Cloud Computing Energy Efficiency Research Proposal

Cloud Computing Energy Efficiency - Research Proposal Example result, companies have been moving their operations such as emails, word processing and spreadsheets as well as CRM to the cloud in order to server energy [5]. Generally, the concerns regarding the environmental impacts as well as the energy needs of data centers such as the cloud has been growing with the exponential increase in data centers. Consequently, the potential gains in energy efficiency by moving the software of businesses to the cloud are largely attributed to the fact that the data centers and servers currently hosting cloud services are significantly more efficient and green than the IT infrastructure that is currently used by most companies [8]. These energy savings are particularly significant for smaller companies which often tend to possess some of the most inefficient IT services. Despite the general agreement that cloud computing is currently more efficient than many of its alternatives, the implementation of cloud computing has faced a number of power and energy consumption concerns particularly with regard to the power and energy consumed by the modern cloud computing systems and data center equipment as well as the connected cooling systems (Jayant, 2010). The energy is mainly consumed when transporting the required data from the users to the cloud data centers and then back. Data centers currently consume nearly 1.4% of the entire global electrical energy with an average growth rate of 12% annually. Skeptics argue that the greenhouse gas production associated with the power consumption at data centers is will double in the near future if the current popularity of cloud services continues. Moreover, the high consumption of power also often results in the release of heat which may further cause energy inefficiencies due to increased amount of energy required for removing the heat(cooling) as well as the high probability of hardware system failures[1]. Another potential cloud computing energy efficiency problem is the increasing

Harry S. Truman and Korea -to Unite Essay Example for Free

Harry S. Truman and Korea -to Unite Essay The Chinese joined the Koreans side and helped fight back against US troops. General MacArthur -To completely defeat the Korean and Chinese armies. -President Truman ordered for him to stop his assault on the Asian countries. -He persisted and was eventually fired because his arrogance cost them the battle. President Truman -To keep Korea from becoming a communist country. -China helped North Korea fight the war to spread communism. They joined with the allies in the UN to help stop the spread of communism. China -To spread and maintain communism -They were afraid of the US and UN invading them -They planned a surprise attack which was successful. United Nations -To stop the spread of communism. -MacArthur persisted on fighting. -They relieved general MacArthur of his duties. How did General Douglas MacArthur react to the events in Korea? What was his stance on the Korean War? He decided to keep pushing against the enemys border. He believed China did not have enough resources to fight back. He wanted to take out the Chinese army once and for all. How did President Truman respond to the events in Korea? What was his stance on the Korean War? President Truman wanted to stop the spread of communism in the East. He fought a war against North Korea and China to keep communism away from South Korea. He wanted to end the fighting once they had cleared Chinese troops from Korea. Which leaders actions were the most justifiableGeneral McArthurs or President Trumans? Support your claim with evidence from the lesson. President Trumans actions were more justifiable because He knew when the battle was over. He did not want to keep pushing against the enemy. The push that MacArthur made on China caused them to lose the battle and be attacked in a surprise. Would the outcome of the Korean War have been different had General MacArthur not been fired? Why or why not? Support your claim with evidence from the lesson. I think the outcome might have been different if MacArthur had not been fired. They might have kept fighting against China until they had completely wiped out their army. They could also have disbanded all communism in Korea and maybe in China as well.

The Controversy Behind Child Spanking Essay -- Child Abuse Parenting E

The Controversy Behind Child Spanking   Ã‚  Ã‚  Ã‚  Ã‚  Spanking a child is a controversial issue. On one side of the debate are people who believe spanking is a necessary component of parenting. On the contrary are people who think spanking a child is destructive. Somewhere in the middle are people who believe spanking is legitimate only when used correctly. Part of the reason for the debate is that some parents and experts define spanking differently. To some, spanking means slapping a child on the rear-end, while others believe it is a form of corporal punishment that does not cause injury. By showing how each perspective of spanking supports their claim and defining spanking, one will be able to form an opinion.   Ã‚  Ã‚  Ã‚  Ã‚  In order to conclude an argument, it is first necessary to define any vague or ambiguous terms. Spanking is an unclear term in need of explanation. To some spanking means to slap a child on the buttocks, while others believe it is a mild form of corporal punishment which does not cause harm to the child. The American Academy of Pediatrics (AAP) defines spanking as ?one or two flat-handed swats on a child?s wrist or rear end? (Rosellini 52). The New American Webster Handy College Dictionary also agrees with the AAP when defining spanking as ?[to] strike with an open hand.? Spanking does not infer a sustained whipping from Dads belt, but a mild form of corporal punishment that does not cause injury.   Ã‚  Ã‚  Ã‚  Ã‚  Spanking is alive and well today despite the antispanking prohibition. In a poll sponsored by Working Mother and the Epcot Center at Walt Disney World in Florida, 7,225 adults and 2,599 kids were surveyed (Hickey 48). When asked ?When should parents spank their children,? 51 percent replied ?When they think it?s necessary,? 30 percent said ?Only in extreme circumstances,? and only ten percent answered ?Never?(Hickey 48). Twelve percent of young adults, ages 18 to 34, which responded to the poll, said spanking should not occur; in comparison with the seven percent of both the 35-49 and 50-64 age groups which responded ?Never? (Hickey 48). The poll asked ?Which of these is (or was) most often used in your family to control children?s behavior As the prevalent choice, 37 percent responded ?Taking away privileges,? 23 percent said ?spanking,? 18 percent replied ?reasoning with the child,? four percent said ?bribes? and three percent answered ?ass... ...imate act of communication, not a savage form of child abuse. The question of whether to spank or not has been the most controversial child-rearing issue of the past three decades. Though no end in sight, after analyzing my research of the extremes of spanking, I conclude in the gray area. John Rosemond proved the most logical approach to spanking. He has studied both sides of the issues and points out the inconsistencies of each side. Rosemond supports his point of view with grounds of disagreement and agreement and fills gaps the gap of the gray area connecting the opposing sides. WORKS CITED Hickey, Mary C.. To Spank Or Not To Spank. Working-Mother. v. 14 Jan. ?91, p. 48-9. Nelson, Gerald E., Lewak Richard W.. Who?s the Boss?: Love, Authority, and  Ã‚  Ã‚  Ã‚  Ã‚  Parenting. Boston: Shambhala Publications, INC. Ramsberg, Dawn. The Debate Over Spanking. ERIC Digest. Mar. ?97. Rosellini, Lynn. When To Spank. U.S. News and World Report. v. 124 no14 Apr. 13   Ã‚  Ã‚  Ã‚  Ã‚  ?98, p. 52-3+. Rosemond, John. To Spank or Not to Spank. Kansas City: Andrews and McMeel, 1994. Socolar, Rebecca. Survey Says Some Mothers Still Believe That Spanking Is Good   Ã‚  Ã‚  Ã‚  Ã‚  Discipline, Jet. 30 Jan, ?95.

Montessori Method

What does this term â€Å"Normalization† mean? Normalization is a term that causes a great deal of confusion and some concern among many new Montessori Parents. Normalization is indeed not the best choice of words! It suggests that we are going to help children who are not normal to become â€Å"normal. † This is definitely not what Maria Montessori meant. Normalization is Montessori’s name for the process that takes place in Montessori classrooms around the world, through which young children learn to focus their intelligence, concentrate their energies for long periods, and take tremendous satisfaction from their work. In his book, Maria Montessori: Her Life and Work, E. M. Standing described the following characteristics of normalization in the child between the age of three and six: †¢ A love of order †¢ A love of work †¢ Profound spontaneous concentration †¢ Attachment to reality †¢ Love of silence and of working alone †¢ Sublimation of the possessive instinct †¢ Obedience †¢ Independence and initiative †¢ Spontaneous self-discipline †¢ Joy †¢ The power to act from real choice and not just from idle curiosity Kay Futrell in her classic little book, The Normalized Child, describes Dr. Montessori’s amazement when the 60 frightened and ill-disciplined inner-city children of her first Children’s House began to respond to the new environment. â€Å"What followed seemed incredible even to Dr. Montessori, for the deprived children blossomed under this freedom, and the possibility of doing work suited to their needs. They revealed to her not only their enormous capacity for intellectual accomplishment, but a strange character of sweetness and serenity. They displayed a truly uncorrupted spirit, scorning rewards and punishment, and finding their joy in the prodigious work which involved them. They came from these labours refreshed, as from a creative experience, and as they worked, they grew in inner discipline and peace. The sight of these children, who displayed the truly â€Å"normal† characteristics of childhood, was the force which motivated Maria Montessori for the remainder of her life. This secret of childhood she pursued with great vitality, and from her tireless observations and efforts, evolved her perception of the child’s psychic personality. As she travelled from country to country, lecturing, training teachers, helping to establish school after school, this same phenomenon was observed wherever conditions promoting its growth were perfectly realized. This normalized child is the image which Montessori teachers keep uppermost in their minds. This is what we are striving for, what we hope to achieve. However, this child will only appear if we conscientiously prepare ourselves and our classrooms and if we can build on the proper preparation in the child’s home. Normalization is another word for what we call Montessori’s JOYFUL Scholars! What Outcomes Can We Look for If We Give Our Child a Montessori Education? Here are eight primary aspects we normally find in children who have grown up with a Montessori education: †¢ Academic Preparation: Montessori prepares students both for higher education and for life. On an academic level, Montessori helps students attain skills that allow them to become independently functioning adults and life-long learners. †¢ Intrinsic Motivation: Innate desire drives Montessori children to engage in activities for enjoyment and satisfaction. †¢ Internalized Ground Rules and the Ability to Work with External Authority: Montessori students are normally comfortable with ground rules that set the boundaries for their interactions within the school community. Because these ground rules become internalized, Montessori students normally learn to behave appropriately whether or not teachers are present. †¢ Social Responsibility: Montessori children tend to be quite sensitive to the rights and needs of others. They tend to make a positive contribution to their community. †¢ Autonomy: Montessori students tend to become self-directed, composed and morally independent. †¢ Confidence and Competence: Montessori students tend to become confident, competent, self-reflective, and, thereby, successful. They are generally not afraid of failure and learn from mistakes. †¢ Creativity and Originality of Thought: Montessori students normally become confident in expressing their own ideas and creativity. They recognize the value of their own work, respect the creative process of others and are willing to share their ideas regardless of the risk of rejection. Montessori students tend to take great satisfaction in self-expression. †¢ Spiritual Awareness: Montessori students are often exceptionally compassionate, empathetic, and sensitive to the natural world and the human condition. Montessori Method Discipline Traditionally it is felt that if we want to have disciplined children then we must exert some kind of control over them so that in the end they bow to our superior strength and adopt our way of acting. We do not expect self – discipline to arise spontaneously in children – we tend to think it is something that we need to impose on a child. Of course if we set limits for desired behaviour and we make sure the child stays rigidly within these limits then what we will see superficially is a child that ‘does as he is told. But this is not self – discipline – this is the kind of discipline that disappears as soon as the adult exerting their will disappears. Maria Montessori hoped for so much more than this. . Montessori said that if we want to help children develop into self disciplined adults then we need to provide the kind of environment that will help the child to create a strong will – when self control is born within the child and is not imposed externally it is a lasting discipline that will stay with him through his life. ook at the traditional view of discipline and contrast it with the way in which self – discipline is developed according to the principles of Maria Montessori. It will be of interest to all who would like to understand more about the apparent Montessori contradiction that self – discipline can be nurtured by granting the child freedom. As Maria Montessori says: One of the greatest difficulties in securing discipline lies in the fact that it cannot be obtained simply with words†¦ Discipline is therefore attained indirectly, that is, by developing activity in spontaneous work. Everyone must learn how to control himself and how to engage in calm and silent activity, for no other purpose than that of keeping alive that inner flame on which life depends. † Montessori Method Discipline Traditionally it is felt that if we want to have disciplined children then we must exert some kind of control over them so that in the end they bow to our superior strength and adopt our way of acting. We do not expect self – discipline to arise spontaneously in children – we tend to think it is something that we need to impose on a child. Of course if we set limits for desired behaviour and we make sure the child stays rigidly within these limits then what we will see superficially is a child that ‘does as he is told. But this is not self – discipline – this is the kind of discipline that disappears as soon as the adult exerting their will disappears. Maria Montessori hoped for so much more than this. . Montessori said that if we want to help children develop into self disciplined adults then we need to provide the kind of environment that will help the child to create a strong will – when self control is born within the child and is not imposed externally it is a lasting discipline that will stay with him through his life. ook at the traditional view of discipline and contrast it with the way in which self – discipline is developed according to the principles of Maria Montessori. It will be of interest to all who would like to understand more about the apparent Montessori contradiction that self – discipline can be nurtured by granting the child freedom. As Maria Montessori says: One of the greatest difficulties in securing discipline lies in the fact that it cannot be obtained simply with words†¦ Discipline is therefore attained indirectly, that is, by developing activity in spontaneous work. Everyone must learn how to control himself and how to engage in calm and silent activity, for no other purpose than that of keeping alive that inner flame on which life depends. †

Radical Leadership Essay

1.Describe Ricardo Semler’s leadership style. What do you think the advantages and drawbacks of his style might be? Ask your students to select two leadership models that would help to portray Ricardo Semler’s leadership style. In his own words, Semler is the â€Å"leading proponent and most tireless evangelist† of participative management. He places little emphasis on traditional features of corporate management as he avoids written rules, policy manuals, dress codes, and organization charts. Semler empowers employees to make managerial decisions, including strategic plans and leadership positions for the company. Challenges incurred in implementing Semler’s leadership style might occur in the recruitment of qualified individuals who are a good fit for this organizational culture and providing the training and development needed for employees in this type of work environment. 2.What challenges might a radically â€Å"hands-off† leader face? How could those challenges be addressed? A manager who adopts a radically hands-off leadership style faces challenges as well as opportunities for managerial success. In using this style, a leader places a great amount of trust in the ability of employees and in their dedication to the achievement of organizational goals. The efforts required to reach these goals may require a willingness by employees to â€Å"go the extra mile† and to show a high degree of devotion to the fulfillment of the leader’s vision for the company. A leader who uses the participative management approach should support training and development programs for employees in order to equip them for empowerment and leadership roles. This leader must be an individual who gives credit to the employees who are responsible for the successes of the organization. Moreover, a leader who adopts the participative management approach should recruit and train for diversity. The implications for training involve emphasis on situational and contingency models. Managers must be willing to seek employees who have strengths that are lacking in management. By hiring employees who supply needed qualities and skills, managers are gaining employees whose strengths complement the skills and talents already present in the organization. 3.How could future leaders be identified in this organization? Would leadership training be important to this organization? Discuss. By exercising the responsibility and authority already given to them by management, employees of Semler are preparing to be future leaders of the organization in their work every day. These employees are truly learning by doing—one of the most effective methods of training. By empowering his employees, Ricardo Semler enjoys the opportunity to observe their skills, dedication, and leadership qualities firsthand. Thus, his ability to identify potential leaders is greatly enhanced by his leadership style. 4.What could other businesses learn from Ricardo Semler’s approach to leadership? Managers in other businesses could learn about the benefits of empowering and equipping employees to make major managerial contributions to an organization. By carefully observing and studying Semler’s leadership style, other leaders could gain insight into the value of establishing trust between employees and management and demonstrating confidence in employees’ ability to assume leadership roles.