The person worthy of being considered a leader Research Paper

The person worthy of being considered a leader - Research Paper Example The three personality traits of Che Guevara that will be discussed in this paper are selflessness, decisiveness and courage. The life history of the great leader will be searched and facts about his life that represent these traits will be reviewed for providing evidence that he possessed these three traits throughout his life. A noticeable characteristic of Che Guevara is that of selflessness. He possessed such acquaintance with his chosen life of working for the people that he sacrificed his personal privileges of leading a sophisticated lifestyle. He found out accidentally that according to the food rationing government scheme introduced in the year 1961, he was being provided with higher rations than other general people. On knowing this fact, he immediately cut off his extra rations that he was provided. Evidence of his selfless nature has even been found when it was observed that during certain periods of time he even refused to take the travelling allowances provided by the go vernment for use in purposes related to official activities. In this regard, he refused to take the allocated petrol from the government for official purposes in taking his wife to the hospital. At a certain point of time in his life, when the government allotted airfare to his family to visit him in Cuba, he asked his family members to not accept the same from the government and asked them to bear their respective airfares to travel from Argentina to Cuba to visit him. His selfless nature led him to become more committed to the processes of revolution. His nature of being committed and the lifestyle that he led all throughout his existence in the world has helped enormously in earning the special place within the minds and hearts of the people belonging to the Latin American and the Cuban region (Saunois, â€Å"Che Guevara - Symbol of Struggle†). Guevara was a person who also possessed strong decisiveness. He was so clear about his goals that he never allowed his professiona l possessions collide with his desires and aspirations in life. When he faced the cycle of dilemma related to either choosing medicine or guns as his career, he noted the following verse which clearly evaluates his nature of being decisive. He stated that he was in an ambiguous state in his life when he had to decide whether he should dedicate his life working with medicine or should perform comprehensively his duties as a revolutionary leader. At that point, he decided his career through a straightforward thought that he had to choose one from a bag which was filled with medicine and an ammunition box. The bag and the box together were quite heavy to be carried by him and thus he decided to carry the ammunition box and left the medicine bag. With decisiveness, gradually he became the chief lieutenant of Fidel Castro and differentiated himself from others as a practical and brutal diplomat who could effectively lead his collaborators and traitors. Also at the same time, he deemed hi mself to be holding deep concern for the wellbeing of his groups. His decisive nature took him to the heights of popularity not only in Cuba but also in Latin America. With the passage of years in his life, he grew more and more focused towards his ambition in life. Along with popularity and love among the people of Cuba and Latin America, success in line with the fulfillment of his ambition also arrived throughout his various phases of life

Colour Purple, Porphyrias Lover Essay Example for Free

Colour Purple, Porphyrias Lover Essay Alphonso uses many catches, all of which helped convince Mr________ to accept Celie in marriage. Some of these bribes included â€Å"You can do everything just like you want to and she aint gonna make you feed it or clothe it† and â€Å"She’d come with her own Linen. She can take that cow she raise down there back of the crib. † These quotes show how her Pa believed he owned her. The possession he held for Celie was so great that he was able to offer her for marriage not because of the person she was, but for the things she could bring with her, and the chores she was able to complete. Browning’s Poem â€Å"Porphyria’s Lover† uses the plot of this dramatic monologue to represent and tie in the aspect of possession. The man in Porphyria’s life is so engaged in the fact that Porphyria has some sense of feeling toward him and believes that her connections with the outside world is the only thing keeping her from staying with him. This man is so in love with Porphyria that she is able to make everything for him feel better. To him, Porphyria is above all else and changes the atmosphere almost automatically. When glided in Porphyria; straight she shut the cold out and the storm, And kneeled down and made the cheerless grate Blaze up and make the whole cottage warm. † Another way Walker uses her novel to develop possession, is when Celie decides to leave for Memphis with Shug, to get away from Mr______. After years of dealing with her husband’s ways of life, putting up with all the beatings, and having to deal with being owned, Ce lie decides that everything would be better off living with Shug who truly cares for her. The true feelings and the streak of possession starts to truly show when Mr______ hears of this. He exclaims to Celie â€Å"Who you think you is?.. You can’t curse nobody. Look at you. You black, you pore, You Ugly, You a woman. Goddam, he say, you nothing at all†. He uses this to try to persuade and convince Celie that she will be no good away from him, but it does not work. She follows her feelings and escapes from the life with him. Similarly, â€Å"Porphyria’s Lover† is another example of the man trying to gain possession over the women in his life. Alternatively, Browning allows the man to effectively gain this possession. On realising that Porphyria truly does worship him, and that no matter how much her heart tells her that she loves him, she cannot tear herself away from her vein attires; he becomes determined on what to do. He realises that there is only one way to keep their love together, perfect and pure. â€Å"That moment she was mine, mine, fair, perfectly pure and good. I found a thing to do†¦. And strangled her. † This example showed how the possession was so great, that Porphyria was unable to escape. An additional way Alice Walker uses â€Å"Color Purple† to develop the idea of possession, very alike to Celie and Mr_____ relationship, is the marriage of Sofia and Harpo. Harpo does not like the idea of Sofia doing her own thing, having her own ideas and independence and so he confides with his father on what he could do. Harpo becomes convinced that to remove this independence, he needs to beat her. On attempting to beat Sofia, Harpo realises that she is not going to give in that way, and how much of a fight she can put up. On deciding that there is no way he is able to win in the frame he is in, Harpo starts to eat uncontrollably in attempt to put on weight to triumph over Sofia. â€Å"He eating more and more each day Harpo eat when he aint hungry † This still does not help him to succeed in possessing his wife. In Browning’s poetry, Porpheryias’ lover actually succeeds in possessing his love. By murdering her, he was able to keep the love between them both, allowing her joyful heart no longer to be able to break. He was able to preserve the moment of perfect love and justify it despite everything. At once, he was able to hold her, and keep her forever. â€Å"Only, this time my shoulder bore her head, which droops upon it still: The smiling rose little head, so glad it has its utmost will†. The next aspect of Love developed in â€Å"Color Purple† is the Powerlessness of women. The poem that relates to this aspect is â€Å"Child Wife† written by Oodgeroo of the Tribe Noonuccal. Both these texts help to portray how women in different cultures have to deal with the same feeling of being powerless, as well as having no say in what happens in their life. Walker again uses Celie’s relationship with her â€Å"Pa† as a way to form examples of the way women lack power in their life. Alphonso uses Celie to perform many of his duties, take care of the children as well as for his pleasure. â€Å"He never had a kine word to say to me. Just say you gonna do what you mammy wouldn’t†¦He start to choke me, saying you better shut up and git used to it. † This quote from the beginning of the novel explains how Celie’s Pa used to sexually assault her and how she was never allowed to say a word to anyone. She had no choice or say in what happened to her and always had to do exactly as she was told. Child Wife† is a similar example of the Powerlessness of women. In this poem the young girl has no choice and is forced to marry an old man The cultural ties in this tribe â€Å"Noonuccal† mean that young woman’s husbands are determined by everyone but the women herself, and don’t take int o account any lovers or any other aspects in their life. â€Å"My childhood over, I must sit forever, and the tears fall down† explains how devastated this young girl is about her marriage, but does not have the rights to be able to walk away or say no. Mr______ and Celie’s marriage is again a great example of the Powerlessness of Women. Mr_____ has sex with Celie without ever discussing or caring about Celie’s feelings or wants. Celie explains, â€Å"Most times I pretend I aint there. He never know the difference†¦Never.. Just do his business, get off, go to sleep. † Sex is just an enjoyment for Mr______, a chore, part of the business of being married. Because Celie is tied to marriage with Mr______, she has no choice but to learn to deal with it. Oodgeroo, of the tribe Noonuccal, once again uses her poems very similarly to the powerlessness of women in â€Å"Color Purple†, the only thing being that this young lady is restricted by traditions as well. The tribal traditions in Noonuccal meant that all husbands are chosen by the leaders, not based on age or the girls wants, but on what the man can provide and do, as well on what they personally think would be best for her. In this case the decision is what makes this young girl the least happy â€Å"They gave me to an old man, joyless and old. This leaves her doubting her life’s happiness and wishing she could have what she really wanted. â€Å"It was love I longed for, young love like mine, it was Dunwa wanted me†¦Ã¢â‚¬  Another relationship in â€Å"Color Purple† of which the man tries to take the woman’s power is Sofia Harpo’s marriage. Harpo attempts for quite a long period to beat the independence out of Sofia to gain more power i n their relationship. The more Harpo tries to beat his wife, the more determined she becomes in doing her own thing. Eventually Sofia has enough and leaves him, taking with her all her children. â€Å"They come early one morning in two wagons to pick Sofia up. She doesn’t have much to take†¦The children. † This is Celie’s description of when Sofia’s sisters came to collect Sofia and save her from any more hassle with her husband. Harpo had attempted to make Sofia powerless, but failed, losing all his family in the process. Oodgeroo describes the young girl in â€Å"The child wife† surrounded by â€Å"Happy the small birds Mating and Nesting, Shrilling their gladness No grief may drown. Oodgeroo uses this part of the poem to explain that everything else around this little girl is happy, with no grief or sorrow, making her feel trapped by happiness. She has no choice but to be with this old man forever, powerless and drowned in pain. The third aspect of Love described in â€Å"Color Purple† and the last poem â€Å"At Seventeen† by T. S Elliot is loves absence. This aspect does not communicate the same ideas right throughout the two texts but is an aspect of which affects many characters and people in their day-to-day life’s. Whether not having experienced love, losing one that is loved or having been separated from a lover, Loves absence in either one of these texts can and does cause many emotions to evolve. Most of these emotions are powerful and are capable of accumulating into negative feelings. The only similar example, which helps to relate â€Å"Color Purple† and â€Å"At seventeen† in the same way, to the aspect of Loves Absence, is with Celie at the beginning of the novel. Celie never understood how somebody could fall in love, as she had never witnessed it herself. Nobody had ever been attracted to Celie, only ever using her for what she could do and for sex. Walker uses the quote â€Å"She not so pretty†¦Just that head of hair†¦Sure too black † to show how many people used to see Celie before Shug came along. Before Shug, Celie never really understood the meaning of true love. The same idea of Love’s absence, as shown in the first example in â€Å"Color Purple†, is shown all the way through T. S Elliot’s poem â€Å"At Seventeen†. The seventeen year old in this poem has realized that she just cannot compete with the peers her age and that she is not good enough for love. She thinks she does not have the looks or the money to attract anyone to love her. â€Å"I learnt the truth at seventeen that love was meant for beauty queens And high school girls with clear skinned smiles†. Elliot uses quotes such as this all through the poem to describe how this seventeen year old believes she is everything but glamour or beauty. Loves absence in this poem has lead this young girl to become mournful, pessimistic and depressed, at the same having a grandiose image of other girls on a pedestal compared to herself. It has lead her to believe that love is a shallow emotion only about beauty not about the person within. As a result, she leads herself to thinking she will never be able to fall in love because she feels she cannot compare. A diverse example but of equal significance in Walkers novel is between Celie and her sister Nettie. Even though the physical absence between the two sisters in this story is immense, and continues to grow and extend, Celie and Nettie still feel the same love and bonds for each other. â€Å"The years have come and gone without a single word from you. Only the sky above us do we hold in common†¦One day I will find myself gazing into your eyes†¦Oh Celie! † The passion that is showing through in this quote is becoming an all-consuming thought in Nettie’s mind, forming constant worry and anxiety about where her sister is and if they will ever meet again. The last example that transmits the same idea of Love’s absence in â€Å"At seventeen† comprises of the quote â€Å"To those of us who know the pain of Valentines that never came†¦and those of whose names were never called when choosing sides for basketball†. This does not use the same illustration as what Color purple does, as the young girl had never had a love, to lose. Instead, she wishes she had experienced the love of which others boast about. All these texts, â€Å"Color Purple†, â€Å"Porphyria’s Lover†, â€Å"Child Wife† and â€Å"At Seventeen† represent very similar but divergent issues and aspects that help develop the common theme of Love. Each one of these aspects has helped to demonstrate the boundaries and connections that can evolve in the process of Love.

Symbolism in Plays: Comparison of Dorfman and DÏ‹rrenmatt

Symbolism in Plays: Comparison of Dorfman and DÏ‹rrenmatt The usage of allegorical references and symbolism is essential when delivering the playwrights intended messages to the audience. The author of Death and the Maiden, Ariel Dorfman, and the author of The Visit, Friedrich DÏ‹rrenmatt, both convey messages which regard human society through the use of symbols. By creating characters that represent social issues such as anti-religion, patriarchal values, and loss of ethics, both writers utilize the outcomes of characters to deliver their opinions. Furthermore, both plays emphasize social issues, elicit causes, and imply solutions to the issues addressed by utilizing allegorical references. In Death and the Maiden, Dorfman addresses the situation of his home country, Chile, while in The Visit, DÏ‹rrenmatt uses biblical allusions. Both plays, The Visit and Death and the Maiden make use of allegories to convey a message. DÏ‹rrenmatt uses symbols to construct a biblical allusion in The Visit and deliver his message; that greed holds the ability to decay moral values and that money has the power to assume personalities. The allusion is made up of Ill, the Christ figure, who must sacrifice himself for the betterment of Guellen, which is â€Å"rotting to death† (DÏ‹rrenmatt 12). The desperate nature of the town is obvious through the excitement caused by the arrival of Claire Zachanassian. Since her wealth is well-known, it immediately sheds hope upon Guellen that she will come to save the town from its poverty. Ironically, she does the exact opposite. Claire, the satanic figure, introduces temptation, which slowly diminishes the moral values the town is so much known to uphold. By offering the million dollars in return for Ills death, the power of greed is executed through the transformation of Guelle ns citizens. At first, the mayor states that he â€Å"reject[s] [Claires] offer† in â€Å"the name of humanity† and that he would rather live through poverty than have â€Å"blood on [his] hands† (39). The mayors tone is extremely certain, emphasizing to what extent his transformation really is. By the end of the play, the mayor has already fooled himself into thinking that by killing Ill it would be better for humanity. For the sacrifice of one, it would â€Å"save† the town. Temptation has led Guellen to believe that their decision to kill Ill was not derived through the money, but through the â€Å"matter of justice† (91). This moral decline portrays through the use of the biblical allusion, which DÏ‹rrenmatt creates for one specific purpose; to deliver a caveat towards greed. The paradox of greed, in this case, derives from Claire. In one aspect, she saves Guellen from poverty, hunger, and imminent destruction. Yet, she introduces greed and murder, which subsequently leads to the loss of ethics and gain of antireligious values. Indeed, she saves the town in one way, but destroys the town in another. In the play Death and the Maiden, Ariel Dorfman creates an allegory portraying the cruel government of Chile and the struggles to transition away from it into a new leadership. The characters of the play are symbols to portray these struggles to heal. Additionally, the personalities of these characters portray the necessities of people after such an event; such as justice, revenge, and acceptance. Although the old regime is out of order, the effects of the crimes against human rights are not so easily forgotten. After being brutally tortured and raped, Paulina Salas struggles in her life. She finds it easy to suppress her memories, but never finds a way to accept the past. Hence, Paulina is a symbol of revenge, which Dorfman creates to emphasize the struggle to heal. When Doctor Miranda, her alleged rapist, arrives to her house, she recognizes his voice, which â€Å"during all these years not an hour has passed that [she hasnt] heard it† (Dorfman 22), proving her inability to accept the past, and describing her personality as vengeful. Her ability to recall the Doctors voice from years in the past portrays the extent to which the memories of her past still affect her present. When the Doctor wakes up after spending the night, he sees Paulina, who is holding a gun and â€Å"[pointing] it playfully in his direction† (20). Knowing her thoughts, her intentions are made clear. She wants him to feel sorry and repent, yet claims it is not â€Å"vengeance† (34) which drives her. Through Paulina, Dorfman uses her inability to forget as an example of social issues which pertain to Chile. By portraying her as a woman who has been affected by events directly linked to a cruel government, he represents all women in Chiles reality, who have suffered through the old regime. Moreover, by making her personality vengeful, he directly implies that many women in Chile are also seeking closure through revenge. When Dorfman ends his play with mirrors dropping do wn, he implies that the plot directs towards the audience, and is suppose to catalyze self exploration amongst them. Dorfman also creates Gerardo Escobar as a lawyer who has been appointed to a commission that will examine human rights abuses during the past dictatorship. This career is ironic because of his wife; who has had her rights abused, but seeks justice not through her husband, but through revenge. Both of Escobars occupations, as a lawyer and a member of the commission, serve as support for the idea that he is a symbol of justice. Dorfman creates this dichotomy of roles to show the different way people deal with the struggle. The way Paulina does; through revenge, which is seeking justice with an evil intention, or the way Escobar does; through justice and acceptance. Escobar constantly states that these crimes were held â€Å"fifteen years ago† (36), and to â€Å"put him on trial† (34) instead of seek revenge the way Paulina does, proving that Escobar has accepted what has happened and holds no grudge. Although Paulina retorts that crimes had not been directly done towards him, indeed, they had. Escobar is directly affected because though he had not been abused, his wife had, giving him a link. Dorfman uses Escobar as a symbol to portray the way people should handle violations of human rights, with acceptance. To prove this method correct, Dorfman then uses Paulina as a symbol for revenge to show that if people cannot come to terms with the past, they will constantly seek revenge, never find peace, and consequently struggle to heal. Both authors, DÏ‹rrenmatt and Dorfman, utilize symbolism and allegories to deliver their own messages about their views on society. DÏ‹rrenmatt believes that if humanity succumbs to temptation, moral decline is unavoidable. He demonstrates the serious nature of this warning by implementing the idea into a biblical allusion. This allusion portrays that death and anti-religion follows greed. Dorfman similarly conveys a message through an allusion of his home country Chile. By portraying a womens struggle to overcome her cruel past and making her symbolize revenge, Dorfman demonstrates the flaws of such an approach. He shows that if revenge is what you seek, a person can never find closure, and that the only way one can obtain peace is through acceptance and mercy. Work Cited Dorfman, Ariel. Death and the Maiden. New York: Penguin Books, 1991. Durrenmatt, Friedrich. The Visit. Tans. Patrick Bowles. New York: Grove Press, 1956.

Machiavelli Vs. King George III :: essays research papers

MACHIAVELLI VS. KING GEORGE III During colonial times, King George III was a tyrant ruler. He was unstable and constantly inflicted hardship upon the people of the American Colonies. King George III thought that imposing more demands on the colonists would allow him to reach his goals such as bringing in more money for the British government. Machiavelli, on the other hand, thought that a ruler needed his subjects to be on his side so that there would be less resistance. King George III did not follow Machiavelli's manual for being a good prince. Machiavelli's main lesson was "a prince must always seem to be generous, merciful, faithful, spirited, and humane.† If a prince does not have those characteristics, his people will lose all support for him. King George III did not make sure people from the American Colonies saw him as a good King. King George III did not go out of his way to cover up his wrong doings. Instead, everyone knew he did not really care about the American Colonists. They knew he only cared about the land, and acquiring the largest empire. The King continually broke his own laws, contrary to Machiavelli's principles. Machiavelli once said, â€Å"a prince should always be able to come up with a reason for war†. King George III didn’t have a reason. He kept sending armies into the American Colonies. He transported large armies of foreign mercenaries to kill people and confiscate their land. By doing this, King George was only sabotaging himself. Machiavelli spoke of a balance between good and evil. "In actual fact, a prince may not have all of the admirable qualities listed, but it is necessary that he should seem to have them. Indeed I will venture to say that when you have them and exercise them all of the time, they are harmful to you; when you just seem to have them, they are useful. It is good to appear merciful, truthful, humane, sincere, and religious; it is good to be so in reality. But you must keep your mind so disposed that, in case of need, you can turn to the exact contrary".

Basic Functions of a Network Management System.

C H A P T E R 6 Chapter Goal †¢ Become familiar with the basic functions of a network management system. Network Management Basics Introduction This chapter describes functions common to most network-management architectures and protocols. It also presents the five conceptual areas of management as defined by the International Organization for Standardization (ISO). Subsequent chapters in Part IX, â€Å"Network Management,† address specific network management technologies, protocols, and platforms in more detail. What Is Network Management?Network management means different things to different people. In some cases, it involves a solitary network consultant monitoring network activity with an outdated protocol analyzer. In other cases, network management involves a distributed database, autopolling of network devices, and high-end workstations generating real-time graphical views of network topology changes and traffic. In general, network management is a service that emp loys a variety of tools, applications, and devices to assist human network managers in monitoring and maintaining networks. A Historical PerspectiveThe early 1980s saw tremendous expansion in the area of network deployment. As companies realized the cost benefits and productivity gains created by network technology, they began to add networks and expand existing networks almost as rapidly as new network technologies and products were introduced. By the mid-1980s, certain companies were experiencing growing pains from deploying many different (and sometimes incompatible) network technologies. The problems associated with network expansion affect both day-to-day network operation management and strategic network growth planning.Each new network technology requires its own set of experts. In the early 1980s, the staffing requirements alone for managing large, heterogeneous networks created a crisis for many organizations. An urgent need arose for automated network management (including what is typically called network capacity planning) integrated across diverse environments. Internetworking Technologies Handbook 1-58705-001-3 6-1 Chapter 6 Network Management Architecture Network Management Basics Network Management Architecture Most network management architectures use the same basic structure and set of relationships.End stations (managed devices), such as computer systems and other network devices, run software that enables them to send alerts when they recognize problems (for example, when one or more user-determined thresholds are exceeded). Upon receiving these alerts, management entities are programmed to react by executing one, several, or a group of actions, including operator notification, event logging, system shutdown, and automatic attempts at system repair. Management entities also can poll end stations to check the values of certain variables.Polling can be automatic or user-initiated, but agents in the managed devices respond to all polls. Agents are software modules that first compile information about the managed devices in which they reside, then store this information in a management database, and finally provide it (proactively or reactively) to management entities within network management systems (NMSs) via a network management protocol. Well-known network management protocols include the Simple Network Management Protocol (SNMP) and Common Management Information Protocol (CMIP).Management proxies are entities that provide management information on behalf of other entities. Figure 6-1 depicts a typical network management architecture. Figure 6-1 A Typical Network Management Architecture Maintains Many Relationships Network management system (NMS) Management entity Network management protocol Network Agent Agent Agent Proxy Management database Management database Management database Managed devices ISO Network Management Model The ISO has contributed a great deal to network standardization.Its network management model is the primary means for understanding the major functions of network management systems. This model consists of five conceptual areas, as discussed in the next sections. Internetworking Technologies Handbook 6-2 1-58705-001-3 Chapter 6 Network Management Basics ISO Network Management Model Performance Management The goal of performance management is to measure and make available various aspects of network performance so that internetwork performance can be maintained at an acceptable level.Examples of performance variables that might be provided include network throughput, user response times, and line utilization. Performance management involves three main steps. First, performance data is gathered on variables of interest to network administrators. Second, the data is analyzed to determine normal (baseline) levels. Finally, appropriate performance thresholds are determined for each important variable so that exceeding these thresholds indicates a network problem worthy of attenti on. Management entities continually monitor performance variables.When a performance threshold is exceeded, an alert is generated and sent to the network management system. Each of the steps just described is part of the process to set up a reactive system. When performance becomes unacceptable because of an exceeded user-defined threshold, the system reacts by sending a message. Performance management also permits proactive methods: For example, network simulation can be used to project how network growth will affect performance metrics. Such simulation can alert administrators to impending problems so that counteractive measures can be taken.Configuration Management The goal of configuration management is to monitor network and system configuration information so that the effects on network operation of various versions of hardware and software elements can be tracked and managed. Each network device has a variety of version information associated with it. An engineering workstati on, for example, may be configured as follows: †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ Operating system, Version 3. 2 Ethernet interface, Version 5. 4 TCP/IP software, Version 2. 0 NetWare software, Version 4. 1 NFS software, Version 5. 1 Serial communications controller, Version 1. X. 25 software, Version 1. 0 SNMP software, Version 3. 1 Configuration management subsystems store this information in a database for easy access. When a problem occurs, this database can be searched for clues that may help solve the problem. Accounting Management The goal of accounting management is to measure network utilization parameters so that individual or group uses on the network can be regulated appropriately. Such regulation minimizes network problems (because network resources can be apportioned based on resource capacities) and maximizes the fairness of network access across all users.Internetworking Technologies Handbook 1-58705-001-3 6-3 Chapter 6 Review Questions N etwork Management Basics As with performance management, the first step toward appropriate accounting management is to measure utilization of all important network resources. Analysis of the results provides insight into current usage patterns, and usage quotas can be set at this point. Some correction, of course, will be required to reach optimal access practices. From this point, ongoing measurement of resource use can yield billing information as well as information used to assess continued fair and optimal resource utilization.Fault Management The goal of fault management is to detect, log, notify users of, and (to the extent possible) automatically fix network problems to keep the network running effectively. Because faults can cause downtime or unacceptable network degradation, fault management is perhaps the most widely implemented of the ISO network management elements. Fault management involves first determining symptoms and isolating the problem. Then the problem is fixed and the solution is tested on all-important subsystems.Finally, the detection and resolution of the problem is recorded. Security Management The goal of security management is to control access to network resources according to local guidelines so that the network cannot be sabotaged (intentionally or unintentionally) and sensitive information cannot be accessed by those without appropriate authorization. A security management subsystem, for example, can monitor users logging on to a network resource and can refuse access to those who enter inappropriate access codes.Security management subsystems work by partitioning network resources into authorized and unauthorized areas. For some users, access to any network resource is inappropriate, mostly because such users are usually company outsiders. For other (internal) network users, access to information originating from a particular department is inappropriate. Access to Human Resource files, for example, is inappropriate for most use rs outside the Human Resources department. Security management subsystems perform several functions.They identify sensitive network resources (including systems, files, and other entities) and determine mappings between sensitive network resources and user sets. They also monitor access points to sensitive network resources and log inappropriate access to sensitive network resources. Review Questions Q—Name the different areas of network management. A—Configuration, accounting, fault, security, and performance. Q—What are the goals of performance management? A—Measure and make available various aspects of network performance so that internetwork performance can be maintained at an acceptable level.Q—What are the goals of configuration management? A—Monitor network and system configuration information so that the effects on network operation of various versions of hardware and software elements can be tracked and managed. Q—What are th e goals of accounting management? Internetworking Technologies Handbook 6-4 1-58705-001-3 Chapter 6 Network Management Basics Review Questions A—Measure network utilization parameters so that individual or group uses on the network can be regulated appropriately. Q—What are the goals of fault management?A—Detect, log, notify users of, and automatically fix network problems to keep the network running effectively. Q—What are the goals of security management? A—Control access to network resources according to local guidelines so that the network cannot be sabotaged and so that sensitive information cannot be accessed by those without appropriate authorization. Internetworking Technologies Handbook 1-58705-001-3 6-5 Chapter 6 Review Questions Network Management Basics Internetworking Technologies Handbook 6-6 1-58705-001-3

Is AP World History Hard Expert Discussion

Is AP World History Hard Expert Discussion SAT / ACT Prep Online Guides and Tips AP World History seems like it would be a pretty hard class. There's so much to cover - I mean, it's everything that's ever happened to humans! But how much do you reallyneed to know? And how do people usually do on the AP test? In this article, I will examine five different factors to make a conclusion about the difficulty level of AP World History. What Factors Determine the Difficulty of an AP Class? Before we try to answer the question at hand ("Is AP World History hard?"), let's go over the factors that determine how challenging a particular AP class is. There are five factors, grouped into three categories: Testing Statistics This section deals with hard data about students' performance on the AP exam. Passing Rate The passing rate is the percentage of students who earn 3s or above on the AP exam.A low passing rate taken at face value indicates a harder test.However, sometimes classes that are more popular have artificially low passing rates because there’s a higher proportion of underpreparedstudents in the testing pool. It’s important to consider the passing rate in context. Five Rate The five rate is the percentage of students earning 5s on the AP exam.This can be a slightly more accurate indicator of difficulty than the passing rate because it shows how hard it is to master the material.Still, the five rate can also be affected by the popularity of the class, so it’s important to keep that information in mind. Objective and Subjective Assessments of the Content These factors relate to the actual difficulty of the course content according to students and educators. Objective Content Difficulty This is determined by the scope of the content and the types of skills required in the class to be successful. Courses with a large volume of complex content are going to be more challenging.Sometimes, these objectively difficult courses have strangely high passing rates and five rates because only the most dedicated students are willing to take them. Student Testimonials Student opinions of the class are important to consider apart from an objective assessment of the content.Is there a ton of homework? Do you have to do projects all the time?Even if the content isn’t the most complex, these factors can make a big difference in the time commitment required for the class. Timing When do students take the class? If it’s freshman or sophomore year, this can cause students to perceive the content as more difficult, since they may not be used to AP classes yet.If students are encouraged to wait until junior or senior year to take the class, they might compare their experience to other AP classes and come up with a more reliable assessment of how hard the class is. There's a big difference between sophomore year and senior year. For example, this girl gained the confidence to express her true self with a unique fashion statement. Seriously, though, graduation robes are hideous. We need to kill that tradition. What Do Statistics Say About the AP World History Exam? First, I’d like to note that AP World Historyis one of the more popular AP exams;265,308 students took it in 2015!The only AP exams to surpass that number of participants were US History, Psychology, US Government, English Literature Composition, English Language Composition, and Calculus AB. The popularity of this exam means that five rates and passing rates may be skewed lower.The greater the number of students taking an exam, the more likely it is that a large proportion of them will come into it underprepared. This often happens whenan AP is closely related to a class many students need to take to graduate (like world history). Sometimes students are pushed into the AP version of the class when they aren't ready or when they have little interest in the material but have to take the class to fulfill graduation requirements. On the other hand, if an exam is less popular, the students who take it are usually interested inthe subject and, therefore, more likely to be well-prepared for the test. In these cases, they've typically chosen to take a class outside of core requirements because they want to learn more about the subject. The 2016 passing rate for the AP World History exam was 51.2 percent.The only exams with lower passing rates were Physics 1, Environmental Science, and US Government.We can say definitively that this is a low passing rate compared to most other AP exams. The popularity of the test can partially account for the lower passing rate, but it’s so close to the bottom of the stack that it does seem to indicate a difficult test.More shockingly, the average document-based question score in 2016 was only 2.96 out of 9 points! This emphasizes the difficulty of the document-based question in particular for most students. Now, let’s take a look at the five rate.The 2016 five rate was a 6.5 percent, which isvery low by anyone’s standards.Only Physics 1 and Biology had lower five rates in 2016.Like the passing rate, this also seems to indicate that AP World History is a difficult test.Although test popularity can partially account for such a low five rate, the rate is so low that it points to a high inherent difficulty level. Just like five-star reviews, fives on the AP World History exam are hard to come by. Is the AP World History Content Difficult? For this class, you’re dealing with the entirety of human history. It would seem that the content is difficult just based on its scope! That's a little deceptive, though.The class is mainly about being able to understand long-term trends in history and identify how the five themes of the course relate to events throughout the six designated historical eras.It’s slightly different from classes like US History and European History, which focus more on specifics. AP World History requires critical thinking about the relevance of particular themes at certain historical moments (and knowledge of some specific examples to back up your conclusions).It’s not necessary to memorize everything that’s ever happened to do well, so the content isn’t as hard as it appears at first glance. Whether you find the class difficult depends partially on your skills in writing and analysis.If you’re good at those things, you’ll probably find AP World History manageable.If you have trouble answering vague thematic questions and are more memorization-oriented, the class will likely be more of a struggle. You don't have to possess Godlike powers of recall to do well in AP World History, but you DO have to know how religious beliefs shaped the formation of early civilizations. Do Students Think AP World History Is Hard? Students typically find AP World History to be a medium-difficulty class with relatively simple concepts but a significant workload. As I mentioned in the previous section, it’s more of a general overview of history compared toclasses like AP US History and AP European History. AP World Historyoffers greater flexibility in answering essay questions, and it doesn’t ask for specific facts as often.Once you have a handle on the main themes and how they connect key developments in history, you should be able to answer most questions that are thrown your way. However, there’s no denying that there’s a lot of material to cover, so you’ll have to do frequent readings and prepare for quizzes regularly.Even if you’re not struggling to master the content, you still will have to put in a significant amount of time. Most students take AP World History in 10th grade, so they’re still underclassmen who have less experience with AP classes.The fact that students are encouraged to take this class before classes like AP US History (typically taken junior year) indicates that it’s more of a basic foundational course.Also, these younger students don’t seem to think it’s an extraordinarily hard class, which supports our conclusions about the difficulty level being somewhere in the middle range. This brings up an interesting discrepancy. Why do students think the class isn't that hard when so few of them end up earning a high score on the exam?Since this is one of the first AP classes most students take, history teachers might present them with in-class assignments that are less challenging than the material on the exam. The class is likely to be less thematically-focused and more fact-based than the exam because the information is taught in smaller chunks. Students also don't necessarily know the best way to prepare for the AP exam if it's one of the first ones they've seen.Even if they do practice with real AP materials, it's common to write practice essays without adhering to realistic time constraints or do practice questions that test factual recall and not real analysis. Most students take AP World History when they are still lil' academic saplings that have yet to grow to their full potential. Will AP World History Be Hard for You? After considering the general factors in the previous sections, you should also think about your specific situation. Every student has different strengths and weaknesses, and every school is different in its treatment of the course. Here are a few steps you can take to find out exactly how hard AP World History will be for you. Ask Knowledgeable People about the Class The most reliable way to figure out if the class will be hard is to ask other students who have already taken it for their opinions.You can also ask your current history teacher what he or she thinks about the AP World History class at your school and whether it will be manageable for you.You might even talk to your guidance counselor about your options. He or she should have a good sense of how you might fare in the course based on experiences with other students. Every AP teacher does things slightly differently, so you shouldn’t make broad assumptions about the difficulty level without taking your specific situation into account.Some teachers assign tons of projects and quizzes all the time while others adopt a less intense style that’s focused on larger long-term assignments. Think About Your Academic Strengths and Weaknesses If you have strong skills in critical reading and writing, you’ll find this class easier than someone who struggles with writing and prefers questions with clearly defined answers. Strong English studentsshouldn’t have much trouble getting through this class.As I’ve mentioned, memorization isn’t as important as the ability to connect the themes of the course to events throughout history. Consider the Rest of Your Schedule It might be harder for you to manage this class if you’re also taking other classes that involve oodles of writing and memorization.It would be a big challenge to take AP World History alongside another AP history class (US or European) or one of the AP English classes, just based on the sheer amount of work.But this also depends on the way the teacher at your school structures the class and how much work you can expect on a weekly basis. Be mindful of your limits, and try not to overload yourself! Even a class that wouldn’t be that hard for you normally can become overwhelming if you have to do the work on top of a million other assignments. If you have to drag yourself through metaphorical barbed wire to overcome your limits, it's usually not worth it. Conclusion: Is AP World History Hard? Based on the factors examined in this article, AP World History is a medium-difficulty AP class, verging on slightly more difficult.The statistics indicate that the test is challenging, but it’s also taken by a large number of students, many of whom are still underclassmen whoaren’t used to APs.The content of the class is also not as hard as you might think. It’s more about making sense of broad themes than actually remembering everything that's ever happened. You’ll probably do fine if you practice honing your writing skills and keep up with the homework assignments! What's Next? Looking for ways to practice your skills in AP World History? Check out this article that lists all the practice tests that are available online. The document-based question is the scariest part of the AP World History exam for most students. Read our article on what the DBQ is and how you can prepare for it effectively. Still not sure which AP classes you want to take in high school? This article will help you decide which APs fit best with your goals and academic strengths.