High School Seniors Essay Example for Free

High School Seniors Essay Many people believe open lunch should be a privilege extended to seniors who wish to leave the school grounds and adjacent areas during their assigned lunch periods. This privilege is predicated on the belief that students as they enter their final years of high school should be trusted to make mature decisions and act responsibly. Some students wish they could leave only so they could get something to eat other than school food. I understand that not every senior shows the proper maturity and they should be identified and treated accordingly. When it comes to privilages, seniors dont have many compared to underclassman. Sure, we get a free period as opposed to study hall and a senior skip day, but dont we deserve more for our twelve years of hard work and effort put into school? Dont we deserve something that, frankly speaking, makes everyone more aware of our seniority status, something that we can enjoy this year and the other grades can look forward to? That something can be found in probably one of the more controversial topics in high schools, off campus lunches. I understand the school is responsible for us from the time we arrive at school until the time we depart, and being able to have an off campus lunch would mean we are still the schools responsibility, even though were not on campus. However, what if parents were to sign a note stating their child is allowed to leave school during lunch hours and would be their responsibility? If anything was to happen to a student, parents would not have the right to run into school, arms flailing wildly, blaming whomever they can for what happened to their child. But isnt it time that the school lets us depend on ourselves in making the better decisions, which in this case would be coming back to class in time. We are going to go from being monitored all day long to a college environment where we are the ones to decide what to do. Pupils who fail to meet their responsibility may forfeit the privilege altogether and may be subject to other disciplinary actions. The school should develop rules and regulations that promote compliance with the policy and ensure that only eligible seniors utilize the privilege of open lunch.

OBriens Things They Carried Essay: Truth, Fiction, and Human Emotion

The Things They Carried: Truth, Fiction, and Human Emotion  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There are many levels of truth in Tim O'Brien's The Things They Carried. This novel deals with story-telling as an act of communication and therapy, rather than a mere recital of fact. In the telling of war stories, and instruction in their telling, O'Brien shows that truth is unimportant in communicating human emotion through stories. O'Brien's writing style is so vivid, the reader frequently finds himself accepting the events and details of this novel as absolute fact. To contrast truth and fiction, the author inserts reminders that the stories are not fact, but are mere representations of human emotion incommunicable as fact. O'Brien's most direct discussion of truth appears in Good Form. He begins with, "It's time to be blunt," and goes on to say that everything in the book but the very premise of a foot soldier in Vietnam is invented. This comes as a shock after reading what seems to be a stylized presentation of fact. In the sequence of Speaking of Courage followed by Notes, O'Brien adds a second dimension of truth to a story so vivid that the reader may have already accepted it as the original truth. In Notes, O'Brien steps out of the novel and addresses the reader to discuss the character, Norman Bowker, and the formation and history of the previous story, Speaking of Courage. In a letter from Norman Bowker, Tim O'Brien is asked to write a story about his part in the war. In discussing this, O'Brien presents an elaborate picture of the story's development and the main character's real-life demise: "Speaking of Courage" was written in 1975 at the suggestion of Norman Bowker, who three years later hanged himself in the locker room of a YMC... ...O'Brien goes beyond the telling of war stories in The Things They Carried to say something larger about the art and purpose of story-telling. Contrasting truth and fiction, O'Brien shows that the truth cannot always communicate human emotion. O'Brien's personal guilt at seeing a man die from a grenade blast is real, and must be communicated as such in a story. Norman Bowker's guilt at seeing Kiowa sink into the muck leaves him with a sense of direct personal failure. By incorporating this sense of failure into fictional events, O'Brien is able to communicate the true human emotion behind the story, rather than just the facts. Above and beyond a simple set of war stories, The Things They Carried reduces fiction to the very heart of why stories are told the way they are. Works Cited: O'Brien, Tim. The Things They Carried.New York: Penguin Books USA Inc., 1990.   

The Natural Cycle of Humanity and the Decay of Modern Society in The Wasteland

There is no romance, no passion, only a mundane circular sequence of events, â€Å"crowds of people, walking round in a ring† (56). In The Wasteland, by T. S. Eliot, the society of the twentieth century is described as detached, dreary and monotonous. It is a collection of dysfunctional relationships and tedious tasks, saturated with an anxiety about death. There is a parallel between the atrophy of society and the land destroyed during the Second World War. To escape a routine and apathetic existence, humans strive for the unattainable, to overcome the limits of humanity. However any departure from the natural cycle of the human world leads to the emergence of the wasteland. Although death haunts the speakers in the poem, it is liberation in comparison to the horror of the wasteland. There is persistent angst and fear of death in the poem, yet death is everywhere. The many speakers in the poem wish for immortality and to overcome the confines of humanity. In â€Å"The Burial of the Dead† the woman, anxious about her fate, goes to see the fortune-teller, Madame Sosostris, who pulls out the â€Å"Hanged Man† tarot card and warns her to â€Å"fear death by water† (55). The fortune-teller's words reoccur later in â€Å"Death by Water†, a description of the grotesque death of â€Å"Phlebas the Phoenician. † His death, symbolized by â€Å"the whirlpool,† confirms that there is no regeneration; there is no return from â€Å"the whirlpool. † The realization of the fortune implies that fate cannot be defeated. In â€Å"What the Thunder Said† Eliot again states that there is no escape from death: â€Å"He who was living in now dead/ We who are living are now dying† (328-329). In â€Å"The Burial of the Dead† the speaker desires to abandon memories, he describes spring as cruel; it causes sorrowful memories to resurface, while â€Å"winter kept us warm/ covering Earth in forgetful snow† (5-6). What he does not realize is that human existence is a collection of fragments that distinct memories in an ongoing cycle, illustrated in the first stanza of â€Å"The Burial of the Dead. † Abandonment of memories leads to a futile existence. The wasteland first appears in the second stanza of â€Å"The Burial of the Dead† contrasting the first stanza, which is full of life and memories. The narrator is separated from the natural course of existence and is addressing a person of the human world, â€Å"Son of man (†¦ ) for you only know a heap of broken images† (20-23). The listener is part of the human cycle, he is still part of time: â€Å"Your shadow at morning striding behind you/ Or your shadow rising to meet you† (28-29). He does not understand the true fear that comes once time ceases to exist the way the speaker does: â€Å"I will show you fear in a handful of dust† (30). The speaker has disconnected from society and drifted into the wasteland, suggested by Eliot's diction: â€Å"stony rubbish†, â€Å"dead tree†, â€Å"dry stone†, â€Å"dust†. Only there has he discovered the true meaning of fear; an unearthly abyss. The wasteland is a situation or a place more terrifying than human imagination can conceive. It is complete emptiness, devoid of the structures of person, place and time. Without time memories become meaningless repetitions and cease to exist. The epigram at the beginning of the poem introduces the immortal character Sibyl. Sybil is detached from the rest of the world by her cursed immortality and lives withering away and shriveled up, longing for death, the only escape from her suffering. The other immortal character in the poem, Tiresias, is â€Å"blind, throbbing between two lives† (line 218), also alienated from the human world, not only by his immortality but also because he is a hermaphrodite. Sybil and Tiresias's separation from the sequence of life compel them to lead a miserable existence. The voices of these immortal characters portray how only once immortality is experienced can death become a salvation, a place of peace. The modern relationships that Eliot portrays are devoid of love, companionship and desire. The theme â€Å"when love fails, a wasteland develops† is recurring throughout the poem. The author constantly alludes to the legend of the Fisher King. In the legend, The Fisher King was hurt and became impotent and ill, disabling him to care for his kingdom. He was left alone to lead a meaningless life, fishing. Without his love the land deteriorated, lost its fertility and perished into the wasteland. Similarly, in the modern society, alienation from the natural world and a depletion of love leads to decay. The woman in â€Å"A Game of Chess† attempts to speak to her significant other, distressed about their relationship. She pleads with him to stay with her, to speak to her and to share his thoughts with her (111-113). He is detached, remaining silent and thinking only of death. The man has separated from humanity while the woman remains part of the cyclical existence. The couple remains together yet their relationship has become a wasteland; there is nothing between them. In â€Å"A Game of Chess†, Lil and Albert's relationship is presented though a conversation in a pub. Lil is revolting to Albert, he tells her that he cannot even bare to look at her (144). Lil's body is disintegrating, a consequence of the pills, given to her by the pharmacist, that she took to induce an abortion. They caused her to drastically age and lose her teeth. Lil's desire to not have children is portrayed as unnatural, â€Å"What you get married for it you don't want children? † (164). Lil's actions lead to her body becoming a wasteland. The encounter between the banker and the typist in â€Å"The Fire Sermon† again manifests the absence of love. Their meeting is solely sexual and devoid of any feelings. Even the sex holds no pleasure and is non-reproductive. The woman is indifferent to their relations and upon his departure thinks: â€Å"Well now that's over: and I'm glad it's over† (252), as if she had completed another chore. These series of affairs reflect the atmosphere of the society, the lack of intimacy and the disconnection of human relations. The wasteland is a consequence of the failure to care, to love, to give birth and to partake in the cycle. T. S Eliot creates a parallel between the wretched land of the Fisher King and the slaughter, destruction and ruin created by World War II. The barren landscape left by World War II reflects the inner decay of humanity the same way the sterile land of the Fisher King is an outward projection of his inner sickness. The desolate landscape of the wasteland described in the beginning of the poem, returns along with the character of the Fisher King. Eliot describes the miserable condition of the wasteland, sterile, dry and unbearable. He creates a surreal image of a desert â€Å"mountains of rock without water†, â€Å"endless plains†, â€Å"cracked earth† (370), and â€Å"bats with baby faces in the violet light† (380). This place transforms into the barren kingdom of the Fisher King, suggested by â€Å"the empty chapel†, which is an allusion to the Chapel Perilous. In the legend of the Holy Grail, Parsifal found the Holy Grail in the Chapel Perilous and life returned to the land. However, in the empty chapel in the poem there are only â€Å"dry bones†, signifying that vitality will not return to the land like it does in the legend. Instead society continues to decay illustrated in the line â€Å"London Bridge is falling down† (427). In reality there is no Holy Grail, there is no change: â€Å"I sat upon the shore/ Fishing with the arid plain behind me† (424-425). The banal, circular sequence of human life continues. Eliot explores the themes of life, death, immortality and alienation throughout The Wasteland. These themes are examined in various historical contexts, from ancient myths to the modern society and tied together by the immortal characters, Sibyl and Tiresias. Disconnected by the varying historical context and the many narrators, T. S. Eliot's style of writing in The Wasteland mirrors the disintegrated moments that give meaning to human life. Human life is cyclical, routine and mundane with memories as the only specks of color on an otherwise gray canvas. Death is not an ending; it is only part of the cycle. Immortality, the desire to forget and deprivation of emotion and of love are unnatural and create a partition from the human world where the wasteland appears. Modern Society consists of failed relationships and hollow humans existing in the â€Å"Unreal City. † Its loss of fertility and love results in the emergence of a wasteland.

Impact of Wars on Military Society: The Soldiers and their Families Essay

Wars have been part of human history. What shaped the society that is perceived in this time is a result of conflicts and rivalries that occurred in the past. In almost all places on earth, the scars of war and of battle continue to be seen and commemorated. People are divided in this concept of war. For some, it is a way of life and a means of achieving peace and promoting security in the homeland. For some, it is a conflict of opposing forces where nobody wins, but rather, results into crises and extreme loss of life. Publicists have various definitions on war. According to a book entitled, â€Å"On War† written by General Carl Von Clausewitz, war is simply defined as nothing but a duel between two opposing forces but in an extreme scale. It is a struggle between two sides, whose aim is to apply physical force and compel the opponent to surrender and submit, as well as render him unable to engage in further resistance. It is an act of violence towards another in order to fulfill one’s will (2008). Basically, in war, there is violence. Thus, there is always the possibility of death to even an immense scale. In times of war, a lot of elements are affected such the economy, security, the family, and most importantly, the soldiers themselves. During World War II, there were seemingly immeasurable number of deaths both from the allied forces and the axis powers. The event shook the world and created chaos in various countries around the world. Economies crumbled and government policies were disorganized. In the military society, a large number of soldiers were lost that left their families with trauma to even psychological disorders. This paper discusses these impacts of war on the military society, particularly on the soldiers themselves, as well as their families. Because of the advancement in technology and the increasing lethalness of military weapons, a posing threat emerges for individuals who are deployed in warfare. The environment has become more aggressive. The Effect of War on Soldiers In every war, the most proximate effects are felt by the soldiers. The disorder now called as Post Traumatic Stress Disorder had its roots in World War II. Back then the condition was referred to as battle fatigue. Although cases of the condition were already reported ever since the Civil War, the occurrences were very minimal because of the conflict was waged within the soldiers’ own country. Other than that, the weapons used during that time were not as sophisticated as the weapons in the 21st century. During the First World War, this condition was also evident when the Germans introduced â€Å"gas† warfare. However, it was only during the Second World War that information regarding this condition was widely known (Chermol, 9). During World War II, the most common condition was the mild and non disabling battle fatigue. During initial combat operations, dramatic but transient battle fatigue was eminent. More intense cases were referred to as â€Å"Old Sergeant’s Syndrome† which includes physical and psychological burnout that lasted months after combat (10). For the marines and the aviators, the symptoms of battle fatigue they experienced consisted of increased emotionality, sleep disturbances, fatigue, and exaggerated startled response to sudden movements or noises along with some physical complaints (10). Post Traumatic Stress Disorder became the most common disorder in the military since after its recognition. In a report by the Washington Post dated May 27, 2008, the number of cases for PTSD jumped dramatically to 50 percent in 2007 on US troops. This is because of the military buildup that existed in Iraq and the high level of violence in Afghanistan. According to the report, around 40, 000 troops were already diagnosed with the condition since the year 2003. In a statement, the officials said that there may be more because some military personnel simply refuse to reveal their condition. According to experts, many troops suffer from the symptoms of PTSD, particularly on stress. These include nightmares and flashbacks. They stated that these symptoms can be cured if the treatment is early (Jelinek). PTSD, along with other mental conditions was prevalent in military personnel. In the United States, PTSD was common among military personnel because of longer exposures to combat. In the recent years, as supported by the news article of Washington Post, the number of cases increased because of the increased military activity the country is involved in. The government has been involved in almost all wars since after WWII. Such wars include the Korean War, Vietnam War, the Gulf War, War on Afghanistan, and in Iraq. Soldiers had more combat exposures and some were even sent to two consecutive campaigns. The result is more soldiers deployed in hostile areas and longer combat exposure, increasing the risk of psychological and mental disorders. In an article written by Christine Liddell and Jennifer Kemp in the book â€Å"The Psychological effects of war and violence on children†, they pointed out that the effects of war does not necessarily mean that the soldiers have to be adults. The majority of armed conflicts since the 1970s have happened in the African continent. In most of these conflicts, the effects on children have not yet been documented. The situation in these areas is serious because of the fact that the armed conflict in Africa, children and the youth has found themselves in the front line and participates in the struggle (Leavitt). The only thing that may protect soldiers from experiencing stress leading to psychological disorders while in the front line is hardiness. Paul T. Bartone of the U.  S Military Academy at West Point, New York conducted a study on hardiness being a protection against war-related stress in the army reserve forces. After the Cold War, the number of military personnel has slowly decreased, putting great importance on reserve and National Guard units in the United States. The study explored the personality hardiness as a potential protection among army reserve personnel mobilized for the Persian war. Results of regression analysis showed that hardiness interacted with both combat-related stress and stressful life events. The results suggested that hardiness protects against the negative effects of stress. The study produced a number of implications for military personnel that encounter various types of stress such as battle fatigue and separation from their families (Bartone). On Military Families For every soldier that is deployed in the battle field, there is a family that is separated and also suffers from the effects of war. War results into families without fathers or mothers, husbands or wives. The family that is left behind also suffers certain conditions caused by situations such as separation or death of the soldier in battle. To some families, it leads to cases of divorce and marital conflicts. This section discusses the conditions that families of military personnel are experiencing because of war. Evidence suggesting these problems are provided by the study conducted by Joshua Angrist and John Johnson regarding the effects of work-related absences on families during the Gulf War. They used data from the 1992 Survey of Officers and enlisted personnel. They estimated the divorce rates, spousal employment, and children disability rates caused by the Gulf War. The results of the showed that there were no significant increase in the disability rates in the children of the deployed soldiers. For male soldiers, the deployment of female soldiers resulted to a significant increase in divorce rates and marital dissolutions. This suggests that the deployment of female soldiers causes a strain on marriages (Angrist). In the study, the results also suggested that the husband’s work supply is not affected by the deployment of the wives in war. The extended hours given to soldiers put stress on family relationships and create conflicts between husbands and wives regarding child and house care. These conditions increase the possibility for marital dissolutions that could affect the emotional and psychological well-being of the children. These effects are further supported by the study of Ernest Burgees on the effects of war on the American family. The impact of war upon the family can clearly be observed. These effects are significant in the ongoing process of family life. The observable effects of war include the withdrawal o f men from civilian and entering the military, resulting in to an increase in socially disapproved forms of behaviors. This entrance to the military by the male civilians forces the females to seek employment and enter the industry in order to replace the men that were enlisted in the armed forces. Thus, children begin to be neglected, increasing the number of cases of juvenile delinquency, changes in marriage, divorce, and high birth rates. More serious effects of war on the American family include the increasing trend towards the companionship type of family. It also raised the status of women as a more powerful force that gives support to the family since they engage in industrial jobs that make up for the absence of their husbands. Thus, parents begin to lose their function in the family, especially in their responsibilities towards their children. This resulted to the increase in the number of nursery schools for rearing and tending the needs of children in the preschool age and the extension of government interventions for family security. The family, therefore, experiences a significant shift from being an institution to becoming a companionship type of relationship (Burgees). The number of cases on juvenile delinquency is also one of the impacts of war on military families. In countries such as Canada and England, there has been a 40 to 50 percent increase in the number of youth related violence compared with the pre war years. In the United States, this situation is also manifested in Chicago and in Los Angeles where number of youth crimes have been increasing. This suggests that the effects are caused by the absence of a father, older brother, older sister, or mother figure in the family set up because of their deployment in the military or because of the need to work (344). The family shifts from the institutional to the companionship type because of the increasing number of fathers that are deployed in the military. The companionship type family is more modern since it is a contrast of the institutional, patriarchal type. Family members are no longer subordinates but are now free to engage in self-expression, since this type stresses the interpersonal basis of modern matrimony (347). Even wives of military personnel are exposed to psychological and mental disorders as much as their husbands who are at the front lines. In a study, the effects of combat trauma were investigated. The implications of combat-induced psychopathology were examined. The conditions investigated were wartime combat stress reaction (CSR) and Post Traumatic Stress Disorder (PTSD). The results showed that in a sample of 205 wives of Israeli combat veterans of the 1982 Lebanon war, both CSR and PTSD were associated with increased psychiatric symptoms manifested. PTSD was found to contribute to the wives’ social impairment in a number of contests such as feelings of loneliness, impaired marital and family relations, which extends to a wider range of their social networks (Solomon, et al. ). Hardships in the Modern Military Society In a report prepared by Kari Huus of MSNBC, the condition of American soldiers were revealed through testimonies given by families and other persons about the extended time of deployment given to enlisted personnel. According to the report, the U.  S military has stretched thin its military personnel after more than four years in Iraq and six years in Afghanistan. During this time, military personnel were repeatedly deployed in the warzone with decreasing dwell times between their postings have reached its toll on the families and loved ones of the personnel. Families are beginning to feel exhausted and stressed because of the separation that has been happening more frequently. Anxiety is also one of the problems experienced by families who are always waiting for phone calls from their loved one. According to one testimony by a wife of a soldier, she experiences fears of the worst kind as she imagines what if the calls would stop. The possibility that this would happen is when someone in the company has been killed and all phone lines are to be cut off until the closest kin to the dead personnel has been notified. The prolonged conflicts involved with the United States has forced it army to repeatedly deploy soldiers in the warzone. According to military experts, this sort of scenario was never intended to reach this level. As a result, soldiers begin to experience hallucinations and different psychological disorders which lead some military personnel to take their own life. The children of military fathers also suffer since they seem to sense a number of changes in their fathers after they have gone home after their deployment (Huus). Conclusions As stated in the previous pages, war is basically a duel between two opposing forces in order to resolve a conflict. The only difference is that war is being done in a massive scale. The consequences of this conflict are manifested in the lives of the members of the military society, particularly on the soldiers and their families. The impact of war on the soldiers consists of psychological and mental difficulties such as battle, fatigue, depression, and posttraumatic stress disorder. These conditions tend to endure in their lives even after the war, which can cause disturbances in other aspects of their lives, most especially on their families. As much what the soldiers are suffering, families left behind by soldiers also suffer emotional and psychological difficulties. Marital relationships have the potential to encounter problems and children also suffer from the absence of their father, mother, or older sibling, brought about by war. The studies and other literature in this paper suggest that the introduction of new interventions regarding troop deployment should be sought, as well as securing the emotional and psychological well-being of soldiers and families, while many still question the significance of war on the development of the society.

Worksheet Jason 1 Essay

Worksheet Jason 1 Essay Worksheet Jason 1 Essay University of Phoenix Material French Revolution and Napoleonic Era Worksheet 1. Essay Explain, in 1,050 to 1,400 words, how the following ideas and ideals influenced the events and motivated the participants in the French Revolution: Liberty Equality Brotherhood Hubris Fiscal irresponsibility Democracy Technology 2. Napoleonic Timeline For each date and location, identify the significant event that occurred and write a single-sentence description of the event. August 15, 1769 [Enter description]Napoleon Bonaparte born as Napoleone di Buonaparte to Carlo Maria di Buonaparte and Maria Letizia Ramolino in Corsica on 15 August 1769. Ajaccio, Corsica July 4, 1776 [Enter description]The Declaration of Independence is Adopted by the Continental Congress Meeting Announcing the Thirteen Colonies as Independent. Philadelphia, Pennsylvania July 14, 1789 [Enter description]The Storming of The Bastille Prison Holding Seven Inmates Took Place On This Morning. Its Fall Was the Turning Point of the French Revolution. Paris September 21, 1792 [Enter description]National Convention of France Signed a Proclamation and Announced the Abolition of the French Monarchy. France January 21,1793 [Enter description]The Execution of King Louis XVI by the Guillotine Took Place at Place de la Revolution or Translated as Revolution Square, Formerly Known as Place Louis XV Paris August 22, 1795 [Enter description] The Constitution of 22 August 1795 which was also known as the Constitution of the Year III, or Commonly Referred to as the Constitution of 5 Fructidor was the National Constitution of France ratified by the National Convention. France November 15–17, 1796 [Enter description]The Battle of Arcole or sometimes known as the Battle of Arcola was fought between French and Austrian forces as part of the French revolutionary wars. Arcole, Italy 1798 [Enter description]The French invasion of Egypt or known as the French Campaign in Egypt and Syria was Napoleon Bonaparte’s campaign in The Orient to protect French trade interests, undermine Britain’s access to India, and establish scientific enterprise in the region. Malta, Egypt, and Syria November 9, 1799 [Enter description]The Eighteenth Brumaire or known as the Coup of 18 Brumaire brought Napoleon Bonaparte, a General as the First Consul of France. France February 9, 1801 [Enter description]The Treaty of Luneville was signed into effect between the French Republic and the Holy Roman Emperor Francis II Lunà ©ville, France 1801 [Enter description]The Concordat of 1801 was signed on this day between Napoleon and Pope Pius VII and sought to have national reconciliation between revolutionaries and Catholics and determined that the Roman Catholic Church was the majority church of France. Rome and Paris March 25, 1802 [Enter description]The Treaty of Aimens was signed on this day to temporarily end hostility between the French Republic and Great Britain enduring the French Revolutionary Wars. Amiens, France August 2, 1802 [Enter description]The Fall of the Directory Government and The Rise Of The French Consulate took place on this day, the French Consulate was comprised of three men, one being Napoleon Bonaparte France December 2, 1804 [Enter description]The coronation of Napoleon Bonaparte as the Emperor of the French took place at Notre Dame Cathedral in Paris. Paris October 21,1805 [Enter description]The Battle of Trafalgar took place this day as a Naval engagement fought by the Royal Navy against the combined fleets of the French and Spanish Navies, during the War of the Third

Tips to Help You Pass Chemistry Class

Tips to Help You Pass Chemistry Class Are you taking a chemistry class? Chemistry may be challenging, but there are many things you can do to help yourself succeed. Here are some tips to help you pass chemistry. Traps to Avoid So You Can Pass Chemistry Lets start out with a list of common mistakes students make which can sabotage their success with chemistry. Engaging in one or two of these may not break you, but these are dangerous practices. Avoid them if you want to pass chemistry! Thinking you can learn the math prerequisites at the same time as chemistry.Procrastinating! Putting off studying for a test until the night before, writing up labs the night before they are due, working problems the same day they are due.Skipping class.Only attending class on quiz days or leaving early.Relying on someone else to take notes.Expecting the instructor to offer extra credit or to drop a low grade.Copying the answers to the problems from someone else or from the text (for books that give the answers).Thinking a good grade early on means the class will remain the same level of difficulty or that you wont need to study later. Be Prepared for Class Chemistry is a lot harder than it needs to be if youre learning essential math skills at the same time. You should be familiar with the following concepts before setting foot in the chemistry classroom. writing and solving algebraic equationsexponentsscientific notationnegative numberslogarithmsfractions Get Your Head on Straight Some people psych themselves out of doing well in chemistry. Its not impossibly hard... you can do this! However, you need to set reasonable expectations for yourself. This involves keeping up with class and building bit by bit on what you learned the previous day. Chemistry is not a class you cram for on the last day. Be prepared to study. Take responsibility for your learning. If you are confused, let your instructor know this. Dont be afraid to ask for help.View chemistry class as an opportunity rather than a chore. Find something you like about chemistry and focus on that. Having a positive attitude can be a key to your success. To Pass Chemistry You Should Attend Class Attendance is related to success. Its partly a matter of more exposure to the subject and its partly about getting on your instructors good side. Teachers are much more understanding if they feel youve put forth an honest effort. If your grade is borderline, you wont gain the benefit of the doubt by disrespecting the time and effort your instructor put into lectures and labs. Being there is a start, but there is more to attendance than simply showing up. Arrive on time. Many instructors review concepts at the beginning of class, often indicating likely test questions and going over problems that were difficult for most of the class.Take notes. If its written on the board, copy it down. If your instructor says it, write it down. Examples are written on the board often show a method of solving a chemistry problem that is different from what you have in your textbook.Sit near the front. Its a matter of attitude. Sitting near the front engages you with the lecture, which can enhance your learning. Its easier to slack if you sit in the back. Work the Problem Sets Working problems are the surest route to passing chemistry. Dont copy someone elses work. Do the problems yourself.Dont look at the answers to problems (if available) until youve gotten an answer yourself.You may understand how a problem is worked, but dont make the mistake of assuming that is a substitute for working through the problem on your own. Work through examples yourself. Consult the worked problem if you get stuck.Write down what you are trying to answer in a problem. Write down all the facts that you are given. Sometimes seeing what you know written down this way will help you recall the method for obtaining the solution.If you get the opportunity, help someone else work problems. If you can explain the problem to someone else, theres a good chance you truly understand it. Read the Textbook The easiest way to master chemistry concepts and problems is to see examples of those problems. You can pass some classes without opening or even having the text. Chemistry is not one of those classes. Youll use the text for example and most likely will have problem assignments in the book. The text will contain a periodic table, glossary, and helpful information regarding lab techniques and units. Have a text, read it, and bring it with you to class. Be Smart on Tests You need to know the information covered by tests, but its also important to study for tests and take them the right way. Dont cram for a test. Dont put yourself in a position where you have to stay up all night studying. Keep up in class and study a little every day.Get sleep before a test. Eat breakfast. Youll perform better if you are energized.Read through the test before answering any questions. This will help you know what to expect and will allow you to identify the questions worth the most points.Be sure to answer the high-point questions. You may end up working the test backward, but thats okay. This is especially important if you are afraid you might run out of time taking the test.Review returned tests. Make sure you understand what you did wrong and how to do it right. Expect to see these questions on the final exam! Even if you never see the questions again, understanding how to get the right answer will help you master the next section of the class.

Organisation Structure, Employee Motivation And Effectivness Dissertation

Organisation Structure, Employee Motivation And Effectivness - Dissertation Example It will then discuss the applicability of various motivational theories towards the improvement of employee motivation and effectiveness in the day to day running of organisations. Literature Review This paper seeks to give an analysis of the interrelationship among organisational structure on employee motivation and organisational effectiveness. The question that the research paper seeks to answer is whether organisational structure has a significant impact on employee motivation and organisational effectiveness. In an attempt to answer this question, an integrative review of literature will be conducted. Aswathappa, (2005) asserts that many researchers have concentrated in research work on areas of improving productivity based on separate aspects such as organisational structure, motivation of workers and organisational effectiveness disregarding the fact that the interrelationship between the three plays an integral part in production. It is for this reason that the study in quest ion studies the relationship between the three aspects. To begin with, the researcher will give general overviews of the four theories. The researcher will then describe the research methodology and give an overview of the reviewed literature. Historical overview Virgin Group is a collection of companies constituting one of the largest organizations in the globe. Since its establishment, Virgin Group has posed diversity in its business operations in the entire industry. The smart structure of the Virgin Group owes its origin to the core founder, Richard Branson, who created a decentralized organizational structure that allows its employees to act based on their own reasoning. This helps reduce bureaucracy where workers are subjected to adherence to bureaucratic procedures. In... This article stresses that Virgin Group is a collection of companies constituting one of the largest organizations in the globe. Since its establishment, Virgin Group has posed diversity in its business operations in the entire industry. The smart structure of the Virgin Group owes its origin to the core founder, Richard Branson, who created a decentralized organizational structure that allows its employees to act based on their own reasoning. This paper makes a conclusion that environmental changes can sometimes have adverse effect in large organisations as a result large organizations that have complex structures such as Virgin Group need to adapt swiftly to these changes. In this case such an organisation requires an organic structure that will allow flexibility in an ever dynamic environment. If each of these companies were to operate independently then, each providing a unique good or service, Virgin Group would been said to have product departmentalization where each division operates based on the product or service it offers. However, Virgin Group structure offers a unique scenario because a company affiliated to it does not have to necessarily specialize in one department. The executive is required to look at fairness in judgement of different situations since different situations require different interventions. In addition to this, the theory serves minor purposes in the public domain. Virgin Group understands th e importance of job security and stability in ensuring motivation of it employees.