Undecided Assignment Example | Topics and Well Written Essays - 1250 words - 1

Undecided - Assignment Example With the increased need of parking space in urban centers, U.S. has adopted diverse policies to ensure charging of fair prices on curb parking centers. Thus, this reflection paper offers a relative analysis of policies of parking reform in U.S. with interest in the imperious role played by urban planning to ensure sustainable development. Parking and curb reforms are among the critical features of transportation infrastructure in a developed country like United States. Therefore, the management and provision of curbs should be coordinated carefully with other elements of transportation and the government should ensure that curb customers are charged fairly. The author of the article â€Å"Yes, parking reform is possible† argues that urban centers should charge the right prices for curb parking. I think this is a policy that should be adhered to because charging either too low or too high prices bring many negative effects. If cities charge too high prices for curb parking, then the parking will lose many customers resulting to employees losing their jobs, and the cities losing tax revenue (Shoup 31). On the other hand, charging too low prices means there will be no curb spaces, thus, leading to traffic congestion, fuel wastage, and air pollution. Further, the writer of this article argues that the council should aim at setting parking policies and not parking charges. It is logical to support this statement because curb spaces are multi-billion dollar private or public investment in the United States. There is need of managing these resources, in a wise manner. The prioritization of the competing needs for curb parking in urban centers of the United States depends highly on the set prices. This is because the wise management of parking resources and curb spaces is important for achieving economic development and wider transportation goals. In addition, availability of parking spaces is one of the key contributors to the economic health and can aid

A Semiotic Comparison of Disneyland with Marriotts Great America Essay

A Semiotic Comparison of Disneyland with Marriotts Great America - Essay Example Various themes give rise to different effects on the individuals.   It is almost like that the premise takes control of how visitors should react to the circumstances: offering a variety of choices, hence, conferring a mixture of diverse emotions as well.   â€Å"Disneyland is commonly seen as the prototypical total fantasy park in America, or probably in the world†, (The Sale of Two Cities: A Semiotic Comparison of Disneyland with Marriott’s Great America, p.1).   It is unquestionably exemplary that people from different walks of life, visitors of different age group, find themselves enthralled and at times, powerlessly captivated. Incontestably, Disneyland has the ability to initiate a feeling of awe, generating such wonderful notion to its visitors.   The structure of the park, as well as its different auras, however, allow the people to become barely aware of the divergence and picture between the real world and the world of imagination. Rides represent out of the ordinary experiences, however, not all are just amusing, for some also intends to remind us of the important aspects of life such as greed, fear, and even death. Consequently, Marriott’s fashion is definitely atypical, in contrast to the prototypical picture of Disneyland.   It chose not to make an apparent distinction between the fantasy world and the real one. The journey from reality to fantasy is done subtly; allowing the visitors to experience the flight from the real world while they are still made aware of realism. The plodding switch from true existence to the wonderful world of imagination make Marriott’s an astonishing pursuit to the majority. Palpably, the two theme parks have several contrasting aspects.

The US and Thailand Free

The US and Thailand Free Essay The US and Thailand Free commenced negotiations in respect of a Free Trade Agreement (FTA) on June 28, 2004. Approximately six rounds of talks between the two countries have been conducted pursuant to the FTA negotiations as of 2006. US Chamber of Commerce: Trade Policy) The overall intent is to liberalize â€Å"trade in goods, agriculture, and investment† and harmonization of intellectual property rights (Ahearn and Morrison, 2004) Ever since the founding of the World Trade Organization (WTO and its General Agreement on Trade and Services (GATT) developed nation member states, such as the US have adhered to the WTO’s policy to help developing and less developed member states such as Thailand improve their economic growth by entering into bilateral trade agreements with them. (Fbiosa et ales, 2005) Thailand has over the years demonstrated a keener willingness to open its markets to liberalized trade than many of the other Asian nations. This particularly so in the area of agriculture. Relations between Thailand and the US commenced as early as 1833 with the Trade and Amity and Commerce Agreement. (US Chamber of Commerce: Trade Policy) By 1966 the Treaty of Amity and Economic Relations was successfully negotiated between the two countries with each country granting the other equal trade treatment. (US Chamber of Commerce: Trade Policy) The 1966 Treaty came to an end in 2004, although extended by mutual agreement to December 2006, the FTA is intended to take its place. (US Chamber of Commerce: Trade Policy) Aside from the economic benefits to both countries, the US hoped to strengthen US-Thailand relations for the purpose of combating terrorism. This fact together with cultural differences, a political crisis in 2006, health concerns and Thailand’s relationship with other Asian nations have proven problematic for both countries in reaching a mutual agreement. (US Chamber of Commerce: Trade Policy) This paper examines the US-Thailand FTA Agreement, its history and its future track with reference to the difficulties that impede bringing the negotiations to a final conclusion. History and Background Thailand has long since been regarded as an ally of the US, a position that was only fortified during the Cold War period and strengthened even further following the terror attacks on the US on September 11, 2001. (Chanlett-Avery, 2006) The relationship between the US and Thailand has always been characterized by mutual trade and economic interests. (Chanlett-Avery, 2006) Following the 2001 terrorist attacks in the US the relationship took on a new dimension when it became obvious that Thailand shared, at least in part the US desire to fight terrorism in the Southeast Asian region. (Chanlett-Avery, 2006) These facts and circumstances together with Thailand’s strong economic and political ties to China puts Thailand in a position to have some influence in the Far East. (Chanlett-Avery, 2006) Recognizing the strategic economic and political position of Thailand in the Asia-Pacific area and its close ties with the US, President George Bush â€Å"designated† Thailand â€Å"as a major non-NATO ally in 2003. † (Chanlett-Avery, 2006) This designation is partly due to Thailand’s history of support to the US during the Cold War and partly due to its position with respect to the US counter terrorism initiatives. (Chanlett-Avery, 2006) Aside from sending troops to aide the US in its wars in Afghanistan and Iraq, Thailand authorities arrested a â€Å"high-profile† Islamic rebel in a â€Å"joint Thai-US operation† in 2003. (Chanlett-Avery, 2006) Co-existing with these diplomatic and amicable relations was the Treaty of Amity and Economic Relations between the US and Thailand which was signed in Bangkok on May 29th 1966. (US-Thai Treaty of Amity, 1966) The 1966 Treaty permits US citizens and companies incorporated in Thailand or in the US to hold all the shares in a business situated in Thailand and to conduct business in Thailand in the same manner as Thai citizens. There were certain restrictions on American investments including land holding, fiduciary services, communications, transportation, domestic agricultural trade and damaging natural resources. (US-Thai Treaty of Amity, 1966) The Treaty also provided favourable treatment to Thai businessmen upon application for entry visas into the US for business purposes. Moreover, there were no restrictions on repatriating funds to Thai by Thai business concerns in the US. (US-Thai Treaty of Amity, 1966) The Treaty of Amity and Economic Relations should have expired in September 2006 but was extended to a further period of 90 days bringing it to an end in December of 2006 instead. (US Chamber of Commerce: Trade Policy) In anticipation of the expiration of the Treaty of Amity and Economic Relations and the economic success of trade relations between the US and Thai, President Bush and Thai Prime Minister Thaskin announced on 19 October, 2003 plans to negotiate a bilateral trade agreement between the two countries. (Ahearn et ales, 2004) In March 2004, both countries announced that negotiations would commence in June of 2004. (Ahearn et ales, 2004) The first two rounds of negotiations took place in Thailand in 2004 with a third round taking place there in 2005. (Ahearn and Morrison, 2006) Fourth and Fifth rounds of negotiations were conducted in Montano on September 26-30, 2005 in Hawaii and earlier in the year at Montana on July 15. (Ahearn and Morrison, 2006) A sixth round was conducted in Thailand which ended all talks as a result of political unrests in Thailand. (Ahearn and Morrison, 2006) While some progress was made at the fifth round of talks in Hawaii, the remaining talks were for the most part unsuccessful. Essentially what was agreed to at the fifth round of talks was the removal of barriers to trade with the emphasis on tariffs with respect to goods crossing US borders to Thailand and vice versa. (Thailand’s Legal News Update, October, 2005) Both the United States and Thailand also agreed that Internet Service Providers should be included in all talks relative to intellectual property rights protection. (Thailand’s Legal News Update, October, 2005) Further agreement was made by the US to permit Thailand patent protection with respect to its rice and silk products. (Allison, 2006) The details of these agreements are discussed in much greater detail later on. The World Trade Review reported that the fourth round of negotiations held in Montana did not yield particulars of any specific agreements. However, the talks went well enough to ensure that both parties were likely to come to an arrangement at the fifth round of talks in Hawaii, (World Trade Review, 2005) which as previously noted did yield a consensus on tariffs and patent protection on rice and silk. In Montana, both US and Thai negotiating teams met with business representatives of Montana and were equally impressed with the importance of agricultural trade in the US. The negotiators also met with business officials within the telecommunications, financial, automobile, energy and additional service factions of the community. (World Trade Review, 2005) The World Trade Review believes that the results of this meeting and round of talks helped to pave the way for some agreement in the next round of talks. (World Trade Review, 2005) Be that as it may, relations between the US and Thailand were not without some difficulties. James A. Kelly, Assistant Secretary of State for East Asia and Pacific Affairs touched on a number of issues that were problematic for the US in his address to the Asia Foundation in Washington, D. C. on March 13, 2002. Noting that both countries shared a mutual interest in the concepts and benefits of security, liberty democracy and maintaining free and open trade markets Kelly also noted that there was a growing perception in Thailand that the US was either acting in bad faith or trying to take advantage of Thailand. (Kelly, 2002) Other problems were highlighted at the Bilateral Conference on United States-Thailand Relations in the 21st Century. (Bilateral Conference on United States-Thailand Relations in the 21st Century, 2002) The Bilateral Conference took place in Washington D. C. on March 11-13 under the auspices of 10 senior Thai government officials who met with American trade and government officials for the express purpose of debating the important isses within the context of a bilateral trade agreement. (Bilateral Conference on United States-Thailand Relations in the 21st Century, 2002) There was evidence of a strain in US-Thai relations following the US war with Vietnam from a Thai perspective. Many Thais felt that the US had neglected Thailand and felt even more disenchanted with the US following the Asian financial crisis of 1997 especially with respect tot he US’s the unduly strenuous conditions placed by the International Monetary Fund (IMF) with respect to Thailand’s aid relief. (Bilateral Conference on United States-Thailand Relations in the 21st Century, 2002) By the end of the 90s both political and economic relations between the two countries was quite often tense. (Bilateral Conference on United States-Thailand Relations in the 21st Century, 2002) The waning relationship was complicated by a failure on the US’s part to offer a viable loans system by way of financial relief via the IMF. Further complications arose out of the US’s failure to back-up the Thai Minister of Commerce and the Thai Deputy Prime Minister’s nominations to hold the post of World Trade Organization Secretary General in 1999. (Bilateral Conference on United States-Thailand Relations in the 21st Century, 2002) From the US’s perspective the Thai support of the US at the United Nations was weak if at all. (Bilateral Conference on United States-Thailand Relations in the 21st Century, 2002) Moreover, Thailand was reluctant to support the US position with respect to its EP-3 reconnaissance plane episode which involved China. (Bilateral Conference on United States-Thailand Relations in the 21st Century, 2002) The US also had concerns about Thailand’s position with respect to censorship in the media. Although following the September 11, 2001 terrorist attacks in the US Thailand once again closed the gap between US and Thailand with its support. (Bilateral Conference on United States-Thailand Relations in the 21st Century, 2002) In the global context, Thailand’s difficulty arises out of a desire to balance its relationship with China with that of the US. The problem for the US is in diminishing China’s stronghold on the Asian region and Thailand found itself having to balance its priorities with respect to negotiating its relationships with both China and the United States. The difficulty for Thailand was maintaining some sort of neutrality in its relationships with both super powers. (Bilateral Conference on United States-Thailand Relations in the 21st Century, 2002) Thailand’s political and economical policies reflect a desire to regularize relations within its immediate region. Of particular interest to Thailand is the strengthening of its commercial ties to regions close to its borders. Its relationship with Burma which is characterized by a trend toward conciliatory approaches is largely problematic for the US. (Bilateral Conference on United States-Thailand Relations in the 21st Century, 2002) The US would prefer it if Thailand took an isolationist approach to Burma. The problem was summarized at the Bilateral Conference. Thailand maintained what it referred to as a â€Å"constructive interaction† with its neighbour Burma and this caused some tension with the United States who would have preferred that Thailand adapted an isolationist stance with Burma. (Bilateral Conference on United States-Thailand Relations in the 21st Century, 2002) The US was also suspicious that the Thai government was lending support to regions like Malaysia and Indonesia which the US regarded as unstable and supportive of terrorist factions. (Bilateral Conference on United States-Thailand Relations in the 21st Century, 2002) The US felt that the anti-American sentiments in Indonesia and Malaysia were at risk of spilling over into Thailand. Notably Thailand Prime Minister Thaksin had been elected into office after running an â€Å"anti-American platform† and there was a concern that Thailand was faltering in its support of the United States on its anti-terrorism policies. (Bilateral Conference on United States-Thailand Relations in the 21st Century, 2002) Be that as it may, the US and Thailand had similar economic and political goals. The best approach was therefore thought to be a bilateral trade agreement. (Bilateral Conference on United States-Thailand Relations in the 21st Century, 2002)

Cell Phones And Academic Performance English Language Essay

Cell Phones And Academic Performance English Language Essay The adoption of cell phones by young generation has been a global phenomenon in recent years. Thus, with the emergence of this technology almost everyone has tried to adopt these cell phones. We found in this research that cell phone usage had a negative impact on students GPA. Students using their cell phone during class, they also receiving and sending text messages during their class so they were able to pay less attention to lecture and thus it had negative impact on students performance. Key terms: Cell phones usage, Academic performance, GPA Introduction Since the commercialization of cellular phones technology, the use of this communication device has rapidly increased. Today, the global cellular phone market now stands at approximately 1.8 billion subscribers, and is forecasted to reach 3 billion by the end of 2010 (Reid and Reid, 2007). In Pakistan total subscribers for cell phones till 12 September 2012 have reached to 120,513,430 (Pakistan Telecommunication Authority). The adoption of cell phones by young generation has been a global phenomenon in recent years. This cell phone was originally created for adults for business use (Aoki Downes, 2003). It has become an integral part of adolescents daily life and one of the most popular forms of electronic communication. In todays world almost every student is having cell phone in their pocket, clipped to a belt, or hidden in a brief case or purse and knows perfect usage of it. As technology is growing every day at very fast rate, and is bringing positive and negative effects for soc iety and so is with cell phone technology that has brought both positive and negative effects. It is commonly observed that these cell phones have also become status symbol for youth and they have indulged themselves in the competition of having best and most updated cell phone with maximum features. Todays youth prefer cell phones more as compared to internet or any other social activity. Not only young people own cell phone, they have symbolic and affective investment in them (Lobet-maris, 2003) and they also want to upgrade it as soon as new model is launched in the market. Cell phones are that much involved in our life that the person who own cell phone is tend to be thought socially connected, independent, modern and in demand by the society. One of the most used applications of cell phones by our young generation is text messaging and these cellular network companies have also played a vital role in negatively affecting our young generation by introducing a number of packages for text messaging and calls also. Students of today are master in fastest text messaging and are seen text messaging while at home, at university, traveling ,in classroom and specially while studying. Communication with fellow students, professors, parents, and everyone else is just a click away. In New Zealand study 56% of high school students reported that the most important reason for using a cell phone was to talk and text with friends and family (Netsafe, 2005). This research paper explores the impact of cell phones` usage on students academic performance. We examined the affect of mobile usage on the grades among university students. Literature Review Cell phones and academic performance: The invention of the fixed telephone in the late 19th century in the United States changed the way that people interacted and communicated (Marilyn, 2005). This has been paralleled in the early 21st century by the advent of the cell phone (Marilyn, 2005). This is extremely similar to the fixed telephone in the early 20th century, where telephone engineers explained that the telephone was made for the business world and not for social conversation (Flinchy, 1997). The growth of cell phone technology is demonstrated by the fact that in 2002 the number of cell phone users worldwide, surpassed those of fixed-phone users (Srivastava, 2005). In 2005, the number of cell phone subscribers worldwide will reach 2 billion (Deloitte Research, 2005) and in Australia will reach 19.2 million (Fisher, 2005). And in Pakistan total fixed phone subscriber by December 2011 reached to only 3,098,117, less than mobile phone subscriber that were 120,151,253 till December 2011 (Pakistan Telecommunication Au thority). In Norway in 1999, 80% of 13 to 20-year-olds owned a cell phone, while in the United Kingdom in 2001, 90% of young people under the age of 16 did so (www.capacitybuilder.co.uk). In 2003, in Italy, 56% of children aged 9 and 10-years-old owned cell phones and of the 44% who didnt, all expressed a desire to own one (Guardian Unlimited, 2003), and amongst teenage girls in Tokyo, the adoption rate is almost 100% (Srivastava, 2005). In Australia in 2004, a survey by iTouch found that 50,000 children aged between 5 and 9 years of age owned a cell phone, one third of children aged 10 to 13-years old and 45% of 13 to 15-year-olds also owned the device (Allison, 2004). Surveys have consistently shown that young people even prefer their cell phone to television or the Internet (Enpocket, 2005; Hession, 2001). It is childrens favourite method of communication (Livingstone Bober, 2005) with younger adolescents (school years 7 to 9) more attached to their cell phones than older adoles cents (school years 10 to 12) as they reported needing to return home to collect their phone if they forget it (Matthews, 2004). Young people also save text messages which they value and cherish (Taylor Harper, 2003).Thus, with the emergence of this technology almost everyone has tried to adopted these cell phones. The main issue for teachers is the disturbance created in class room due to cell phone calls and texting. The functionality of SMS lets students send and receive messages unobtrusively (Geser, 2004). Combining this with the ease of hiding the device due to its small size, makes it very difficult for teachers to control. Because of the short time frame in which an answer is expected to a message (Kasesniemi Rautiainen, 2002), the excitement of finding out who has called and what the message is (similar to snail mail letters), young people are reluctant to turn off their cell phone during class time. In an Italian survey of 9- and 10-year-olds, 86% of students who owned cell phones kept them on during lessons (Guardian Unlimited, 2003). The New Zealand survey also found that 66% of students who took a mobile phone to school kept it turned on at school (Netsafe, 2005). Campbell (2006) found that students and faculty view the ringing of cell phones in class to be a serious problem. It is clear that if students are spending time texting, they are not paying attention to the class lecture, will not be able to understand the topic and will not be able to produce good result in class, this will have impact on their grade points. Through common observation today students are busy with this technology, spends 90% of their time with cell phones and dont pay attention to their studies. And if they pretend to their parents that they are studying in their room, they are actually dodging their parents, it is such a small device that they can easily hide them and lie with their parents. Students are trying to make as many friends whether girl or boy as they can, keeping themselves busy all day and night, as these network companies for their own profit have introduced a lots of cheap packages for call and messaging. All these activities in which students have en gaged themselves in todays world are demolishing their present and future. Students are using this technology not only for text messaging in class but also use it as source of cheating in examination. Students have always cheated via taking notes into class, or writing notes on hands (Ling, 2000a). For example, 12 students at the University of Maryland were caught cheating during an accounting exam (Anonymous 2003). With many cell phones now incorporating a digital camera or video, there is a danger in schools, colleges and universities that inappropriate pictures will be taken because of the portability and discrete nature of the camera (Marilyn, 2005). Pictures can be taken quickly without the knowledge of the person being photographed. Stealing of cell phones is also an issue which can impact on school staff (Williams Williams, 2005). Most victims of mobile phone theft are under 18 years of age and the phones are stolen by the same age group as well. This can put additional strain on school administration if the theft occurs at or near school and staff are expected to investigate (Marilyn, 2005). After explaining negative aspect there are some positive impact also, it helps students to stay connected with their group members when assigned some group work from their teacher. In school it also helps teacher to tell their parents about any serious problem happened to the students and also helps teacher to text their parent if they are absent from school. Students are supposed to use mobile phones whole night texting their friends. It is interesting to note that there are few common family rules about young peoples use of the cell phone. In fact, many adolescents (58%) reported that there were no rules set by their parents about their cell phone use, and only 12% reported that their parents used removal of their cell phones as punishment (Matthews, 2004). In New Zealand, this increased to 26% of young cell people reporting being threatened, with the phone being confiscated, as a form of punishment (Netsafe, 2005). It has been found that some young peoples sleep is disturbed when friends call them on their cell phone to talk or when a text message is deposited (Anderson, 2003). In New Zealand 11% of young people reported being woken every night by a text message or voice call (Netsafe, 2005). Probably because of the sleeping issue it has been found that the most common rule set by parents (56%) was that children have to leave their cel l phones out of their rooms at night. Ten percent of young people also reported that their parents frequently had to ask them to stop using their mobile phone late at night with 12% saying that this was the most common disagreement between them and their parents (Matthews, 2004). Along with academic performance cell phones have also positively and negatively affected social relationships. With the emergence of mobile phones individuals are able to stay connected with their friends, family and relatives living abroad. In addition to keeping up with social relationships, individuals have also been able to increase productivity with their work because they can be hundreds of miles away from the office, and still have instant access to their e-mail, documents and contacts wherever they are (Tully, 2003). A trend that is becoming more apparent is present absences; this is the concept of how an individuals presence in a social setting changes regardless of their physical presence, they are only half-present (Fortunati 2008). After a ring or buzz of their cell phone, they are drawn away somewhere else, away from their present situation and/or conversation. Through observation, researchers have found that individuals typically will not hesitate to interrupt an ongoin g conversation to answer the ringing of their cell phone. Cell phones have given a new way to individuals to form new relationships and to strengthen existing ones. Teens admitted spending nearly an equal amount of time talking as they do texting each month. The feature is so important to them that if texting was no longer an option, 47 percent of teens say their social life would end or be worsened especially among females (54 percent compared to 40 percent of males) (CTIA Survey 2008). Before the emergence of mobile technology, individuals have regular interaction with one another. As they have very little telephonic contact with one another so they are used to visit each other homes regularly. Even if any one of the family member is in hospital, their loved ones even if out of city make a visit instantly or the next day but now with the emergence of cell phones people are supposed to just ask about their health on phone call with their cell phones. Hypothesis Cell phones` usage will have a negative affect on students` academic performance. Model Cell phone usage Academic performance Methodology The data was collected by distributing questionnaire to students of different universities in Pakistan with the ages ranging between eighteen and thirty. A sample size of 150 students was taken in which 65 respondents were male and 85 respondents were female. The survey consisted of 24 questions, including cell phone impacts on students academic performance and social relationship. Multiple choice questions were asked. The reliability of the instrument was calculated by using SPSS. The instrument was personally administered to the sample. Demographic information (e.g., age, gender, university, degree, GPA) was also collected. Results After successfully collecting the data through distributing questionnaires in different universities of Rawalpindi and Islamabad, we have inserted that data in SPSS software data sheet and run desired functions necessary to know that what impact does independent variable (cell phone usage ) have on dependent variable (students academic performance). We have evaluated students academic performance by considering their GPA. From the correlation results as shown in TABLE 1, we have find that cell phone usage is having negative impact on students GPA i.e. (r= -0.303, p TABLE 1 Correlation Results M S.D 1 2 3 4 Age 21.487 1.8672 1 Gender 1.58 0.49521 -0.184* Cell phone usage 3.267 0.4512 0.045 -0.149 1 GPA 1.9911 0.57583 -0.154 0.246** -0.303** 1 **. Correlation is significant at the 0.01 level (2-tailed). *. Correlation is significant at the 0.05 level (2-tailed). TABLE 2 Regression Results Predictor Academic performance(GPA) ÃŽÂ ² Ά Sig. Step 1 Age -0.27 0.164 Gender 0.205 0.006 Step 2 Age -0.26 0.167 Gender 0.169 0.020 Cell phone usage -0.212 0.072 0.001 The table 2 shows the regression result of dependent and independent variable. In step 1 control variables i.e. age, gender is shown and in step 2 independent variable i.e. cell phone usage is shown. In horizontal line we have dependent variable i.e. academic performance measured using students GPA. The fluctuation in students academic performance (GPA) due to cell phone usage is 72%. The impact of cell phones usage on student academic performance is negative i.e. (ÃŽÂ ² = -0.212). Which implies that the student whose usage of cell phone is more is having low GPA i.e. showing poor academic performance. Discussion In this research paper we have evaluated that what impact students cell phone usage has on their academic performance by considering their GPA. Students age and gender is also taken into account while running analysis using SPSS. Cell phone usage is taken as independent variable and students academic performance is taken as dependent variable. Questionnaires are given to be filled by students of different universities in Rawalpindi and Islamabad between the age of 18 and 30. The data collected is analyzed by using SPSS software and evaluated the impact of cell phones usage on students academic performance. The result shows that cell phones usage is negatively impacting students academic performance. This means that the students who are using cell phone more are having low GPA. On asking questions on how much time they spend on using their cell phone and in how many classes they use cell phone, we have found that there is negative relationship of these two questions with students GPA. That is the students who are using cell phone almost 7-10 hours and those also who use cell phone during their most of the classes are having low GPA. On asking random questions we have found that one of the most used feature of cell phone is text messaging used by 67% students (female 37% and male 30%). Almost 81% students (female 46%, male 35%) are using standard text messages as compared to multimedia messages or other. 43% students (31% female and 13% male) say that they put their mobile phone on silent mode while attending class. 35% students (20% female and 15% male) say that they occasionally receiv e or send text messages while the class was in session. 55% students (35% female and 20% male) agree on policy that mobile should be kept by students but they should set it in vibration mode. 61% students (40% female, 21% male) say that they do not use night packages on their cell phone. 42% students (23% female, 19% male) say that they use day packages on their cell phone. 67% students (39% female, 27% male) say that they spent 10% of their pocket money on cell phones. 56% students (32% female, 24% male) say that they sometimes use their cell phone while doing their assignments. As results show that those students who spend most of their time on cell phone are achieving low GPA, which is in accordance with the literature and common observation. Students are using their cell phone during class, they are also receiving and sending text messages during their class so they will be able to pay less attention to lecture and thus it will have negative impact on students performance. Some students are also using night packages on their cell phone which will make them unable to be attentive in their morning class or may be unable to attend the first class. It is better to activate missed call alert on their cell phone and put it off during class and when they will on it they will receive message of all the calls they missed when the cell phone was off. In last concluding all cell phone usage is significantly impacting our youth who are misusing this technology, and thus showing poor academic performance and demolishing their career opportunities.

Love in a Snow Globe :: Snow Globes Personal Narratives Essays

Love in a Snow Globe Packing for college is a normal and exciting event in many newly turned legal adults’ lives. It is the first time they get to live with peers in place of nosy parents. Some items are packed are out of necessity, such as clothes, and others are to decorate the bland white walls and wooden desks to show some personality, which are all the things every teenager tells their parents they â€Å"need† to bring. When it was finally my turn to pack for college, there were many boxes that I â€Å"needed† to bring. Pictures of friends, celebrity posters, scheduling calendars, alarm clocks, school supplies, desk lamps, quick food, and tons and tons and tons of clothes were packed along with one tiny green snow globe on my first year of school. That snow globe meant and still means the world to me. The snow globe was given to me before college, even before my final year in high school. It was a random day in the summer of 2002. That was the summer before my senior year of high school. It had been one stormy week of summer. I do not mean literally in the sense that the weather was like the end of the world type weather, but mentally and physically for me the past weeks have been nothing but thunder and lightening going off in my head. A gray storm cloud had been hanging around over my head, raining on me and only me. It was because during the last three weeks of summer vacation, I had spent hours upon hours in my high school looking at the concrete walls painted as though a rainbow had thrown up inside the school. My time had been spent on trying to fix my schedule of classes, so that I could have the perfect balance of classes to slack off in and ones that would impress colleges. The lazy counselor was taking her time and needed me to return almost everyday so that she could lecture me about her personal life. This information was important to the reason why she continued to have trouble with scheduling my classes to my liking.

triggering an eating disorder :: essays research papers

* Triggers If people are vulnerable to eating disorders, sometimes all it takes to put the ball in motion is a trigger event that they do not know how to handle. A trigger could be something as seemingly innocuous as teasing or as devastating as rape or incest. Triggers often happen at times of transition, shock, or loss where increased demands are made on people who already are unsure of their ability to meet expectations. Such triggers might include puberty starting a new school, beginning a new job, death, divorce, marriage, family problems, breakup of an important relationship, critical comments from someone important, graduation into a chaotic, competitive world, and so forth. There is some evidence to suggest that girls who achieve sexual maturity ahead of peers, with the associated development of breasts, hips, and other physical signs of womanhood, are at increased risk of becoming eating disordered. They may wrongly interpret their new curves as "being fat" and feel uncomfortable because they no longer look like peers who still have childish bodies. Wanting to take control and fix things, but not really knowing how, and under the influence of a culture that equates success and happiness with thinness, the person tackles her/his body instead of the problem at hand. Dieting, bingeing, purging, exercising, and other strange behaviors are not random craziness. They are heroic, but misguided and ineffective, attempts to take charge in a world that seems overwhelming. Sometimes people such as diabetics who must pay meticulous attention to what they eat become vulnerable to eating disorders. A certain amount of obsessiveness is necessary for health, but when the fine line is crossed, healthy obsessiveness can quickly become pathological. Perhaps the most common trigger of disordered eating is dieting. It is a bit simplistic, but nonetheless true, to say that if there were no dieting, there would be no anorexia nervosa. Neither would there be the bulimia that people create when they diet, make themselves chronically hungry, overeat in response to that hunger, and then, panicky about weight gain, vomit or otherwise purge to get rid of the calories. Feeling guilty and perhaps horrified at what they have done, they swear to "be good.

Case Study Tacoma Narrows Bridge Essay

In what ways were the project planning and scope management for this project appropriate and when did they begin taking unknowing or unnecessary risks? Discuss the issue of project constraints and other unique aspects of the bridge in the risk management process. Did the project managers take them sufficiently into consideration? Why or why not? At the time of this project there was not much know about the dynamic factors about as Suspensions Bridge so the management and planning for this project was appropriate. It had always been taken for granted in bridge building that static (vertical) load and mass of large structures were enough to protect them. The Planners took unknowing risks when the open girders in the bridge’s sides were substituted with flat, solid girders that would catch the wind and make the bridge sway from side to side. One distinguishing feature that led to its â€Å"sway to destruction† was the bridge’s small width-to-length ratio; the bridge was incredibly narrow for its length also its topographic location made it very prone to high winds. These risks were never taken into consideration at the time. Project managers did not take them sufficiently into consideration since at the time was not much known about the dynamic factors. Conduct either a qualitative or quantitative risk assessment on this project. Identify the risk factors that you consider most important for the suspension bridge construction. How would you consider assess the riskiness of this project? Why? The most important risk factors are the width-to-length ratio of the bridge, the bridge’s side girders replaced with flat, solid girders, which did not allow the wind to pass through the bridge, and the location of the bridge.