The Vietnam War as History Essay Example for Free

The Vietnam War as History Essay You can kill ten of our men for every one we kill of yours. But even at those odds, you will lose and we will win. Such were the words of Ho Chi Minh referring to France and America in their wars in Vietnam. Ho Chi Minh was a Vietnamese revolutionary, who later became Prime Minister (1946–1955) and President (1946–1969) of the Democratic Republic of Vietnam (North Vietnam). He led the North Vietnamese in the Vietnam War until his death. Six years later, the war ended with a North Vietnamese victory, and Vietnamese unification followed. The former capital of South Vietnam, Saigon, was renamed Ho Chi Minh City in his honor. The Vietnam War, or the 2nd Indochina Wars, was the longest military conflict in United States history. Furthermore, according to Richard M. Nixon (1985), â€Å"No event in American history is more misunderstood than the Vietnam War. It was misreported then, and it is misremembered now. † In Elizabeth Jane Errington’s book entitled, The Vietnam War as History, it probes the events in Southeast Asia in the thirty years after 1945 through the lenses of history. It is a compilation of the most current academic interpretations on the origins and effects of the Vietnam War. The contributors hypothesize and discuss diverse aspects of the Vietnam conflicts and clear away numerous fallacies and myths which still surround the war. They seek to understand how and why events in Southeast Asia came about as they did, and the impact they brought about both regionally and globally. The book sheds light on the lessons learned from the war. It is, of course, expected for people and nations to achieve knowledge of certain things from past experiences, especially when it is an agonizing one. In this case, however, there are at least two problems. First, there is no accord on what should be learned. The people are still divided in their beliefs as to the meaning and significance of the war—many years after it was considered over. Secondly, in attempting to comprehend something out of the recent past, Americans on both sides of the debate have badly misused or misinterpreted history itself. What indeed did we learn out of this conflict—this bloodshed and waste not only of resources but also civilian lives? To most people, there should not be â€Å"Vietnams† anymore. The United States government can do whatever they want to aid nearby countries or even those halfway-around the globe but cannot fight the war for them. An example is America’s aid in militarization and modernization (otherwise known as Americanization) of the South American drug-war. Most believe that when the government sends the guns, it will not take long before it sends the sons. Every time, the United States government tries to help a certain country it raises a specter of another Vietnam that will ensue. On the other hand, conservatives believe that Vietnam was a noble cause—and it could have been won. In subsequent conflicts involving Vietnam’s invasion of Cambodia, they believed that the fundamental error in the Vietnam conflict is not the fact that the United States government interfered; rather it was the failure of the latter to win the seemingly endless Vietnam guerilla war. Reading this book will give us a better understanding of the Vietnam conflict—what caused it to happen and its repercussions to other Asian countries and ultimately the whole world. This book also sheds some light on what has been learned from Vietnam, suggest why these les ¬sons lack validity, and then specify some ways we might learn more valuably from a recent, painful incident Reference Errington, E. J. (1990). The Vietnam War as History. New York. Praeger Publishers.

The Social Determinants Of Health Health And Social Care Essay

The Social Determinants Of Health Health And Social Care Essay We will look at the effects this communicable disease has on the wellbeing and health of individuals infected and their family members. You will see regional, national and global issues, we will be able to identify the causes of HIV and look at what steps have been put into place to help reduce and prevent levels of HIV cases. There are encouraging signs that show changes in the epidemiological direction of this maturing pandemic. Background I met my client through a friend whose father had died from Aids. For the purpose of confidentiality I will follow the Nursing and Midwifery Council code of conduct (NMC, 2008) I will not use my clients real name and will refer to them as Mavis. I will discuss how HIV had an effect on Mavis and how this disease changed her life. When I first met Mavis she was aged 43 but her story started when she was aged 29. Mavis was a young South African women, she was happily married with one daughter. Mavis and her husband were both successful in business, this job took her husband away from home quite a lot; he would travel to various locations across Europe and Asia. Tragically in December 2002 Maviss husband was killed in a car crash, at this stage Mavis was not aware how her life would change drastically. It was arranged for Mavis to marry her deceased husbands brother, she explained to me that her family suggested this was best for her and her daughter financially, Mavis was shocked and appalled, she did not want this marriage to go ahead. Mavis fled her native Botswana and arrived at an Airport within the United Kingdom in January 2003, immediately Mavis was stopped by immigration control, Emotions were running high for Mavis throughout the day, how she could return after fleeing, what could she say; what would happen to her. At around 4pm that day Mavis collapsed and was taken to hospital were a series of tests were taken, she was later diagnosed with suffering from Tuberculosis. After two weeks of being on medication more tests were taken, at this point her life would change forever. Mavis was later tested and diagnosed with HIV which stands for: Human Immunodeficiency Virus (Weller, 2009) which affects the human being; the virus attacks and terminates the immune system. Viruses such as HIV are unable to grow or reproduce on their own. The virus targets the immune system and weakens the defence system, they need to infect cells that belong to a living organism which allows them to copy themselves and pass out into tissue fluid and blood and infect other host cells, the disease then spreads though the body. HIV has affinity cells that contain a protein called CD4 in their membranes. These cells are known as T- lymphocytes. Once these cells are infected their number is reduced which causes T-cells to be suppressed affecting immunity (Ross. Wilson, 1990). HIV can be passed on immediately after becoming infected, symptoms vary depending on the stage of the infection, many people are most infectious in the first few months of contracting the virus, and at this stage many infected individuals are unaware that they have HIV. In the first few weeks after the initial infection individuals do not experience any symptoms but some may experience flu-like symptoms and possibly develop a rash, The only way for an individual to find out if they are infected with the virus is for them to be tested (Bupa, 2010). Mavis cried out, how this could be, I was a good faithful wife, the only explanation for her contracting HIV was from her husband, but she could not ask him for answers as he was now deceased. Doctors explained to Mavis what drugs were available and that this would be for life, they suggested a combination she should try, Maviss immune system became resistant to the first combination; doctors then put her on a second combination which she also became resistant to. With the third combination Mavis suffered serious side effects and was eventually put on a fourth combination. Social determinants of health and well being Stigma associated with HIV/AIDS is a worldwide issue and can have a huge impact on the social determinants of the individuals health through prejudice, abuse, maltreatment and negative attitudes directed at people living with HIV and AIDS they may receive poor treatment in healthcare and education settings, be shunned by family, peers and the local community (Avert, 2013), individuals are afraid to see a doctor or seek treatment leading it to be a silent killer, the fear of stigma allows the epidemic the ability to devastate societies around the world (un.org,2008). Individuals with HIV can experience stigma and discrimination In healthcare settings such as receiving access to facilities, HIV testing, and a lack of confidentiality and most detrimental being refused medication. This can often be fuelled by ignorance of HIV transmission routes (Nelson, 2012). Everyone is entitled to a fair and respectful treatment of healthcare, treating someone less favourably because they have HIV it is illegal this is identified in 2010 Equality Act (legislation.gov.uk, 2010). In South Africa HIV is known as AIDS, this is down to lack of education with this virus, this region carries the greatest burden of the epidemic. The World Health Organization claims that advanced stages of HIV is AIDS, once an individuals immune system has broken down it progresses to AIDS; AIDS is the later stages of HIV. AIDS stands for Acquired Immune Deficiency Syndrome; progressing from HIV to AIDS can take between 10 and 15 years to develop (WHO, 2011). In 2010 1.8 million people died globally from AIDS the figures were 1.5 million adults and 250,000 children (Avert, 2011) however; this is all dependant on the social determinants of health Lifestyle, gender, sexuality, income, age and employment can affect an individuals health, someone who is undernourished will progress from HIV to AIDS quicker than someone with a healthier lifestyle. Currently the highest levels of individuals affected are black African migrants, Section 21 (1) (a) of the 1948 National Assistance Act required Local Authorities to provide support and accommodation to those who are in need of care and attention (legislation.gov,2013), but in 2009 the House Of Lords changed this ruling, if individuals do not need care and attention they are not entitled to extra support to qualify for the entitlement you need to meet certain criteria: such as requiring supervision when going outdoors, help with domestic chores and administering medication (nat.org, 2009) Effectively this will cause issues for the individuals diagnosed with HIV leading to poverty, unemployment and further health complications. Trends in illness and disease and epidemiology HIV is amongst the worlds leading infectious killer which has claimed around 25 million lives over the last three decades. USAID states that since the pandemic began more than 60 million people have been infected with HIV (USAID, 2011). In countries such as, Africa, HIV rates are significantly high. In the Republic of South Africa around 11 per cent of the population are HIV positive (Delvin, 2010), the magnitude of this pandemic is shocking. Although the global prevalence of people infected with HIV is stabilising the actual percentage of people living with the virus is increasing yearly. At the end of 2010 33.3 million people were estimated to be living with HIV worldwide this represents a 27% increase over the last decade when rates were 26.2 million individuals. (Avert, 2011). Globally the number of new infections has been decreasing over the last few years, this is due to developments in treatment and testing of the virus especially in developing countries as testing and treatment is becoming more of a reality, nevertheless there are still parts of the world were new diagnoses are increasing (WHO, 2011), progressively more people are living with HIV. These numbers have risen in every region of the world over the last 10 years displaying a decrease in mortality rates. In 2010, 91,500 people were living with HIV in the UK, thirty years after the start of the epidemic, according to the Health Protection Agency at least 21,000 people were unaware that they had the infection. It is predicted that over 100,000 people will be living with the infection by 2012 (HPA, 2011). Globally 34 million individuals were living with HIV, 3.4 million were children and 13.3 million were men the highest rate at 16.8 million was women. Diagnosis of heterosexual individuals in 2010 was reported at 37% (190) cases and these individuals stated they had acquired HIV through sexual intercourse. Out of the 190 people, 44 stated that they had become infected in the UK (23%) and 66 (34%) said they contracted the virus in Africa. (THT, 2011). Homosexual diagnosis in the UK in 2010 was 244 cases which were acquired through men having sex with men, 176 stated that they had become infected in the UK. In the North West in 2010 People aged 30-34 were the most common age group to be d iagnosed with virus. (THT, 2011) In the UK homosexual men who have sexual intercourse with other men are the highest risk group for contracting the virus the second group most affected is those that have migrated from regions such as sub Saharan Africa, 1.3 million People died in Africa from HIV in 2009. This is a decrease of 17% since 2004; this is due to better access to treatments. In Eastern Europe and central Asia HIV prevalence currently has the largest regional increase. Overall the epidemic in these regions continues to rise. The highest rate of cases is amongst adults, globally, the rate of adults living with HIV is 0.8% (WHO, 2011). In 2010 there were 6,660 individuals diagnosed with HIV in the UK. According to the Terrance Higgins Trust at least 680 people died in the UK from HIV in 2010; however these figures are well below the peak year of 1995 when figures reached to 1,723. Dr Valarie Delpech a consultant epidemiologist stated that HIV can be treated and that early diagnosis can lead to longer life expectancy (WHO, 2011). Figures of people contracting HIV in the UK now exceed those of people who contracted it abroad. In the UK at least 43% of people diagnosed with HIV live in south, this figure was previously higher, the biggest increase in the last 10 years occurred in the East of England, the West Midlands and the North East. The HIV virus is growing in North West England, the region population is approximately 6.9 million people according to Online Statistics (ONS, 2011). In the US and Europe there are currently more than 20 antiretroviral drugs which are approved for the treatment of HIV infection, there are also many new HIV drugs undergoing trials. (Avert, 2011). Access to antiretroviral treatment in some parts of the world is still limited due to a lack of funding, antiretroviral drugs keep the levels of HIV low in the body, this allows the immune system to recover and work more effectively. Antiretroviral drugs allow HIV positive people to live a healthy life and increases life expectancy. The drugs provided need to be taken daily, individuals who are infected will need to take the drugs for the rest of their lives. Avert (2011) suggests that individuals should Adhere to HIV treatment as it is highly important for their health and wellbeing; if individuals do not follow the guidance given they increase the chances of the drug becoming resistant (Avert, 2011). Structure and functioning of health and social care systems and teams NHS Primary Care trusts (PCTs) currently have a responsibility for HIV healthcare, according to the Department of Health; PCTs will be abolished in April 2013 (DH, 2012). Once the PCTs are abolished these will be replaced by locally clinically led commissioning groups (CCGs) and will be overseen by a new national NHS commissioning board. The local government will commission HIV prevention and sexual health promotion,STI testing and treatment, sexual health services including HIV testing, community contraception and family planning and the NHS commission will run HIV prevention campaigns and take care of HIV treatment and care (Kelaart, 2012). The latest report from WHO, UNICEF AND UNAIDS in November 2011, suggests that sustaining investment in HIV/AIDS over a longer period will have global benefits and progress will be made with prevention and treatment of the virus the report indicates that there was a 15% reduction of new infections over the past decade and a 22% decline in aids related deaths in the last five years due to better access of services. Gottfried Hirnschall, Director of the World Health Organizations HIV Department believes it is now very possible to get ahead of the epidemic, he states the level of momentum we are at has taken the world ten years to achieve (WHO, 2011). Globally there is improved access to HIV testing and counselling. Antiretroviral therapy (ART) helps to improve the health and wellbeing of infected individuals; however there is still work which needs to be done. Many countries are already showing a substantial level of efficiency in managing HIV programmes; such as South Africa who reduced their drugs costs by at least 50%, this was achieved by an initiative that was implemented by WHO and UNAIDS in 2010 which launched; Cheaper, simpler and easier HIV treatment and diagnostic tools. They intend to Develop new guidance on the use of Antiretroviral drugs for prevention and treatment, Use a range of different approaches to reduce the risk of infection. An improvement of womens rights and ensure adequate access to contraception will all be vital in tackling the female HIV epidemic. (WHO, 2011). The contribution of the health care professional to the provision of health and social care A report produced by the Health Protection Agency (HPA, 2011) called for a universal testing on HIV after it identified that one in five people who visited an STI clinic did not accept a HIV test, the HPA want to ensure that no one leaves the STI clinic without being tested. The HPA ask that in areas where the virus has a high prevalence patients registering new with GPs and entering Hospitals should be tested using the universal testing this would help with late diagnosis and ensure that patients receive the treatment and care they require (HPA, 2011). Public Health Minister Anne Milton announced that over the next three years there will be an  £8 million investment to help build on previous work by the Terrence Higgins Trust and Family Planning Association (FPA) (DH, 2012), this investment is aimed to drive down HIV infections and help improve peoples sexual health. HIV prevention is vital, This investment will be split between Terrance Higgins trust who will receive  £6.7 million to continue their campaign and work on HIV prevention which saves lives and money, social determinants of health can be addressed, national campaigns for gay men and African communities can have a vital impact and access to HIV testing can be expanded and the FPA will receive  £1.13 million which will be used to reach the public and health workers through there specialist comprehensive sexual health information service. Conclusion Most sexually transmitted infections can be avoided by practicing safer sex (e.g. using a condom); also by having fewer sexual partners will help lower the risk of infection. HIV can have a huge impact on patients who live with this virus, there are many factors that affect the patients quality of life; not only their physical health, it also affects mental health and social wellbeing. The label HIV can influence the way others act towards the infected individual. HIV is included in the Equality Act 2010, this Act protects people living with HIV against discrimination in employment, education and housing as well as access to services and goods (aidsmap.com, 2012). Contracting a sexually transmitted infection has a large psychological, physical and social impact on infected individuals and their families; this can be down to discrimination and stigma especially towards adolescents, drug users, homosexuals and asylum seekers. This can cause problems when it comes to prevention and treatment. In low and middle income countries at least half of the infected people are still unable to access ART; this is down to lack of information and education and the fact that many of these individuals are unaware that they even have the HIV virus.

Task Scheduling Based On Multilevel Queue Scheduling Computer Science Essay

Task Scheduling Based On Multilevel Queue Scheduling Computer Science Essay Abstract This paper gives the survey on task scheduling. The different scheduling used to schedule task based on priority, time and deadline. To achieve that techniques such as First In First Out, Shortest Job first, Round Robin Scheduling, Multilevel Queue Scheduling are discussed. Among these techniques, the technique named Multilevel Feedback Queue scheduling is proposed as a good scheduling technique along with the future work. Keywords FCFS, Context Switching, Starvation, inflexible, SJF, Multilevel queue. INTRODUCTION Scheduling is a basic concept in computer multiprocessor and multitasking operating systems. Scheduling refers to the way processes are ordered to run on the CPUs, since there are typically many more processes running than there are available CPUs. It also states that when an activity should start or end depending on its duration, predecessor activity, predecessor relationships, resource availability and especially the target completion which is consider as deadline. The  scheduler  is concerned mainly with Throughput, Latency, Turn around, Response Time and Fairness. Throughput describes  that number of processes that complete their execution per time unit. Latency, specifically illustrates about turn around and response time. In Turnaround, total time between submission of a process and its completion is described and the response time  deals with the amount of time it takes from when a request was submitted until the first response is produced. Finally, fairness tells about the equal CPU time to each process (or more generally appropriate times according to each process priority).In practice, these goals often conflict (e.g. throughput versus latency), thus a scheduler will implement a suitable compromise. In  real-time  environments, such as  mobile devices  for  automatic control  in industry (for example  robotics), the scheduler also must ensure that processes can meet  deadlines; this is crucial for keeping the system stable. Scheduled tasks are sent to mobile devices and  managed  through an administrative back end. Types of Operating System Schedulers: Long Term Scheduler: The long term scheduler is otherwise called admission scheduler. This scheduler decides which process or job has to be admitted first to the ready queue. Because while executing a program, which process to be run is authorized or delayed by long term scheduler. The degree of concurrency is maintained and it checks whether high or low amount of processes are to be executed concurrently. It also dictates how the split between CPU intensive and IO intensive is to be handled. It is useful for the real time process to get enough CPU time to finish their tasks in the modern OSs. The GUI interfaces becomes slow if the real time scheduling is not proper. Long-term scheduling is also important in large-scale systems such as batch processing systems, computer clusters, supercomputers and render farms.In these cases, special purpose  job scheduler software is typically used to assist these functions, in addition to any underlying admission scheduling support in the operating system. Long term scheduling obviously controls the degree of multiprogramming in multitasking systems, following certain policies to decide whether the system can honor a new job submission or, if more than one job is submitted, which of them should be selected. The need for some form of compromise between degree of multiprogramming and throughput seems evident, especially when one considers interactive systems. The higher the number of processes, in fact, the smaller the time each of them may control CPU for, if a fair share of responsiveness is to be given to all processes. Moreover we have already seen that a too high number of processes causes waste of CPU time for system housekeeping chores (trashing in virtual memory systems is a particularly nasty example of this). However, the number of active processes should be high enough to keep the CPU busy servicing the payload (i.e. the user processes) as much as possible, by ensuring that on average there always be a sufficient number of p rocesses not waiting for I/O. Short-term Scheduler: The short-term scheduler (also known as the CPU scheduler) decides which of the ready, in-memory processes are to be executed (allocated a CPU) next following a clock  interrupt, an IO interrupt, an operating  system call  or another form of  signal. Thus the short-term scheduler makes scheduling decisions much more frequently than the long-term or mid-term schedulers a scheduling decision will at a minimum have to be made after every time slice, and these are very short. This scheduler can be  preemptive, implying that it is capable of forcibly removing processes from a CPU when it decides to allocate that CPU to another process, or non-preemptive in which case the scheduler is unable to force processes off the CPU. In most cases short-term scheduler is written in assembler because it is critical part of operating system. II.ANALYSIS In this part, we will discuss about different types of scheduler and their usage. Each Technique is compared with different performance metrics such as Throughput, CPU utilization, Turnaround time, waiting time and response time. First Come First Severed (FCFS) This technique is a basic one, and commonly used scheduler. Based on the order the job arrives, the task be scheduled. To maintain this queue will be handled. The entire ready task is put inside the queue, according to the arrival of jobs. To describe this sample source code along with the Gantt Chart. Sample Code: queue_Fifo q; //The processes inside the queue task_Include(procs) // method to include a process into the queue { q.include_Tail(procs); //Inserting the new coming process at the tail end  Ã‚     Ã‚  Ã‚  Ã‚  q.size++; //Reporting } Rescheduling(){ // To remove the process from the queue   P=q.head_Exclude();   Ã‚  Ã‚  Ã‚  Ã‚  Reporting;   Ã‚  Ã‚  Ã‚  Ã‚  return P; }   Example: Consider four tasks P,Q,R and S. Each task requires some amount of time to complete the task. It is shown below. Table 1 Task Schedule Task Time Unit P 9 Q 5 R 10 S 6 Gantt Chart: P Q R S 0 9 14 24 30 Fig 1. FCFS Example In the above example, the incoming task is included in the queue one by one. It executes based on the time units. The drawback of this the task which has to finish first has to wait until its time reach. Another problem is overhead occurs between the processes which leads to Context Switching. Performance Evaluation: Table 2 Performance Metric 1 performance metrics First In First Out Throughout 4/(30+3cs) CPU utilization 30/(30+3cs) Turnaround time (9+14+24+29+6cs)/4=19 Omitting cs Waiting time (0+9+14+24+6cs)/4=11.75 Omitting cs Response Time (0+9+cs+14+2cs+24+3cs)/4=11.75 Omitting cs Shortest Job First (SJF) To overcome the problem of first one we are going for shortest job first technique. In this scheduler, a sorted list is maintained. In the list all the task which has least time unit will be scheduled first. This technique is useful because the task which has earliest time unit got the opportunity to execute. To describe this sample source code along with the Gantt Chart. Sample Code: sort_List SL; //Data Structure for sorted list task_Include (procs, expected_runtime) { // method to include a process into the sorted list. SL.insert(procs, procs.runtime); } //Inserting the newcoming process into the sorted list Rescheduling(){ // To remove the shortest job from the list.   return SL.remove_head();   }   Example: Consider four tasks P,Q,R and S. Each task requires some amount of time to complete the task which is given in table 1. Gantt Chart: Q S P R 0 5 11 20 30 Fig 2. SJF Example In this scheduler, the new incoming shortest job will be included in the list which leads to the problem named Starvation. In Starvation, the job which has longest time to finish the execution will be waiting because all the newly arrived jobs will enter into the list. Therefore, the longest job will starve to get the resource. Performance Evaluation: Table 3 Performance Metric 3 performance metrics First In First Out Throughout 4/(30+3cs) CPU utilization 30/(30+3cs) Turnaround time (5+11+cs+20+2cs+30+3cs)/4=16.5 Omitting cs Waiting time (0+5+cs+11+2cs+24+3cs)/4=10 Omitting cs Response Time (0+5+cs+11+2cs+24+3cs)/4=10 Omitting cs Round Robin Scheduling In time-sharing systems, the Round robin technique is very much successful. The jobs will be preempted. For each task, particular time slot will be given. The job should be finished within that time, otherwise the other jobs will be preempted and the old task should wait until it gets the new slot.This will be achieved using queue Sample Code: queue_Fifo fq; //First in first out queue task_Include(procs) // method to include a task into the queue { q.include_Tail(procs); //Inserting the new coming process at the tail end  Ã‚   }   Rescheduling(y){ // To remove the next process and run it If(y==timer) task_Include(current); set_Timer(time_quanta);   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   return fq.remove_head(); } Example Here also the same four task will be taken and based on time quanta 3 and 6 the task be scheduled. If Time quanta=3, P Q R S P Q R S P R 0 3 6 9 12 15 16 19 21 23 26 Fig 3. RR Example TQ=3 If time quanta=6, P Q R S P R 0 6 10 16 21 23 26 Fig 4. RR Example TQ=6 Performance Evaluation: Table 3 Performance Metric 3 performance metrics First In First Out Throughout 4/(26+9cs) CPU utilization 26/(26+9cs) Turnaround time (23+16+26+21)/4=21.5 Omitting cs Waiting time (15+12+17+16)/4=15 Omitting cs Response Time (0+3+6+9)/4=4.5 Omitting cs Priority(PRI) In this method a priority is fixed to each and every process. To implement this Shortest job first(SJF) algorithm is used. If two jobs are having the same priority the scheduled will be done based on FCFS queue. In some cases, the jobs be preempted eventhough it has the higher priority. To describe this sample source code along with the Gantt Chart. Sample Code: PRI (L,M,H(RR)) queue_Fifo fq[3]; //The processes inside the queue task_Include(procs, pri) // method to include a process into the queue { fq[pri].include_Tail(procs); //Inserting the new coming process at the tail end  Ã‚   } Rescheduling(y) { // To remove the next process and run it If(y==timer) task_Include(current, current.pri); set_Timer(time_quanta); for pri=H to L if(fq[pri].empty())   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   return fq[pri].remove_head(); }   Example: Consider four tasks P,Q,R and S. Each task requires some amount of time to complete the task. It is shown below. Gantt Chart: For Time quanta=6 P P R Q R S 0 6 8 14 18 21 26 Fig 4. PRI Example TQ=6 In the above example, the incoming task is included in the queue one by one. It executes based on the priority assigned to each task. The drawback of this the task is once the higher priority job finish its execution the lower priority jobs gets the chance of doing its execution. Performance Evaluation: Table 4 Performance Metric 4 performance metrics First In First Out CPU utilization 26/(26+4cs) Response Time (0+8+14+21+4cs)/4=10.75 Omitting cs Multilevel Queue Scheduling In Multilevel queue scheduling each process is divided into different groups. It is divided into the following processes: SYSTEM PROCESSES INTERACTIVE PROCESSES INTERACTIVE EDITING PROCESSES BATCH PROCESSES STUDENT PROCESSES Fig 5. Multilevel Queue scheduling Process groups. In the above diagram, the foreground queue is called interactive and background queue is called batch. These two plays a major role in scheduling. The jobs are assigned to separate queues. The assigning be done based on memory size, process type and process priority. The vital one is each queue uses its own scheduling policy based on the need of the task. It can either do preemptively or non-preemptively. Possibilities: There are two possibilities to choose the scheduling algorithm: Each queue has absolute priority; once the higher priority job queue becomes empty it wont go for lower priority jobs. Eg. In the Fig.5. The batch processes wont get the chance of execution until the system, interactive and interactive editing processes finish its execution. Each queue gets some CPU time when there is a time slice between queues after that it can be scheduled the processes in the queue. Eg. If 70% of CPU time is given to foreground queue, it uses round robin scheduling. Rest 30% be allotted to background queue which uses FIFO scheduling. The main drawback of this scheduling is, it is not flexible. To overcome this we are going for multilevel feedback scheduling. III.PROPOSED ALGORITHM Comparing with different task scheduling, the proposed algorithm which can be used in task scheduling is multilevel feedback queue scheduling. To overcome the inflexibility of multilevel queue scheduling, the multilevel feedback queue scheduling came into pass. In this, the process can move between various queues. Here separate queues will be used for handling the process, it automatically adjust the priority of the jobs. The process is either I/O bound or CPU bound. Based on the process type, the scheduling algorithm such as round- robin, FCFS be used which maintains the flexibility. It gives preference on short jobs, I/O bound processes and schedule the process according to the nature of the process. It is described based on number of queues, the scheduling policy, a method used to upgrade, degrade or introduce a process and the inter scheduling between the queues. Steps in Multilevel Feedback queue: The new incoming process is added to the queue tail. At one stage, the process comes to the top of the queue and that will be assigned to the CPU. The process leaves the system once it completes its execution. When the process relinquishes control, it leaves the queuing network and once it becomes ready it enters into the queue level. When the process is having quantum time it will be preempted, and enter into the lower level of queue. This will be repeated until the process completes or it reaches the base level queue. Example Consider three queues, Q0- Round robin TQ: 8 milliseconds Q1- Round robin TQ: 16 milliseconds Q2- FCFS TQ=8 TQ=16 FCFS If the new job comes it enters into the queue Q0 and served as FCFS. When it gains CPU, it gets the tine quanta as 8 milliseconds. If the job is not completed within 8 milliseconds, the job moves to the queue Q1. At Q1 job is again served as FCFS and received the time quanta of 16 milliseconds. If it is not complete it will preempt to queue Q2. IV.CONCLUSION AND FUTURE WORK From the different view of task scheduling, multilevel feedback scheduling is considered as the good one in assignment of task. This will be implemented in real time systems for the assignment of task.

Saudi Women Essay -- Saudi Arabia

Abstract Saudi Arabia is one of the few countries that set specific laws regarding women only. A woman is considered to be a second class citizen who must depend on a male relative in all situations. Until recently, women did not have their own identification cards separate from those of their fathers' or husbands'. Women were also limited to certain levels of education such as elementary or secondary school levels. More than that, they were restricted to limited job opportunities. The laws also prohibit a woman from driving a car regardless of her age or whatever situation she may face. She must be driven by a man. This system worked well in the early days of the Kingdom of Saudi Arabia when it became a nation in 1932, but it causes major difficulties and constraints in today's world. For example, a woman having her identification card connected to her husband's makes it hard for her in cases of traveling or performing businesses. Moreover, it is not always easy for a woman to find someone who can give her a ride, especially if she is working in a job. Furthermore, not all families can afford hiring a driver. Because these rules set for Saudi women resulted in major restrictions, the Saudi government is considering improving them. Although the Saudi government is working on granting women some of their rights in the Saudi society, many people still argue that the situation in Saudi Arabia is static. The following essay discusses the progress of women's issues in the kingdom. IDENTIFICATION CARDS There has been much progress in women's rights in Saudi Arabia in the last few years. One of the most important events in the year 2001 was issuing women identity cards. Before that, Saudi women were listed on the papers of a male... ...le consider that not the government. 4) Do you think Saudi men and women are treated equally? Give a reason to support you’re answer. No they are not treated equally. Women cant do anything without a man!! 5) Do you think Saudi Arabia has evolved regarding women? Yes 6) What do you think of Saudi Arabia’s education for women? is it developing? It used to be bad but now its developing rapidly. 7) Do you think women should drive in Saudi? And list why? Some times driving is necessary like driving to the emergency moreover a lot of people cant afford drivers. 8) Are there enough job opportunity for women in Saudi? Yes. 9) Do you think women should only be house wifes? No 10) Do you think that Saudi’s development regarding women is slow?why? Yes, buts its getting faster by time. It is slow because people in Saudi Arabia do not accept change quickly.

Atticus as a Wise Father in To Kill a Mockingbird :: Character Analysis, Literary Analysis

Lastly, I think that as a father, Atticus is extremely wise. Atticus’s wise parenting ultimately wins his children’s respect and trust, and their devotion to him runs deep. Atticus way of parenting is not typical, such as scolding and punishing. Instead, he parenting style is unique, different from other fathers and he is able to help the children learn from their experiences and thus they progress through levels of morality until they develop the compassionate ability to consider from others’ perspective and views . For example, when scout takes up cussing, Atticus does not deal with the situation directly by reprimanding and chiding her. Instead, he leaves her to cuss, knowing fully that it would just make her swear more. However in time, Scout realises on her own that it is not a right thing to do. I feel what Atticus did was intelligent as Scout may choose to rebel if Atticus interfered too much, and she might even hate him. However by letting her realise her own mistake, she will tend to mature as an teenager and be a better person. Atticus’s lessons are also taught by setting good examples for his children. By acting the same way that he wants his children to act, he is the perfect role model for them. He is wise as he is able to set ideal examples for his children by his actions such as defending his clients and treating others. By using this method of teaching, he is able to quietly and subtly pass on wisdom to his children about life, moral values and other virtues. Instead of talking more, he prefers to show.(EVIDENCE, ELABORATE) Also, Atticus is not a type of father who would love his children dearly all the time. At times, he will be firm and teach them harsh lessons about life when necessary. This is evident when he took Jem along with him to tell Helen Robinson about Tom Robinson’s death. This way, Atticus allows Jem to learn lessons about prejudice and other principles in life. Also, throughout the novel, Attic us works to develop his children’s respective consciences and character, through teaching vital lessons with objectives, such as though humanity has a great capability of evil and wrong doings, it also has a great capacity for good. Also, the evil can be looked upon as good, if one approaches things with an outlook of compassion and understanding, instead of hatred, thus his objective is to teach them to be more compassionate and gracious towards others in life.

Crucible Projects Essay

Select one of the following to complete independently or with a partner: People Magazine’s Love Triangle of  the Year Produce a magazine article in which you try to piece together the story of this love triangle from the various characters’ points of view. Your article should include comments by John Proctor, Elizabeth Proctor, and Abigail Williams. The main goal here is to understand the effect their actions had on each of the others. Be sure to bring out the major events of the story in some way. Your finished product should look like a magazine article and include various pictures or whatever your creative minds can come up with! Look at some People Magazine articles for ideas. The Crucible: An Alphabet Book For your final project, you will create an alphabet book using one letter of the alphabet per page. It may be rhyming or nonrhyming. Give your book a cover and illustrate it. As this will be your final grade, I am particularly interested in seeing that you have an understanding of the major events and themes of the novel as well as relationships between the characters. (EXAMPLE: A is for adultery. M is for McCarthyism.) The Crucible Greeting Cards Design five greeting cards that you think John Proctor, Elizabeth Proctor, Reverend Parris, and Abigail Williams would have sent to each other for a holiday. You choose the holiday/occasion and design the five cards, one from each of these characters. Include a picture and a quote or poem that they would have written in each card. They can be funny or serious. Be creative and make the cards look nice! I am particularly interested in seeing that you have an understanding of the major ideas and the relationships between the characters. Include an explanation with each card. The Crucible Soundtrack Create a soundtrack for the novel, choosing or composing five songs (ONE can be an instrumental). The songs must represent the main themes, moods, relationships, or events in the story in some way. Create a CD insert with appropriate artwork, artist information, dedications, and a booklet that includes lyrics and a paragraph for each song explaining how and why each relates to the book. You may burn the songs onto a CD if you’d like, but it is not required. The Crucible Diary Create a journal/diary for one of the three main characters. In that character’s voice (first person),you will create at least 10 one page, typed and dated entries based on what’s happening at the time. This will allow you to comment on the major events of the plot. You MUST comment on the following: The first appearance of the character in the story Any meeting that your character has with another of the characters Any important event that occurs in the story Any physical/psychological changes in the character Where the character leaves the story The story covers years in the character’s life so you will observe changes in the character’s acceptance in the community, the physical and/or mental condition of your character, and his/her relationship with the other characters. The main characters who will appear in your journal will be John Proctor, Elizabeth Proctor, Abigail Williams, Reverend Hale, and/or Reverend Parris. You may choose any of these as your â€Å"journal writer†, but all of them will appear in your journal. The Crucible Times Develop a front page from a Salem newspaper during the time/setting of this story. Your front page will be full of the story of Abigail and Company, the scandal, and/or the aftermath. The goal is to show me that you have an understanding of the plot and characters in the play. Your front page should include several of the following: 1. A banner headline 2. At least one picture with a caption 3. The lead story (at least 300 words) 4. Related side bar stories 5. Horoscope 6. Title of newspaper 7. At least one advertisement that is play related 8. Advice column 9. Gossip column 10. Classifieds

Management Practices of Marine Corps Recruit Training Essay

Marine Corps recruit training is organized specifically to make Marines who are committed to the institutions core values of honor courage and commitment in service to the country. Recruit training is organized by Regiment; within the Regiment there are several components such as Battalion, Company, Platoons, Squads, and Fire Teams. Marine Corps Recruit Training San Diego uses the five functions of organizational management, which are planning, leading, organizing, staffing, and controlling (Reilly, M. , Minnick, C. , & Baack, D. 2011) in order to provide America with the finest fighting force in the world. During this paper, I will describe the organizational management of recruit training and how we incorporate each specific function to successfully provide trained Marines to defend our nation, win battles, and defend our reputation as America’s force in readiness. Planning is a integral part of organizing recruit training. It all starts with the actual recruiting process. R ecruiting consist of projecting the amount of marines that will go to recruit training. Recruiters are strategically located in areas based off their strengths and backgrounds, usually placed in areas in which they are familiar with the cultural backgrounds. Doing this provides leverage to successfully communicate and bond with those seeking to join the Marine Corps. Planning requires assessing the environment, determining goals for the organization, developing plans to achieve specific goals, and allocating resources (Reilly, M. , Minnick, C. , & Baack, D. , 2011). Assessing the environment for recruiters is to actually understand the demographics of the actual area in which they work in. Areas such as political, social trends, economic conditions, technical changes, and competitive forces effect recruiting and planning for recruit training. They can use political reasoning as a tool to actually recruit young men and women to join; often using what the Marine Corps has to offer as a selling point. Education, pride in belonging, physical fitness, adventure, patriotism, professionalism, compensation, healthcare, and retirement are a few selling tools used to attract those who desire direction and life-altering changes. The shipping schedule is usually determined by the amount of recruits are going to be attending training. Based off the training matrix, which is broken down into quarters, usually around when kids are graduating high school, the shipping will be high, due to those who discussed joining after graduation. The winter months are slow based off holidays, and kids in school, and a few months after graduation, there is a moderate shipping schedule. These are the kids that decided to either go to school or work first, and either dropped out, worked first and decided they wanted something different, or the ones that decided to stay home and finally desire some direction. One area that would effect recruiting and planning for recruit training would be politics and the economic condition. For example, recruiting during a time of war actually saw no decrease in those wanting to join the Marine Corps. The Marine Corps plans for workshops for educators to actually get an inside view of the rarely seen training of Marines. At the Marine Corps workshop, teachers, school officials and board members meet Drill Instructors, watch Marines in physical training and grab chow at the mess hall with Drill Instructors and recruits in which it does promote enlisting (Becker, A. , 2007). The economy also plays a major role in the ability to recruit those wanting to join the Marine Corps. When the unemployment rate is high, recruiters use job stability as a tool to land contacts in the Marine Corps, as the military provides a solid compensation plan, as well as retirement, medical, and housing benefits, as well as education. Determining organizational goals for recruit training is to establish a training environment that is predicated upon an a intensive twelve week entry-level training program designed to transform recruits into Marines through thorough indoctrination of Marine Corps history, customs, and traditions by imbuing them with mental, moral, and physical condition necessary for successful service to Corps and Country. This is similar to a mission statement, which expresses a clear and concise reason for why the organization exists (Reilly, M. Minnick, C. , & Baack, D. , 2011). To achieve these objectives, a plan must be created and followed to strategically accomplish the mission. The strategy is to foster character development, discipline, military bearing, esprit de corps, and Marine Corps common combat skills. Character development would be instilling and understanding the belief in corps values of honor, courage and commitment and those principles essential to values-based off decision mak ing, while stressing teamwork along with leadership. To achieve a state of discipline would be insuring respect for authority, instantaneous obedience to orders, and self-reliance to maintain those traits that exemplify a Marine which are obedience, fidelity and zeal. Military bearing is properly maintaining and wearing the uniforms as well as demonstrating military presence and personal awareness that Marines are Marines twenty-four hours a day seven days a week; and an always maintain a high degree of personal hygiene. Esprit de Corps is to instill the warrior ethos, which inspires mental and physical toughness, devotion, pride, initiative, determination, and an intense desire to work with and for others towards excellence in achieving common goals. Marine Corps Common Combat Skills assist in achieving mastery of and proficiency in basic common skills such as rifle handling, hand to hand combat, customs and courtesies, marine corps history, swim techniques, close order drill, and basic warrior field training. Leading is extremely important to recruit training, as it is the foundation of developing Marines. â€Å"Leading means motivating, coordinating, and energizing individuals and groups to work together to achieve organizational goals† (Reilly, M. , Minnick, C. , & Baack, D. , 2011). Recruit training has several layers of authority between the recruit and top level management in which is favors a mechanistic organizational structure. Within Recruit Training Regiment, there is Drill Instructor School, and Series Commanders Course. These courses are designed to develop Marines to become Drill Instructors and Officers capable of earning the title to train recruits. In order to become a Drill Instructor, one must complete a thorough mental, physical, financial, and moral screening before attending. The tour is regarded as one of the most intense demanding and important duties in the U. S. Armed Forces, as it is critical due to it being the spearhead of making Marines. Becoming a Marine Corps Drill Instructor is considered the most oveted as only the top two percent of the Marine Corps completes this tour of duty. It requires a vast amount of leadership as it requires a high level of commitment in order to achieve extraordinary results which require vision, trust, courage, passion, coaching, developing others, intensity, love, and even serving as a parent figure (Reilly, M. , Minnick, C. , & Baack, D. , 2011). Drill Instructor duty is approximately a three-year commitment, starting with Drill Instructor School, in which you are required to at least be a E-5 (Sergeant) to attend. Days usually start at 0400 and end around 1930 at times going longer due to additional duties such as clean up or recruit evening observation. The course is designed to practice effective time management and is a leadership school focused on further development of student’s leadership abilities and potential in which the main effort converges on the concepts of positive, concerned and ethical leadership. In order to pass Drill Instructor school, each Marine must display the mature use of power, motivation, effective teamwork, and good communication skills. Due to the extreme tempo of the course, Marines are required to comprehend knowledge of basic military subjects that will be covered in recruit training as well as learn the directives and regulations and procedures governing recruit training. Lastly, they must be physically fit in order to lead recruits during daily physical training. This is one of the most visible illustration of leading by example, as preparation is important as it ensures confidence through endurance and agility. The conditioning program is designed to develop four components, strength endurance, agility, and coordination. The program is progressive in nature, as Marines attending are required to run three miles in less than 23:00, complete 10 or more dead hang pull-ups, and complete 80 or more crunches in a two minute time frame. The reasoning for the high standards is to insure Marine Corps Drill Instructors are the finest Marines capable of providing direction for what needs to be accomplished, ensuring people do their jobs to the best of their abilities, and train people though personal example by motivating and inspiring them to be leaders. Leadership consists of several layers, regiment, battalion, company, platoon, and squad. For the purpose of leading, let’s discuss the Company level. Company level leadership consist of six to seven platoons, with the leadership consisting of a Company Commander, two Series Commanders, Company First Sergeant, two Chief Drill Instructors (one lead and one follow series), six to seven Senior Drill Instructors, twenty to twenty six green belt Drill Instructors. Each series has three to four platoons, each platoon has one Senior Drill Instructor with three green belt Drill Instructors. The Company Commander is in charge of all Instructors with the responsibility to enforce higher headquarters command intent, along with safety and enforcing adherence to the standard operation procedures of Recruit Training. Series Commanders are responsible for overall safety and training facilities of Recruit Training, as they report to the Company Commander of any violations to the standard operating procedures. A Company First Sergeant is responsible for all enlisted matters, and is the senior enlisted advisor to the Commanding Officer on all matters pertaining to recruit training and administrative actions. Chief Drill Instructor is responsible for all Senior and green belt Drill Instructors, acting as a supervisor of daily routines; he is similar to a manager in a company with multiple training cycles and experience. This billet is reserved for the most experienced and qualified Marine in the Company. Senior Drill Instructors are actually training and developing Marines in which they have the unique bond and responsibility to insure green belts do not push recruits beyond their physical and mental abilities. They act as the father figure, that recruits can share their personal problems with in order to complete recruit training. The Senior Drill Instructor is similar to a platoon Sergeant, responsible for everything that happens within the platoon. Green belt Drill Instructors are the backbone, in which they instill discipline, instant obedience to orders, and stress. The recruit learns everything from green belts such as how to eat, hygiene, communicate, fight, wear uniforms, military customs history and courtesies, and overall conduct of recruit training. Leading in Marine Corps Recruit Training is defined â€Å"as one’s ability to inspire and motivate a group of Marines to accomplish a mission† (Avalle, M. , 2008). This includes assisting Marines to achieve the highest level of performance in their duties, as well as influencing positive behavior and daily commitments to inspire success. Organizational structure of recruit training is into a Recruit Training Regiment (RTR), which has a battalion, company, platoon, and squad. The Recruit Training Regiment is composed of three training battalions and one support battalion, which are highly mechanized employing formalization and standardization. The infrastructure of the training environment features â€Å"highly routine operating tasks typically grouped together into functional departments with high formalization, central authority, and the decision making flows through a chain of command† (Reilly, M. , Minnick, C. , & Baack, D. , 2011). The Regiment Headquarters consist of staff sections ranging from administration to operations and logistics staffed to provide command and control of the subordinate battalions and Drill Instructor School. As discussed before, DI school further develops the knowledge, command presence, physical condition, leadership, and instructional abilities of selected staff non-commission officers, non-commissioned officers to successfully perform the duties of a DI. Support battalion provides subject matter expertise in direct support to RTR in its overall mission of making Marines. They conduct receiving and processing administration, medical and physical rehabilitation conditioning, instructional training and evaluating of academics, water survival, and martial arts. Support Battalion has a special training company (STC), recruit processing company (RCP), and instructional training company (ITC). The Regiment is designed by organizing by task and authority relationships that allow Marines to work together to achieve the goal of making Marines, broken down into three tasks; job design, departmentalization, and establishing organizational structure (Reilly, M. , Minnick, C. , & Baack, D. , 2011). An example of job design is how STC is departmentalized into several functional areas. Physical conditioning platoon, evaluation holding platoon, basic marine platoon, and medical rehabilitation platoon. MRP and PCP have the responsibility of medical rehabilitation in case of injury or medical illness and are unable to continue training. Instructional training company provides academic, Marine Corps martial arts program training, combat water survival, and monitors all academic testing. They also support special training company to speed the recovery of recruits who are on medical recovery. Recruit training battalions consist of a headquarters company and four training companies that conduct prescribed training for recruits. Headquarters has several functional areas in which they support the training companies. For example, First Battalion has a headquarters and four training companies, Alpha, Bravo, Charlie, and Delta. â€Å"The intended outcome of organizing is to create an organizational structure which is a formal system of task and reporting relationships that coordinates the activities of members so that they work together to achieve organizational goals† (Reilly, M. , Minnick, C. , & Baack, D. , 2011). The organizational structure uses a chain of command, service and operational. The Service chain begins with the President, through the Secretary of Defense, and continues through the Secretary of the Navy and Commandant of the Marine Corps (Rhodes, J. , 1998). The operational chain runs from the President, through the Secretary of Defense, directly to the Commanders of combatant and training commands for missions, training and forces assigned to their commands. Staffing of Recruit Training includes â€Å"recruiting, selecting, training, evaluating, compensating, and disciplining of employees within the organization† (Reilly, M. , Minnick, C. , & Baack, D. 2011). As discussed earlier, the organization starts with the recruiting process, in which qualified Marines are enlisted in the Marine Corps. Selecting the finest, most qualified Marines is also an extremely important function in Recruit Training. The selection process includes the level of training required to execute the job successfully, experience, special skills (technical and physical), personality characteristics, and legal requirements to qualify. Drill Instructors are required to be mature, as they have to be at least a E-5 to become eligible to train Marines. Top-level leadership is responsible for the intense scrutiny of each Marine selected to attend Drill Instructor School, as there is a high attrition level of graduating 85% as some are fail to meet the standards and rigors of training. Reasons include but not limited to not meeting the physical and physiological demands, failing to adjust, medical injuries to include stress fractures and extremity injuries, and various other administrative and disciplinary reasons. Officers and enlisted are held to the highest standers of personal conduct, morality, and professional skills. Commissioned officers dealing with enlisted members, officers are required to â€Å"base your relations with enlisted personnel upon the same mutual respect as you base your relations with your fellow officers. The measure of respect you inspire in your enlisted personnel is your measure of success as an officer† (Darcey, P. , 2012). The training and evaluating process, all marines are governed by the Uniform Code of Military Justice system and Standard Operating Procedures manual for recruit training. The UCMJ and SOP act as the formalized rules and regulations in which all Marines are required to adhere to. Through these manuals, each Marine has a specific boundary of responsibility and delegated authority in which Marines are disciplined by superiors for violating rules. The evaluation process is how successful one is at salvaging substandard recruits, performance of all training events to include drill, marksmanship training, physical fitness scores, and academic evaluation scores. Compensation consist of rewarding Marines by successfully scoring high in all functional areas of recruit training without violating the rules. Performance appraisals are done by the top-level leadership. Marines are recognized at the end of each cycle by various awards that promote advancement in higher responsibilities, such as advancing in billets, distinguished as the Honor platoon, which is the best platoon in the Company, Moral leadership award which is the best Drill Instructor that assisted in the over all advancement of the Company, or Dan Daly award which is awarded for being the hardest working Drill Instructor. Incentives encourage superior performance, as well as breed healthy competition for Marines to strive for excellence. Performance evaluation also assists in identifying areas of weakness and strengths as they allow an opportunity to assist in improving the overall development of each Drill Instructor. One area unique in nature is every three months, leadership changes along with Drill Instructor teams. This allows the leadership to equally balance out teams lacking in certain areas of experience. Control in recruit training establishes accurate measuring and monitoring systems to evaluate how successful each Battalion and Company achieves its training goals. The standards of control process consist of four steps which are establish and receive standards set in the planning process, measure performance at the strategic, tactical, and operational levels, compare performance outcomes with the standards that were met, and making decisions (Reilly, M. , Minnick, C. , & Baack, D. , 2011). Supervision in recruit training is essential to the success of developing Marines. This allows superiors to ensure training objectives are met through supervision, if they standards are not met; they are able to swiftly distinguish things that are failing to improve the training environment and ways to actually improve those standards. Measuring performance in physical fitness, academics, physical injuries, marksmanship, close order drill scores, combat fitness scores, and various other productivity and efficiency accurately displays the performance and effectiveness in the control process. Company wide process is evaluated by the top level, such as the Company staff which is the Commanding Officer, Series Commanders, Company First Sergeant, and Chief Drill Instructors. Departmental levels include Senior Drill Instructors and their fellow Drill Instructors within their actual platoon. Standards are compared by evaluating the performance based off fellow companies in the Battalion. As stated before, there are four companies in a battalion. All companies report statistics to higher headquarters, which is at the battalion level. Performance data is gathered and compared to fellow companies and battalions. This gives a average, using ratios by adding all companies together and dividing by the total companies in the battalion. Either the company greatly exceeds the standards, the standard was met, was slightly missed, the standard was missed, or was grossly missed, (Reilly, M. , Minnick, C. , & Baack, D. , 2011). Appraisals are extremely important in the controlling process as it allows for management to make decision in which poor performance will be mitigated and address, and good performances will be recognized, shared and awarded. This process works as a feedback tool of what worked and failed in management of Recruit Training in which standards allow the progression of effective organizational systems at each level. In closing, Recruit Training incorporates organizational management practices of planning, leading, organizing, staffing, an controlling to successfully train Recruits, Officers, and Drill Instructors. Planning is the beginning phase and important to establish directions for goals to be met, which was unforeseen and projected. Controlling is the process of supervising performance against established goals as well as developing unique methods to take action in maintaining and improving performance within the organization. Organizing is forming Marines to gather resources; knowledge and experience to create products and services in an effective efficient manner in order to successfully execute the mission of Recruit training. Planning was the systematic process in which supervisors make critical decisions about future training and key objectives the Recruit Training environment strives to achieve. And lastly, staffing is the effective organization of Marines joined as a team to successfully engage them to achieve organizational goals. Through organizational management, recruit training continues to function as a well-designed training environment, able to validate our force in readiness as America’s finest fighting force.