Teenage Depression - Teen Suicide - 1399 Words

Teen Suicide Over the past few years’ teenage depression has drastically increased due to multiple factors such as peer pressure and bullying. According to Linda Lamb’s article Young People Can Suffer From Depression, Too,† The suicide rate among teenagers [today] is about 10 per 100,000†. A handout from the Health and Human Services Department and National Institute of Mental Health stated,† in the last 25 years, the rate of suicide among teenagers and young adults has increased dramatically.† The awareness of teenage depression has increased and the public are taking steps to reduce it, however schools and parents can do more to prevent it such as a day of awareness or even so much as considering the possibility that a teen is†¦show more content†¦Ã¢â‚¬Å"If someone wants help, he or she will get it or ask for it†(UC Davis 1). â€Å"FACT: Depression, which saps energy and self-esteem, interferes with a person’s ability or wish to get h elp†(UC Davis 1).† It is an act of true friendship to share your concerns with an adult who can help†(DMH 1). No matter what you â€Å"promised† to keep secret, your friend’s life is more important than a promise.So if you know someone that shows depression symptoms, you’re doing them a favor by telling an adult to get them help. Linda Lamb’s article stated that certain situations can cause depression such as,† stress or division in the family, major problems in school, a breakup with a girlfriend or boyfriend, and dealing with overlapping conditions such as attention deficit hyperactivity disorder (ADHD) or substance abuse.† Along with these events, teenagers go through â€Å"body changes, changes in thoughts, and changes in feelings. Strong feelings of stress†¦in new ways influence a teenager’s problem solving and decision making abilities† A lot of people don’t understand why teenage depression is more serious than adult depression. According to Newsweek,† depressed teenagers are more reactive to the environment than depressed adults. In addition, they act irritable.† With this, parents usually should not deal with their kid’s depression alone. Most of the time, the teenager will blame the parents if not get irritated with them. If a parent is trying to deal with aShow MoreRelatedTeen Depression : The Problem Of Teenage Depression, And Teen Suicide721 Words   |  3 PagesTeen depression is a definite topic most people are unaware of and depression is a worldwide issue and is the leading disability. Depression can lead to many things, from anxiety to thoughts of suicide. Things like social media is a big cause of depression. Everyone has those days where they are feeling sad or maybe even just having a bad day. Sometimes, it goes even more downhill. When it turns into something major, it beco mes a real problem. Some people ignore the issue, brushing it off as a â€Å"phaseRead MoreTeenage Depression And Teen Depression792 Words   |  4 Pages Teen depression, which is also known as adolescent depression, is a growing problem in today’s society. Depression among teenagers is overlooked by many and is often mistaken for â€Å"normal† teenage behavior. This mental illness is one of the most common psychiatric disorders. Depression is predominantly seen amongst young women who are transitioning into adulthood. Teenagers are at a point in their lives where they come face to face with the reality of peer pressure and a milestone in becomingRead MoreDepression Is The First Leading Cause Of Suicide1496 Words   |  6 PagesToday in America, depression is the first leading cause of suicide. Reported in recent statistics, every year, thousands of people succeed in taking their lives and even more have attempted suicide at some point (Hyde and Held 8). Although it is an afflicting concern today, depression dates back to centuries ago, but wasn t fully recognized as a clinical illness until the 1960 s. At this poin t, depression treatment was only available to adults because it was so unlikely for adolescents to experienceRead MoreTeenage Suicide1064 Words   |  5 PagesTeenage Suicide Suicide is intentional self-inflicted acts that end in death(Suicide, Comptons). After a series of traumatic events, normal coping abilities can be pushed over the edge; the result may be suicide. In each year, an average of 30,000 suicide deaths occur in the United States. It is estimated that 5,000 of those suicides are committed by teenagers(SA\VE, 2). One major reason that the suicide rate among teenagers is so high, is that the teenage years are a period of commotionRead MoreAntidepressants for Teens: To Be or Not To Be? Essay1546 Words   |  7 Pagesrelief for teens with depression, they should not be considered an effective treatment to cure depression due to the side effects, risk of addiction, and increase thoughts of suicide. â€Å"Teen depression is a serious condition that affects emotions, thoughts and behaviors. Issues such as peer pressure, academic expectations, and changing bodies can bring a lot of ups and downs for teens† (Mayo Clinic). Depression does not discriminate; no matter what race, gender, or religion, depression can turn aRead MoreSuicide Among Teenagers1095 Words   |  5 Pages Suicide is the third-leading cause of death among 15 to 24-year-old (Green, Paragraph 1) Teenage suicide is the intentional act made by teenagers usually below the age of 19 to take their lives. Suicide is not thought of in a day. It is a series of processes that goes on in the mind before manifesting. Although, during these processes there are visible signs that shows a prospective suicidal person. There are factors that trigger and cause the act of suicide in a teenager. Most of these factorsRead MoreDepression : A Serious Problem1473 Words   |  6 PagesDepression is an illness that involves the body, mood and feelings that have an emotional impact on the way a person eats and sleeps, the way an individual feels about themselves, and the way an individual thinks about things. Depression is a serious mental illness and thousands of people suffer from it every single day. It is an extremely serious problem that affects every aspect of the life of a teen that is suffering from depression. â€Å"Approximately 20 percent of teens will experience depressionRead MoreConsidering The Causes Behind Increased Teenage Suicide.1536 Words   |  7 PagesIncreased Teenage Suicide Yesterday, 16-year-old Rachel decided to commit suicide-- an all too common increased trend in America as suicide is the third leading cause of death for 15- to 24-year-olds (â€Å"Teen Suicide Is Preventable†). Rachel felt like she could not handle her life anymore. Her parents were in the process of getting a divorce, she was being bullied at school, was having trouble succeeding in academics and co-curricular activities, and was recently been diagnosed with depression. So, inRead MoreTeenage Suicide : A Devastating Event1509 Words   |  7 PagesTeenage Suicide When I was undergoing my journey through high school, there was a devastating event that affected the entire school from that point on; one of my fellow classmates had committed suicide. It was heart breaking to hear what had happened to someone at such a young age. A teenage boy drove to a spot in North Carolina where his dad had committed suicide just a few years ago. In that same exact place where his dad committed suicide, he decided to take his own life. According to WorldRead MoreEssay on Sexually Active Teens1287 Words   |  6 Pagesalready overwhelmed teen. The consequences of becoming sexually active during adolescence can include pregnancy, sexually transmitted diseases, and depression. One obvious consequence teens face when they become sexually active is pregnancy. Pregnancy at any age can be taxing on the body, and spirit. However, adding in a third factor-lack of maturity in most adolescents-can create a disastrous combination. According to an article titled Teen Pregnancy: Overview, Consequences of Teen Pregnancy, found

The Joy Luck Club, The Bonesetter s Daughter, And The...

For the past few decades, waves of immigrant families come to the United States in search of a new home. People from all over the world who have escaped their native country wanting to have jobs in order to support their family and live the â€Å"American Dream†. The U.S. Demographic History states, â€Å"In any event, 1965 initiated a second ‘Great Wave’ of mass immigration, which continues today. During the 1990s, legal immigration averaged 900,000 annually, increasing to about one million per year during the next decade.† Many of these immigrants of whom have came from the eastern hemisphere have believed that they will live a better life under the liberty, freedom and the pursuit of happiness that the United States can give them. While America has many things to offer for these new incoming families, this country also has cultural conflicts that clash between their natural traditions and modernity. In the novels, The Joy Luck Club, The Bonesetterâ€℠¢s Daughter, and The Kitchen God’s Wife, Amy Tan creates the broken relationships of immigrant mothers and their â€Å"Americanized† daughters who struggle in social barriers they both face as they live in the new setting. Amy Tan analyzes mother-daughter relationships between character’s lovers and friends and how they develop over a course of unexpected events. Throughout The Joy Luck Club, The Bonesetter’s Daughter and The Kitchen God’s Wife, Amy Tan places all three books in California where the characters in each book have trouble inShow MoreRelatedsocial dimension of education2565 Words   |  11 PagesTECHNOLOGY Bangued Campus, Bangued Abra â€Å"The kitchen GOD’S wife† A BOOK REVIEW (‘A BOOK OF AMY TAN†) Prepared by; Maricel B, Dalingay BEED11-C Prepared for; Mr. Rommel Yahin Instructor 1. The author Amy Tan is an American writer whose works explore mother-daughter relationships and what it means to grow up as a first generation Asian American. In 1993, Tan s adaptation of her most popular fiction work, The Joy Luck Club, became a commercially successful. She has written

The Battle of Passchendaele Free Essays

The Battle of Passchendaele Officially known as the Third Battle of Ypres, Passchendaele became infamous not only for the scale of casualties, but also for the mud. It was a combination of the Environment, Tactics and Poor Leadership that lead to the AIF’s losing the battle of Passchendaele. On 9 October 1917, British divisions, with the AIF in support, attacked towards Passchendaele village in terrible conditions. We will write a custom essay sample on The Battle of Passchendaele or any similar topic only for you Order Now In the mud and rain the effort proved futile but the high command thought that enough ground had been gained to order an assault on 12 October. The Germans were fully prepared for the incoming attack, launched across an eleven mile front, small gains of land was only achieved during the attack. Then in the early days of August, the area was saturated with the heaviest rain the region had seen in thirty years. The area in Flanders became effectively a swamp. The weather at the site of this battle was dreadful; it was all muddy and sticky, after it had poured for days on end. It was because of the harsh weather that many of the AIF troops got trench foot. As this was happening, the AIF was losing a lot of men that died or could not fight again because of the wounds that they had obtained. Third Ypres was intended as Sir Douglas Haig’s Allied forces breakthrough in Flanders in 1917. The AIF lost this battle because of the poor leadership that the officers showed during the battle because of the position they were put in by the Germans. Plumer advocated continuing the attack immediately into Passchendaele ridge, arguing that the morale of the German troops was, for the present at least, broken, and that this combined with a shortage of forces would virtually guarantee Allied capture of the ridge. Haig however disagreed, choosing not to go along with the plans that he had made for the AIF. It was a combination of the Environment, Tactics and Poor Leadership that lead to the AIF’s losing the battle of Passchendaele. In conclusion the battle of Passchendaele was a failed attempt by the AIF as they lost a lot more men then the Germans. I have talked about the tactics, morale and the leadership. These parts of the battle were the most interesting to my eye. How to cite The Battle of Passchendaele, Papers

Social Justice In Education Essay Example For Students

Social Justice In Education Essay Social Justice In Education Essay by R. W. Connell discusses the role of education in society and the implications that social justice issues have on education. Connell begins by establishing that education and social justice can be examined separately yet they are inescapably linked through the social medium of their implementation. Education concerns schools, colleges and universities, whose business is to pass knowledge on to the next generation. Social justice is about income, employment, pensions or physical assets like housing.(Connell, 1993) Three points validating the equal importance of social justice and the education system to people of all delineations are: 1.) in Western society public schools are key forums of social interaction and comprise some of the largest social institutions 2.) educational institutions are highly economic bodies and have become major public assets (Connell, 1993) 3.) teaching becomes a vehicle by which society is ultimately determined and has a great influence over societys morality. Connell describes the meaning of justice in education as being a question of fairness in distribution equality. (Connell, 1993) Justice cannot be achieved by distributing the same standard good to all social classes.(Connell, 1993) By stating this, Connell summarizes that in the attempt to achieve equality, unequal means must be employed. The implications for teaching presented by Connells article are immense. The concept of equality in education and the equality of access to education are matters that are determined by the social constructs of the society in which we live. The notion of equality in education means that educators must approach all material and subject matter with a premise of unbiased predetermination. Music, math, science, fine arts, English, Japanese, history, etc must all be considered on a par. Our current educational system does not treat all subjects as equal in our public education system. The stereotypical reading, writing and arithmetic (primary subjects) take precedence over the fine arts and like subjects (secondary subjects). Social justice criteria as presented in this article, establish that economic variables are a means of determination for favouritism within the educational institution. Where the primary subjects receive ensured funding, the secondary subjects receive funding when deemed viable. This creates inequality at the very base of the institution itself. The result is degradation to all facets of the educational system. The moral quality of education is inevitably affected by the moral character of educational institutions. If the school system is dealing unjustly The quality of education for all is degraded. (Connell, 1993) I sometimes wonder why administrators and educators, the facilitators of education, cannot realize the reasons behind the success and failures of our education system. I have often heard educators and scholars refer to the greatness of the Renaissance and Romantic eras in world history and their frustrations due to the loss of the benefits of those times. The secondary subjects during those times of grandeur were not secondary, but they were primary and equal subjects to all others; therefore, the benefits of equalization of subjects importance is essential in achieving those past benefits as well as a highly developed society. Connell presents an intriguing argument and concludes with several ideas. Individual equality is the condition, not the goal, of a just social order.(Connell, 1993) Education which favours is a corrupt education (Connell, 1993) and social justice is fundamental to what good education is about. (Connell, 1993) Finally Connell states that good means different things to different people and justice cannot be achieved by distributing the same standard good to all social classes. (Connell, 1993) Bibliography: Connell, R. W. Social Justice in Education. In Schools and Social Justice. (Toronto: Our Schools/Our Selves Education Foundation, 1993) pp. 11-19. .

A Catapult Investigation Essay Example

A Catapult Investigation Essay Example A Catapult Investigation Essay A Catapult Investigation Essay The aim of this experiment is to investigate how far a piece of block would travel using a catapult with different weights on the block and different force applied to the catapult.FrictionI know from text books and from lessons that friction will affect how far certain object travels. Since Im not going to change the friction or not going to change where I will do my experiment I dont need to worry about this factor.HypothesisMy hypothesis for this experiment is the more force you apply to the rubber band the further the wood will travel but the more weight you put on the block of wood the less distance its going to cover.Apparatus* A stool* Rubber band* Newton meter* Weights* A metre stickMethodI will do tests of 5, 10, 15 and 20 newtons force each with and without weights. I will put up to 3 weights on the block. I will do 5 repeats for each test. Firstly we had to set up the stool then we had to find a place to do the experiment but we made sure that we did the experiment in the s ame place throughout. We recorded our results on a book and put it on to a table.Fair testThe variables we didnt change in order to make this as fair test were the equipment and the place we did the experiment. We did this by writing our name in the equipment we used.DiagramSafetyWhen we were doing the experiment we made sure no one stood in front of the wood which was going to be released. We wore goggles so our eyes wont get damages if the rubber band flies at us.Other PrecautionsDuring the investigation we must make sure that we dont make any human error such as recording the distance wrongly or plotting the results wrong.These are the results(in cm)5N5N+1Weight5N+2Weights5N+3Weights161251151062161373159531775410N10N+1Weight10N+2Weights10N+3Weights796555387762494176595842767153367863474515N15N+1Weight15N+2Weights15N+3Weights13011091601551169864121119100711201159559118114945720N20N+1Weight20N+2Weights20N+3Weights205169132115267210134104250121135105230208130110200191121102Observati onsStandard DeviationI did standard deviation to find out how spread the collected data is. Here are the results:5NX(X-Mean)(X-Mean)^2160.20.0415-0.80.64160.20.0415-0.80.64171.21.44792.8Mean15.8Standard Deviation0.755N+1WeightX(X-Mean)(X-Mean)^2121.83.2410-0.20.04132.87.849-1.21.447-3.210.245122.8Mean10.2Standard Deviation2.145N+2WeightX(X-Mean)(X-Mean)^25-0.60.3660.40.1671.41.965-0.60.365-0.60.36283.2Mean5.6Standard Deviation0.805N+3WeightX(X-Mean)(X-Mean)^21-1.62.562-0.60.3630.40.1630.40.1641.41.96135.2Mean2.6Standard Deviation1.0210NX(X-Mean)(X-Mean)^2791.83.2477-0.20.0476-1.21.4476-1.21.44780.80.643866.8Mean77.2Standard Deviation1.1710N+1WeightX(X-Mean)(X-Mean)^2651162-2459-5257174963-1132080Mean64Standard Deviation4.0010N+2WeightX(X-Mean)(X-Mean)^2552.66.7649-3.411.56585.631.36530.60.3647-5.429.1626279.2Mean52.4Standard Deviation3.9810N+3WeightX(X-Mean)(X-Mean)^238-2.45.76410.60.36421.62.5636-4.419.36454.621.1620249.2Mean40.4Standard Deviation3.1415NX(X-Mean)(X-Mean)^21301.21.4 415526.2686.44121-7.860.84120-8.877.44118-10.8116.64644942.8Mean128.8Standard Deviation13.7315N+1WeightX(X-Mean)(X-Mean)^2110-4.823.041161.21.441194.217.641150.20.04114-0.80.6457442.8Mean114.8Standard Deviation2.9315N+2WeightX(X-Mean)(X-Mean)^291-4.621.16982.45.761004.419.3695-0.60.3694-1.62.5647849.2Mean95.6Standard Deviation3.1415N+3WeightX(X-Mean)(X-Mean)^260-2.24.84641.83.24718.877.4459-3.210.2457-5.227.04311122.8Mean62.2Standard Deviation4.9620NX(X-Mean)(X-Mean)^2205-25.4645.1626736.61339.5625019.6384.16230-0.40.16200-30.4924.1611523293.2Mean230.4Standard Deviation25.6620N+1WeightX(X-Mean)(X-Mean)^2169-29841210121442121419620810100191-7499901330Mean198Standard Deviation16.3120N+2WeightX(X-Mean)(X-Mean)^21321.62.561343.612.961354.621.16130-0.40.16121-9.488.36652125.2Mean130.4Standard Deviation5.0020N+3WeightX(X-Mean)(X-Mean)^21157.860.84104-3.210.24105-2.24.841102.87.84102-5.227.04536110.8Mean107.2Standard Deviation4.71AnalysisFrom these results its clear that my hypothesis were right. My hypothesis was the more force you apply to the rubber band the further the wood will travel but the more weight you put on the block of wood the less distance its going to cover. As Newton said When an object gains force it will accelerate or decelerate the acceleration or deceleration is proportional to the resultant force. This explains that when the block of wood was released at 20 Newtons the force it gained was much greater than the friction; this is why it could go for greater distance. But when the same block of wood was released at 5 Newtons the block of wood didnt go far enough this is because the friction was greater than the force released by the piece of wood.EvaluationI think that these results are not good because we didnt check the elasticity of the rubber band.Elasticity of the rubber bandI know from the Internet that elasticity of a normal rubber band will change when you keep on stretching but there is a limit when the rubber band will not stretch furthe r. I put 50g weight on a new rubber band and measured how much it stretched. I then took the weight and stretched the rubber band 20 times and put 50g weight and measured it. I did this until I got the same result 3 times. These are the results:155mm179mm200mm200mm200mmThese results show that the elasticity of the rubber band will change but there is a limit to it. If I had done this and used the same rubber band then I can be sure that the results are not wrong. I think I collected enough results.

japaneseAmerican During WWII essays

japaneseAmerican During WWII essays Japanese immigrants and the following generations had to endure discrimination, racism, and prejudice from white Americans. They were first viewed as economic competition. The Japanese Americans were then forced into internment camps simply because The Japanese first began to immigrate to the United States in 1868. At first they came in small numbers. US Census records show only 55 in 1870 and 2,039 in 1890. After that, they came in much greater numbers, reaching 24,000 in 1900, 72,000 in 1910, and 111,000 in 1920.(Parrillo,287) Most settled in the western Many families in Japan followed the practice of primogeniture, which is when the eldest son inherits the entire estate. This was a push factor. Because of primogeniture, second and third sons came to the United States to seek their fortunes.(Parrillo,287) The promise of economic prosperity and the hope for a better life for their children were two pull factors. These foreign-born Japanese were known as Issei ( first generation). They filled a variety of unskilled jobs in railroads, farming, fishing, and domestic services. (Klimova,1) The Japanese encountered hostility and discrimination from the start. In California, a conflict with organized labor was due to their growing numbers in small areas and racial White workers perceived Japanese as economic competition. Their willingness to work for lower wages and under poor conditions brought on hostility from union members. The immigrants became victims of ethnoviolence. In 1890, Japanese cobblers were attacked by members of the shoe makers union, and Japanese restaurateurs were attacked by members of the union for cooks and waiters in 1892. It was very difficult to find steady employment; therefore, most of them entered agricultural work. They first worked as laborers, accumulated sufficient capitol, then as ten...

U08a2 Measure of Solar Rotation Paper Essay Example | Topics and Well Written Essays - 1250 words

U08a2 Measure of Solar Rotation Paper - Essay Example The synodic period is the temporal interval that it takes for an object to reappear at the same point in relation to two other objects (linear nodes), e.g., when the Moon relative to the Sun as observed from Earth returns to the same illumination phase. The synodic period is the time that elapses between two successive conjunctions with the Sun-Earth line in the same linear order. The synodic period differs from the sidereal period due to the Earth's orbiting around the Sun (Wikipedia 2011). Using Sunspots in Measurement of Solar Rotation. The rotation of the sun has been measured by the motion of various features ("tracers") on the solar surface. The first and most widely used tracers are sunspots. Though sunspots had been observed since ancient times, it was only when the telescope came into use that they were observed to turn with the Sun. The English scholar Thomas Harriot was probably the first to observe sunspots telescopically as evidenced by a drawing in his notebook dated De cember 8, 1610, and the first published observations (June 1611). Johannes Fabricius had been systematically observing the spots for a few months and had noted their movement across the solar disc. This can be considered the first observational evidence of the solar rotation. Christopher Scheiner, (1630) was the first to measure the equatorial rotation rate of the Sun and noticed that the rotation at higher latitudes is slower, so he can be considered the discoverer of solar differential rotation. Each measurement gives a slightly different answer, yielding the above standard deviations (shown as +/-). St. John (1918) was perhaps the first to summarize the published solar rotation rates, and concluded that the differences in series measured in different years can hardly be attributed to personal observation or to local disturbances on the Sun, and are probably due to time variations in the rate of rotation, and Hubrecht (1915) was the first one to find that the two solar hemispheres rotate differently (The Essential Cosmic Perspective, 5th Edition, Page: 287). Sunspot Analysis: (Spotexerweb[1].pdf) (Day 1) June 22, 2011 Sunspot Latitude 15 Degrees Sunspot Longitude: 60 Degrees (Day 2) June 23, 2011 Sunspot Latitude: 15 Degrees Sunspot Longitude: 45 Degrees (Day 3) June 24, 2011 Sunspot Latitude: 15 Degrees Sunspot Longitude: 30 Degrees A AC( ( A\ Rotation of Sun Calculation: Difference in Longitude in Day 1 and Day 2: DL1: 15 (Delta Longitude) S1 = 2 days x 360 degrees 2 x 360 = 2 x 24 = 48 Degrees DL1 15 Difference in Longitude in Day 2 and Day 3: DL2: 15 (Delta Longitude) S2 = 2 days x 360 degrees 2 x 360 = 48 Degrees DL2 15 Calculation of Average (S): S = (S1 + S2) = (48 + 48) = 96 = 48 Synodic Rotation Period 2 2 2 Sidereal Period of Rotation (P): P = (S x 365.25) = (48 x 365.25) = 17532 = 42.424 Sidereal Rotation (P) (S + 365.25) (48 + 365.25 413.25 Comparison with Period of Solar Rotation for Solar Equator: Solar rotation is able to vary with latitude be cause the Sun is composed of gaseous plasma. The rate of rotation is observed to be fastest at the equator (latitude ?=0 deg), and to decrease as latitude increases. The differential rotation rate is usually described by the equation (Wikipedia 2011): Citations The Essential Cosmic Perspective, n.p. (5th Edition), Page: 287, Book Tracking Sunspots Data from SOHO, Spotexerweb[1].pdf, Web Sunspots,Wikipedia, The

An Analysis of The McDonaldization of Society by George Ritzer Essay

An Analysis of The McDonaldization of Society by George Ritzer - Essay Example In today's' complicated and ever changing society, we often try to achieve a sense easier is by implementing a function now known as "McDonaldization", which Ritzer describes in various ways. For instance Ritzer states that the concept of McDonaldization is defined as "the process by which the principles of the fast food restaurant are coming to dominate more and more sectors of American society as well as the rest of the world." The success of McDonalds, and of McDonaldization as a whole, is due to four basic factors--efficiency, calculability, predictability, and control. carry their own food, and throw out the garbage. This is not as efficient for the consumer, but it saves time for the workers. Education, health care, and the work place are all becoming McDonaldalized in order to become more efficient. Efficiency in McDonaldization has streamlined many processes, simplified goods and services, and forces the consumer to do work as well. Ritzer continues these ideas in marshalling the abundance of evidence which makes this trend very compelling. Using many examples from such disparate social institutions as family life, higher education, the funeral business, health care, and entertainment, Ritzer illuminates the broader trends within the "taken for granted" daily routines of life. He does so with a keen sociological eye, but also with a very wry sense of irreverence that adds a sarcastic touch of humor to the expose.The fast-food model, according to Ritzer, has a manner of pushing us towards ever greater reliance on the fostering of quantity over quality, attainment of efficiency, creation of predictability, and reducing much of our life experience to a coldly calculated "value." As one reads further and takes in the diverse landscape of specific illustrations for these trends, one begins to see the "McDonaldized" influence everywhere. Then too, one will also grasp why so many of us are complaining about the demise of free time in our lives, and how we have become unwitting captives of mindless inertia of "I want it fast, I want it now, I want what's next" mentalities. Just another issue and dimension of

Human Behaviors in Budgeting Essay Example | Topics and Well Written Essays - 2000 words

Human Behaviors in Budgeting - Essay Example A budget can deliver a criterion where employees are encouraged to achieve their targets under certain conditions. Conversely, budget can also inspire disorganization and conflict between employees or managers. If people are dynamically involved in developing budget, then it can be used as a device to support managers in handling their branches effectively. Budget can be a useful device for motivating people but if budget is developed from top level and enforces a threat for employees it can be resisted and will cause harm to the organization (Drury, 2007). Objectives of Budgeting Through budget, organizations can regulate the actions of different divisions. An effective budgetary system can act as a comprehensive control system for organization if there are certain implied or apparent links between budgetary processes and organizational rewards (Flamholtz, 1983). Budgeting comprises of creating specific targets, implementing strategies to accomplish the targets, and occasionally mat ch actual status with the targets. The targets can be general business objectives and particular goals for the individual divisions within organization. Budget provides a way for business by drawing the strategies of the operations in financial expressions. Budget helps organizations to direct activities and decreases the negative results (Warren & Et. Al., 2011). Though budgets are usually related with profit, they also play significant parts in operating several divisions of government. For instance, budgets are useful tools for managing finance for education and ration in rural areas. Budgets are also used in non-profit organizations such as public hospitals and cathedrals among others. Budget comprises of three activities which are planning, directing and controlling. Before planning the budget, it is important for organizations to forecast the amount of budget. The forecasting is often developed by considering the conclusions of past outcomes. Several statistical approaches are used for forecasting budget. The planning phase is comprised of forming specific objectives for future actions. It is a part of management process. Directing is the activity for satisfying the planned actions and controlling is periodically judging the progress of activities with the planned actions (Warren, 2008). Human Behavior in Budgeting Budget can have substantial effect on human behaviour. Budget can stimulate managers for developing their performance; adversely it can also de-motivate from putting extra effort and flatten the self-esteem of managers (Kimmel & Et. Al., 2010). The behavioural problems or dysfunctional consequences can arise from budgeting in three conditions which are: 1. The goal of budget is unattainable 2. The goal of budget is too simple to accomplish 3. The goal of budget disagrees with the goals of employees Unattainable goals: Employees will be de-motivated if performance expectations set by the managers are impractical or unattainable. An aggressive a nd achievable goal can probably motivate employees to accomplish the organizational objectives. Thus, employees should be engaged in

The Basics Of Opnet It

The Basics Of Opnet It In this lab we have followed the instructions that were given in the tutorial from the help menu. We built two networks as the first network that which is having 30 nodes and an internet server those are connected with Optical Fibre cables, and the second network that is having 15 nodes and it was connected to the first network with Optical fibre as well. And we will observe the results like LOAD and DELAY for the first network and We will repeat the same after connecting the second network to the same router. And we can observe in the graphs. Comparisons and review of the networks: All the circuit is been built by placing two networks one in first floor and second in the other floor. And we can observe it in the graph clearly. Figure 1 Both the networks in both first and second floors By the below figure we can notice the delay and Load on the server. When it was not connected to the second network the DELAY and LOAD are as shown in the figure Figure 2 Ethernet Delay (in sec) and Ethernet load (bits/sec) on the server node When the delay is observed in the server there is considerable delay , because server can receive all these nodes at the same time but the nodes are above the limit then there is a chance of delay in the server. Figure 3 This is the compared result of delay between First floor and expansion When the delay is observed in the server there is LOAD, According to this analysis we can say that the distance increased in the network can increase the load . As well as the more number of nodes also increases the load on server. Figure 5 this is the load (bit/sec) for First floor and expansion Conclusion: After this lab we can learn the basics of the OPNET IT GURU .I faced some problems with the terminology and with registration of the softwares whiles installing .This lab helped me in designing the small networks and linking them and comparing the results especially the load and delay Lab 5_ATM ASYNCHRONOUS TANSFER MODE A Connection-Oriented, Cell-Switching Technology Introduction: The goal of this lab is to analyse and examine the effect of Asynchronous Transfer Mode ATM adaptation layers and service classes on the performance of the network. There are different layers such as AAL that will discuss in this lab and will provide five service classes that can give a lot of useful information. Objective: To examine the effect of Asynchronous Transfer Mode ATM. And provide QoS capabilities through its five service classes: CBR, VBR-rt, VBRnrt, ABR, and UBR. With CBR (constant bit rate). And support all sorts of services, including voice, video, and data by using ATM. To study how the choice of the adaptation layer as well as the service classes can affect the performance of the applications. Procedure: As given in the manual create a new project after completing configured the network; initialized the network, configured the applications, followed by profiles were done. While in the subnets part first configure northeast subnet was completed and add remaining subnets was added. After that choose the statistics was tested and configure the simulation was fixed. Next duplicate the new scenario was duplicated and name it UBR_UBR. Finally run the simulation was run and the view results and analyse. Figure 1 this the CBR_UBR scenario Figure 2 this the design of north east subnet Figure 3 4 indicate the run simulation. Figure 3 Figure 4 View the Results Figure 5 this is the voice diagram that indicate the different delay between the CBR and UBR Questions and Answers 1) Analyse the result we obtained regarding the voice Packet Delay Variation time. Obtain the graphs that compare the Voice packet end-to-end delay, the Email download response time, and the FTP download response time for both scenarios. Comment on the results. Sol When we observe the voice packet delay variation in the above shown figure 5, it indicates the UBR makes delay for voice because of the service class as UBR is using for all applications for ATM Adaption layer AAL5 . While CBR is using AAL2 and we can observe a very smooth service. So we can say that CBR service class is good for Voice applications and UBR service class is good for EMAIL and FTP applications. Figures 6, 7 8 show the graph which compares the Voice packet end-to-end delay ,the Email download response time, and the FTP download response time for both scenarios. Figure 6 in Voice Packer End_ to End Delay (sec) Figure 7 Email Download Response Time (sec) Figure 8 the FTP Download Response Time (sec) By the voice packet end to end indicates that the CBR service is having higher quality when compared to UBR service. By Email download response time when compared responses from both the scenarios. From FTP responses when observed UBR_UBR the responses are beter when compared to CBR_UBR scenario. So as stated before from his graphs UBR is good for Email and FTP but not good for Voice, CBR service is good for Voice. 2) Create another scenario as a duplicate of the CBR_UBR scenario. Name the new scenario Q2_CBR_ABR. In the new scenario you should use the ABR class of service for data, i.e., the FTP and Email applications in the data stations. Compare the performance of the CBR_ABR scenario with that of the CBR_UBR scenario. Hints: To set ABR class of service to a node, assign ABR Only to its ATM Application Parameters attribute and ABR only (Per VC Queue) to its Queue Configuration (one of the ATM Parameters). For all switches in the network (total of 6 switches), configure the Max_Avail_BW of the ABR queue to be 100% and the Min_Guaran_BW to be 20%. Sol Figure 9, the delay variation for both CBR_UBR and Q2_CBR_ABR is similar that means ABR and CBR services are good quality service that uses for voice. Figure 9 this diagram of voice that indicates the delay variation Figure 10, the down load for CBR service is more than ABR service. Figure 10 this is time average for email Figure 11, CBR and ABR services are having same FTP download response time. Figure 11 FTP 3) Edit the FTP application defined in the Applications node so that its File Size is twice the current size (i.e., make it 100000 bytes instead of 50000 bytes). Edit the EMAIL application defined in the Applications node so that its File Size is five times the current size (i.e., make it 10000 bytes instead of 2000 bytes). Study how this affects the voice application performance in both the CBR_UBR and UBR_UBR scenarios. (Hint: to answer this question, you might need to create duplicates of the CBR_UBR and UBR_UBR scenarios. Name the new scenarios Q3_CBR_UBR and Q3_UBR_UBR respectively.) Sol: When we decrease the size of the file the QoS will improve, as the traffic congestion will decrese as in fig.13 and 14, the delay of voice time variation is same and the time average voice packet end to end is also same. And we can say as the decreasing of packet size can decrease traffic congestion. Figure 12 Figure 13 Figure 14 Concolusion: After this lab analysing the of Asynchronous Transfer Mode (ATM), and ATM adaption layers and service classes and their effect on the performance of the network. And it taught me how to deal with different layers like ATM adaption layers(AAL). Laboratory_6 (RIP) RIP: Routing Information Protocol Objective: In this lab we can analyze and configure the Routing Information protocol. R.I.P Overview: Router has to check the packets destination address and determine which output ports is the best choice to the address. By seeing the forwarding table router do the decision. And these algorithms are needed to build routing tables and the forwarding tables. Basic problem of the routing to find the lowest-cost path between two nodes, Where the cost of a path equals to the sum of costs of all edges that make the path. In this laboratory, we will build a network that utilizes RIP as its routing protocol. We will examine the routing tables generated in the routers, and also check that how RIPS is affected by link failures. Procedure: At the first the scenario named as NO_Failure was created. Network was build by using ethernet4_ slip8_gtwy and 100BaseT_LAN objects along with bidirectional 100BaseT_LAN links. After completion router configuration, remaining LANs were added. Then the statistics were chosen to realize the performance of the RIP protocol. Then simulation process was performed. The designed figure is given below : Figure-1 RIP Network (No_Failure) And we have to design a Failure scenario for that duplicate the of scenario 1, with inclusion of link node failure simulations as shown in figure-2. Figure-2 Rip Network (Failure) And after editing the attributes , which develop a link failure between Router 1 and Router 2. Then simulation process was performed. Figure-3 Comparison of number of updates in failure and No_Failure scenario. The above figures shows the number updates those are sent by the router to its routing table and when there is a failure to any other node connected to it as compared to the situation when there is no failure in any of the link. From the obtained graphs we can observe that for NO_Failure the number of updates decrease from 13 to 4 with time by approximately , because the routing table has already gathered information about neighboring nodes and after that only the information is updated that means updates being sent are less. The scenario is similar for failure in starting, but with time when the router senses link failure it again starts updating information in its routing table, the intensity of which is a little bit less then the time when it sensed the failure. RIP Trafic in No_Failure and Failure scenarios Figure-4 Comparison of RIP traffic sent in Failure and NO_Failure. Figure-5 Comparison for RIP sent traffic in failure and No Failure Scenarios. The above two graphs shows the comparison of RIP sent traffic in Failure and No_failure scenario. The above graphs the first represents overlaid comparison and second one is stacked comparison. The failure introduced into the RIP system changes the traffic sent signals and also the traffic received signals. Conclusion: By observing the results we can say that both No_failure and Failure scenarios are having different results and as the time taken for updating the Routing Information protocol is more for Failure scenario compared to NO_Failure scenario .Because the system require acknowledgement and discard the packet and resend it that takes lots of time to updating LAB 7_OSPF: Open Shortest Path First A Routing Protocol Based on the Link-State Algorithm Introduction: This lab lets us to know the working method of OSPF(Open Shortest Path First Protocol). By some analysis and steps in order to know more about this. Aim: To introduce the Open Shortest Path First (OSPF) routing protocol. And analyse the performance of the Open Shortest Path First (OSPF) routing protocol. Then set up a network that utilizes OSPF as its routing protocol. Analyse the routing tables generated in the routers. And observe how the resulting routes are affected by assigning areas and enabling load balancing. Procedure: By following the steps in the maual we can create the new project is done as we can see in the figure 1 Figure 1 create a new scinario After Creating, Configure the Network, Initialize the Network, Configure the Link Costs, Traffic Demands and figure the Routing Protocol and Addresses were completed. After that Configure the Simulation was the obtained results of the run was put it in the figure 2 3. Figure 2 run three simulation Figure 3 the result of simulation After getting the simulation result duplicate the present scenarios (Areas and Balanced Scenarios) and observe the results as shown in the figures 4,56 Results Figure 4 No_Areas Scenario paths from router A to router C Figure 5 No_Areas Scenario paths from router B to router H Figure 6 Area scenario Figure 7 the Balanced Scenario Answer the Question 1) Explain why the Areas and Balanced scenarios result in different routes than those observed in the No_Areas scenario, for the same pair of routers. Sol As the A and C router link is created as a traffic congestion in No_Areas, the packets go to other shortest path A,D,E and C are smaller as compared to A and C. And the cost is also more for A and C when compared to A,D,E and C , those are like 15 for A,D,E and C and A and C is 20.By OSPF protocol the shortest path is chosen. As the loop back interface allows a server and client to communicate on same host by using TCp/Ip the traffic packets between router A and C in the Areas scenario are expanded ,the packet will pass through link router A and C.And as per the load building option the Path cost for A,C,E,G and H and path cost for B,A,D,F and H are equal, So the packet may choose any one. 2) Using the simulation log, examine the generated routing table in Router A for each of the three scenarios. Explain the values assigned to the Metric column of each route. Hints: Refer to the View Results section in Lab 6 for information about examining the routing tables. You will need to set the global attribute IP Interface Addressing Mode to the value Auto Addressed/Export and rerun the simulation. To determine the IP address information for all interfaces, you need to open the Generic Data File that contains the IP addresses and associated with the scenarios. sol No_Areas Campus Network.RouterA,Campus Network.RouterC,163.64,0,RouterA > RouterC,Campus Network.RouterA, Network.RouterA RouterD,Campus Network.RouterD,Campus Network.RouterD RouterE,Campus Network.RouterE,Campus Network.RouterE RouterC Campus Network.RouterB,Campus Network.RouterH,168.59,1,RouterB > RouterH,Campus Network.RouterB,Campus Network.RouterC RouterB,Campus Network.RouterC,Campus Network.RouterE RouterC,Campus Network.RouterE,Campus Network.RouterG RouterE,Campus Network.RouterG,Campus Network.RouterH RouterG Campus Network.RouterC,Campus Network.RouterA,169.09,2,RouterC > RouterA,Campus Network.RouterC,Campus Network.RouterE RouterC,Campus Network.RouterE,Campus Network.RouterD RouterE,Campus Network.RouterD,Campus Network.RouterA RouterD Campus COMMON ROUTE TABLE snapshot for: Router name: Campus Network. (Router A) at time: 600.00 seconds ROUTE TABLE contents: Dest. Address Subnet Mask Next Hop Interface Name Metric Protocol Insertion Time 192.0.1.0 255.255.255.0 192.0.1.1 IF0 0 Direct 0.000 192.0.3.0 255.255.255.0 192.0.3.1 IF1 0 Direct 0.000 192.0.4.0 255.255.255.0 192.0.4.1 IF2 0 Direct 0.000 192.0.12.0 255.255.255.0 192.0.12.1 Loopback 0 Direct 0.000 192.0.13.0 255.255.255.0 192.0.3.2 IF1 20 OSPF 36.496 192.0.11.0 255.255.255.0 192.0.1.2 IF0 35 OSPF 36.496 192.0.14.0 255.255.255.0 192.0.1.2 IF0 15 OSPF 36.496 192.0.10.0 255.255.255.0 192.0.1.2 IF0 15 OSPF 36.496 192.0.17.0 255.255.255.0 192.0.1.2 IF0 10 OSPF 36.496 192.0.2.0 255.255.255.0 192.0.1.2 IF0 10 OSPF 36.496 192.0.6.0 255.255.255.0 192.0.1.2 IF0 20 OSPF 36.496 192.0.7.0 255.255.255.0 192.0.1.2 IF0 20 OSPF 36.496 192.0.15.0 255.255.255.0 192.0.1.2 IF0 20 OSPF 36.496 192.0.8.0 255.255.255.0 192.0.1.2 IF0 25 OSPF 36.496 192.0.19.0 255.255.255.0 192.0.1.2 IF0 15 OSPF 36.496 192.0.9.0 255.255.255.0 192.0.1.2 IF0 15 OSPF 36.496 192.0.16.0 255.255.255.0 192.0.1.2 IF0 5 OSPF 36.496 192.0.5.0 255.255.255.0 192.0.1.2 IF0 10 OSPF 36.496 192.0.18.0 255.255.255.0 192.0.1.2 IF0 10 OSPF 36.496 Areas scenario Campus Network.RouterA,Campus Network.RouterC,163.64,0,RouterA > RouterC,Campus Network.RouterA,Campus Network.RouterA RouterC Campus Network.RouterB,Campus Network.RouterH,168.59,1,RouterB > RouterH,Campus Network.RouterB,Campus Network.RouterC RouterB,Campus Network.RouterC,Campus Network.RouterE RouterC,Campus Network.RouterE,Campus Network.RouterG RouterE,Campus Network.RouterG,Campus Network.RouterH RouterG Campus Network.RouterC,Campus Network.RouterA,169.09,2,RouterC > RouterA,Campus Network.RouterC,Campus Network.RouterE RouterC,Campus Network.RouterE,Campus Network.RouterD RouterE,Campus Network.RouterD,Campus Network.RouterA RouterD COMMON ROUTE TABLE snapshot for: Router name: Campus Network. Router A at time: 600.00 seconds ROUTE TABLE contents: Dest. Address Subnet Mask Next Hop Interface Name Metric Protocol Insertion Time 192.0.1.0 255.255.255.0 192.0.1.1 IF0 0 Direct 0.000 192.0.3.0 255.255.255.0 192.0.3.1 IF1 0 Direct 0.000 192.0.4.0 255.255.255.0 192.0.4.1 IF2 0 Direct 0.000 192.0.12.0 255.255.255.0 192.0.12.1 Loopback 0 Direct 0.000 192.0.16.0 255.255.255.0 192.0.1.2 IF0 5 OSPF 36.496 192.0.2.0 255.255.255.0 192.0.1.2 IF0 10 OSPF 36.496 192.0.5.0 255.255.255.0 192.0.1.2 IF0 10 OSPF 36.496 192.0.18.0 255.255.255.0 192.0.1.2 IF0 10 OSPF 36.496 192.0.9.0 255.255.255.0 192.0.1.2 IF0 15 OSPF 36.496 192.0.10.0 255.255.255.0 192.0.1.2 IF0 15 OSPF 36.496 192.0.17.0 255.255.255.0 192.0.1.2 IF0 10 OSPF 36.496 192.0.13.0 255.255.255.0 192.0.3.2 IF1 20 OSPF 36.496 192.0.11.0 255.255.255.0 192.0.4.2 IF2 40 OSPF 36.496 192.0.3.2 IF1 40 OSPF 36.496 192.0.14.0 255.255.255.0 192.0.4.2 IF2 20 OSPF 36.496 192.0.6.0 255.255.255.0 192.0.1.2 IF0 20 OSPF 36.496 192.0.7.0 255.255.255.0 192.0.1.2 IF0 20 OSPF 36.496 192.0.19.0 255.255.255.0 192.0.1.2 IF0 15 OSPF 36.496 192.0.8.0 255.255.255.0 192.0.1.2 IF0 25 OSPF 36.496 192.0.15.0 255.255.255.0 192.0.1.2 IF0 20 OSPF 39.238 Balanced scenario Campus Network.RouterA,Campus Network.RouterC,163.64,0,RouterA > RouterC,Campus Network.RouterA,Campus Network.RouterA RouterD,Campus Network.RouterD,Campus Network.RouterD RouterE,Campus Network.RouterE,Campus Network.RouterE RouterC Campus Network.RouterB,Campus Network.RouterH,168.59,1,RouterB > RouterH,Campus Network.RouterB,Campus Network.RouterC RouterB,Campus Network.RouterC,Campus Network.RouterE RouterC,Campus Network.RouterE,Campus Network.RouterG RouterE,Campus Network.RouterG,Campus Network.RouterH RouterG Campus Network.RouterB,Campus Network.RouterH,168.59,1,RouterB > RouterH,Campus Network.RouterB,Campus Network.RouterA RouterB,Campus Network.RouterA,Campus Network.RouterA RouterD,Campus Network.RouterD,Campus Network.RouterD RouterF,Campus Network.RouterF,Campus Network.RouterF RouterH Campus Network.RouterC,Campus Network.RouterA,169.09,2,RouterC > RouterA,Campus Network.RouterC,Campus Network.RouterE RouterC,Campus Network.RouterE,Campus Network.RouterD RouterE,Campus Network.RouterD,Campus Network.RouterA RouterD COMMON ROUTE TABLE snapshot for: Router name: Campus Network. Router A at time: 600.00 seconds ROUTE TABLE contents: Dest. Address Subnet Mask Next Hop Interface Name Metric Protocol Insertion Time 192.0.1.0 255.255.255.0 192.0.1.1 IF0 0 Direct 0.000 192.0.3.0 255.255.255.0 192.0.3.1 IF1 0 Direct 0.000 192.0.4.0 255.255.255.0 192.0.4.1 IF2 0 Direct 0.000 192.0.12.0 255.255.255.0 192.0.12.1 Loopback 0 Direct 0.000 192.0.13.0 255.255.255.0 192.0.3.2 IF1 20 OSPF 36.496 192.0.11.0 255.255.255.0 192.0.1.2 IF0 35 OSPF 36.496 192.0.14.0 255.255.255.0 192.0.1.2 IF0 15 OSPF 36.496 192.0.10.0 255.255.255.0 192.0.1.2 IF0 15 OSPF 36.496 192.0.17.0 255.255.255.0 192.0.1.2 IF0 10 OSPF 36.496 192.0.2.0 255.255.255.0 192.0.1.2 IF0 10 OSPF 36.496 192.0.6.0 255.255.255.0 192.0.1.2 IF0 20 OSPF 36.496 192.0.7.0 255.255.255.0 192.0.1.2 IF0 20 OSPF 36.496 192.0.15.0 255.255.255.0 192.0.1.2 IF0 20 OSPF 36.496 192.0.8.0 255.255.255.0 192.0.1.2 IF0 25 OSPF 36.496 192.0.19.0 255.255.255.0 192.0.1.2 IF0 15 OSPF 36.496 192.0.9.0 255.255.255.0 192.0.1.2 IF0 15 OSPF 36.496 192.0.16.0 255.255.255.0 192.0.1.2 IF0 5 OSPF 36.496 192.0.5.0 255.255.255.0 192.0.1.2 IF0 10 OSPF 36.496 192.0.18.0 255.255.255.0 192.0.1.2 IF0 10 OSPF 36.496 When we observe the tables both No_Area and Balanced are having same tables but they are different in Area scenario. And this occurs by some reasons like no traffic in between A and C and the area identifier ,the path will pass as per the identifier and table will be different . 3) OPNET allows you to examine the link-state database that is used by each router to build the directed graph of the network. Examine this database for Router A in the No_ Areas scenario. Show how Router A utilizes this database to create a map for the topology of the network and draw this map. (This is the map that will be used later by the router to create its routing table.) Hints: To export the link-state database of a router, Edit the attributes of the router and set the Link State Database Export parameter (one of the OSPF Parameters, under Processes) to Once at End of Simulation. You will need to set the global attribute IP Interface Addressing Mode to the value Auto Addressed/Export. This will allow you to check the automatically assigned IP addresses to the interfaces of the network. (Refer to the notes of question 2 above.) After rerunning the simulation, you can check the link-state database by opening the simulation log (from the Results menu). The link-state database is available in Classes _ OSPF _ LSDB_Export. Sol No_Areas Link State Database snapshot for: Router Name: Router A at time: 600.00 [Router Links Advertisements for Area 0.0.0.0] Link state advertisement list size: 8 - LSA Type: Router Links, Link State ID: 192.0.12.1, Adv Router ID: 192.0.12.1 Sequence Number: 47, LSA Age: 3 LSA Timestamp: 22.687 Link Type: Stub Network, Link ID: 192.0.12.1, Link Data: 255.255.255.0, Link Cost: 0, Link Type: Point-To-Point, Link ID: 192.0.16.1, Link Data: 192.0.1.1, Link Cost: 5, Link Type: Stub Network, Link ID: 192.0.1.0, Link Data: 255.255.255.0, Link Cost: 5, Link Type: Point-To-Point, Link ID: 192.0.13.1, Link Data: 192.0.3.1, Link Cost: 20, Link Type: Stub Network, Link ID: 192.0.3.0, Link Data: 255.255.255.0, Link Cost: 20, Link Type: Point-To-Point, Link ID: 192.0.14.1, Link Data: 192.0.4.1, Link Cost: 20, Link Type: Stub Network, Link ID: 192.0.4.0, Link Data: 255.255.255.0, Link Cost: 20, LSA Type: Router Links, Link State ID: 192.0.13.1, Adv Router ID: 192.0.13.1 Sequence Number: 49, LSA Age: 3 LSA Timestamp: 24.149 Link Type: Stub Network, Link ID: 192.0.13.1, Link Data: 255.255.255.0, Link Cost: 0, Link Type: Point-To-Point, Link ID: 192.0.12.1, Link Data: 192.0.3.2, Link Cost: 20, Link Type: Stub Network, Link ID: 192.0.3.0, Link Data: 255.255.255.0, Link Cost: 20, Link Type: Point-To-Point, Link ID: 192.0.14.1, Link Data: 192.0.11.1, Link Cost: 20, Link Type: Stub Network, Link ID: 192.0.11.0, Link Data: 255.255.255.0, Link Cost: 20, LSA Type: Router Links, Link State ID: 192.0.14.1, Adv Router ID: 192.0.14.1 Sequence Number: 50, LSA Age: 3 LSA Timestamp: 24.149 Link Type: Stub Network, Link ID: 192.0.14.1, Link Data: 255.255.255.0, Link Cost: 0, Link Type: Point-To-Point, Link ID: 192.0.12.1, Link Data: 192.0.4.2, Link Cost: 20, Link Type: Stub Network, Link ID: 192.0.4.0, Link Data: 255.255.255.0, Link Cost: 20, Link Type: Point-To-Point, Link ID: 192.0.18.1, Link Data: 192.0.10.1, Link Cost: 5, Link Type: Stub Network, Link ID: 192.0.10.0, Link Data: 255.255.255.0, Link Cost: 5, Link Type: Point-To-Point, Link ID: 192.0.13.1, Link Data: 192.0.11.2, Link Cost: 20, Link Type: Stub Network, Link ID: 192.0.11.0, Link Data: 255.255.255.0, Link Cost: 20, LSA Type: Router Links, Link State ID: 192.0.17.1, Adv Router ID: 192.0.17.1 Sequence Number: 52, LSA Age: 4 LSA Timestamp: 24.239 Link Type: Stub Network, Link ID: 192.0.17.1, Link Data: 255.255.255.0, Link Cost: 0, Link Type: Point-To-Point, Link ID: 192.0.16.1, Link Data: 192.0.2.2, Link Cost: 5, Link Type: Stub Network, Link ID: 192.0.2.0, Link Data: 255.255.255.0, Link Cost: 5, Link Type: Point-To-Point, Link ID: 192.0.19.1, Link Data: 192.0.6.1, Link Cost: 10, Link Type: Stub Network, Link ID: 192.0.6.0, Link Data: 255.255.255.0, Link Cost: 10, Link Type: Point-To-Point, Link ID: 192.0.15.1, Link Data: 192.0.7.2, Link Cost: 10, Link Type: Stub Network, Link ID: 192.0.7.0, Link Data: 255.255.255.0, Link Cost: 10, LSA Type: Router Links, Link State ID: 192.0.15.1, Adv Router ID: 192.0.15.1 Sequence Number: 51, LSA Age: 5 LSA Timestamp: 24.239 Link Type: Stub Network, Link ID: 192.0.15.1, Link Data: 255.255.255.0, Link Cost: 0, Link Type: Point-To-Point, Link ID: 192.0.17.1, Link Data: 192.0.7.1, Link Cost: 10, Link Type: Stub Network, Link ID: 192.0.7.0, Link Data: 255.255.255.0, Link Cost: 10, Link Type: Point-To-Point, Link ID: 192.0.19.1, Link Data: 192.0.8.1, Link Cost: 10, Link Type: Stub Network, Link ID: 192.0.8.0, Link Data: 255.255.255.0, Link Cost: 10, LSA Type: Router Links, Link State ID: 192.0.19.1, Adv Router ID: 192.0.19.1 Sequence Number: 129, LSA Age: 5 LSA Timestamp: 27.687 Link Type: Stub Network, Link ID: 192.0.19.1, Link Data: 255.255.255.0, Link Cost: 0, Link Type: Point-To-Point, Link ID: 192.0.17.1, Link Data: 192.0.6.2, Link Cost: 10, Link Type: Stub Network, Link ID: 192.0.6.0, Link Data: 255.255.255.0, Link Cost: 10, Link Type: Point-To-Point, Link ID: 192.0.15.1, Link Data: 192.0.8.2, Link Cost: 10, Link Type: Stub Network, Link ID: 192.0.8.0, Link Data: 255.255.255.0, Link Cost: 10, Link Type: Point-To-Point, Link ID: 192.0.18.1, Link Data: 192.0.9.2, Link Cost: 5, Link Type: Stub Network, Link ID: 192.0.9.0, Link Data: 255.255.255.0, Link Cost: 5, LSA Type: Router Links, Link State ID: 192.0.16.1, Adv Router ID: 192.0.16.1 Sequence Number: 130, LSA Age: 3 LSA Timestamp: 27.688 Link Type: Stub Network, Link ID: 192.0.16.1, Link Data: 255.255.255.0, Link Cost: 0, Link Type: Point-To-Po

Abigail Adams and How She Shaped the Role of Women in American History

Almost everyone’s heard of her, there have been numerous books written about her, several thousand letters accounted for that she wrote. She was also the wife of the second president and the mother to the sixth American president, who was this woman? She was Abigail Adams. Abigail Adams life didn’t acquire meaning solely from knowing and being around these two great men however, Adams was eminently worth knowing as an individual herself. Throughout the ages, women have always been involved in war but Abigail Adams brought a new concept to women and war with her involvement in the early colonial years and the American Revolution. Abigail Adams did many things in her lifetime but the questions I will be attempting to answer is how exactly did she impact the Revolutionary War and change the social roles of women in such a male dominated society. First and foremost, some basic knowledge on the early years and the foundation of Adam’s life are imperative to the understanding of Abigail Adams and how she grew into becoming the women she did. Abigail Adams was born Abigail Smith in a church in Weymouth, Massachusetts on November 11, 1744. Adams’s parents were William Smith, a liberal Congregational minister and her mother Elizabeth Quincy was of a prominent political family at the time. Abigail was the second born of four siblings, one brother and three sisters, their family faith was Congregational. The Adams’s were an active family in throughout the community and involved in the politics of the time. A majority of Adams’s younger days consisted of corresponding with family and friends and reading. Her childhood and young adult life didn’t involve much singing, dancing or card playing as young women typically participated in... ... Thoughts Life and Letters of Abigail Adams Gelles, Edith B. First Thoughts: Life and Letters of Abigail Adams . New York, New York: Twayne Publishers, 1998. Dearest Friend: A life of Abigail Adams Withey, Lynne. Dearest Friend: A Life of Abigail Adams. New York, New York: Free Press Division of Macmillan Publishing Co., Inc., 1981. Abigail Adams - A Life Holton, Woody. Abigail Adams - A Life. New York, New York: Free Press A Division of Simon & Schuster Inc., 2009. Patriotism and the Female Sex, Abigail Adams and the American Revolution Skinner Keller, Rosemary. Patriotism and the Female Sex: Abigail Adams and the American Revolution. Brooklyn, New York: Carlson Publishing Inc., 1994. Abigail Adams, An American Women Akers, Charles. Abigail Adams, An American Women. Toronto, Canada and Boston, Massachusetts: Little Brown and Company, 1980.