-state but it eventually would contribute to their demise. These city-states allowed for much separation within their political life, and thus was the cause for much suffering. Greece would endure two major wars, which would shape their civilization, and have a lasting effect. First was the Persian Wars with Sparta. Because Sparta was a walled city, and couldnt compete with the Athenian culture, Athens eventually triumphed. One of the most fascinating contrasts in this war is how different the two city-states could be. Athens was located on the peninsula of Attica, near the coast, possessed a great navy, and was a commercial leader for the Greeks. Sparta was a land power and was exclusively agricultur al. Spartas leaders pursued an isolationist foreign policy, and believed in keeping their freedom on the homeland. The Athenians had such things as democracy, and extended their hegemony over the Greeks. Unfortunately, after the long battles between Athens and Sparta were finally laid ...

Human Agency Essay Example | Topics and Well Written Essays - 500 words

Human Agency - Essay Example As the paper declares with regard to religion, resistance is seen in the manner that the natives secretly preserved their old religion, while at the same time adopting Christian symbols. While the arrival of Franciscan Friars brought with them the goal of converting natives into Christianity, this goal was did not materialize in the manner that the friars predicted, such that conversion was only minimal. What resulted instead was a Mayan version of Christianity where natives held the belief that Jesus, with his Mayan lords will return to the region to cleanse it with foreign influence This essay stresses that Clendinnen frequently referred to a â€Å"confusion of tongues† which prevailed since the onset of the two cultures’ first encounter wherein a â€Å"strong evidence of...riddling messages, and deliberate and conscious endeavors to sustain their own accounts of things† was deliberately carried out by the natives to keep Spanish comprehension of their â€Å"complex web of understanding† limited. Communication not only became a problem for the Spaniards; but they also had a limited understanding of Mayan warfare. the use of torture by the friars in forcing the conversion of the natives also lead to an economic resistance, where oppressed natives sought refuge from the encomenderos, who were themselves rivals of the friars. Placing the natives in a position where they can, at least potentially, threaten the stability of the economic system imposed by the Spaniards.

The new meaning of Quality Essay Example | Topics and Well Written Essays - 1250 words

The new meaning of Quality - Essay Example If we see the size of operations at Sainsbury's meting these attributes consistently is a big challenge . Over the years the business and organizational environment has increasingly become more and more complex. There has been an explosion in choices, options, opportunities and threats, requirements, data and information through IT systems. Organizations have understood the hidden cost of quality, errors, inventories associated with inefficient supply chain. These factors have led to the emergence of a new discipline of supply chain management. A supply chain is essentially managing the journey of inputs to the outputs along with all the associated activities having impact on cost, speed and quality of the output through the journey. Ganeshan & Harrison in their paper explains how traditionally there has been organizations within organizations, silos of functions / departments, each one having their own characteristic goals, many a time at conflict with the organizational goal, resulting in an inefficient supply chain marked by interface problems. The result of these factors is that there is not a single, integrated plan for the organization. Supply chain addresses these issues effectively. Coordination between the various players in the chain is key in its effective management. Cooper and Ellram [1993] compare supply chain management to a well-balanced and well-practiced relay team. Quality begins and ends with customers For any Quality Management System, customer requirement is the input and customer satisfaction is the desired output. The entire quality movement is based on simple but elegant Deming's PDCA cycle. First step in the quality journey is capturing customer requirement followed by design / modification of functions/systems for deployment and continuous improvement of the same through repetitive cycles of feedbacks. The customer experience is captured at Sainsbury's through well-placed mechanisms. Customer Insights group carries out the work of obtaining the true customer requirement by interacting with more than 4000 customers every month which includes obtaining the performance of competitors also in the area of customer satisfaction. Besides the regular channels of obtaining customer perception there is another mechanism to find out customer requirement, which involves trained auditors capturing the customer experiences in the store itself. The practice of interviewing customers in their homes is yet another valuable source of customer expectation determination. The information captured through these mechanisms form the inputs for the Quality Management systems and other operational instruments for delivering the quality products and services to the customers. Supply Chain Transformation at Sainsbury's for improving delivery of quality Sainsbury's had witnessed more than 100 years of successful operations and established itself as market