Multi-Campus ICT Equipment Virtualization Architecture

Multi-Campus ICT Equipment Virtualization Architecture Multi-campus ICT equipment virtualization architecture  for cloud and NFV integrated service Abstract- We propose a virtualization architecture for multicampus  information and communication technology (ICT)  equipment with integrated cloud and NFV capabilities. The  aim of this proposal is to migrate most of ICT equipment on  campus premises into cloud and NFV platforms. Adopting this  architecture would make most of ICT services secure and  reliable and their disaster recovery (DR) economically  manageable. We also analyze a cost function and show cost advantages of  this proposed architecture, describe implementation design  issues, and report a preliminary experimentation of NFV DR  transaction. This architecture would encourage academic  institutes to migrate their own ICT systems located on their  premises into a cloud environments. Keywords; NFV, Data Center Migration, Disaster Recovery,  Multi-campus network I. INTRODUCTION There are many academic institutions that have multiple  campuses located in different cities. These institutions need  to provide information and communication technology (ICT)  services, such as E-learning services, equally for all students  on each campus. Usually, information technology (IT)  infrastructures, such as application servers, are deployed at a  main campus, and these servers are accessed by students on  each campus. For this purpose, each local area network  (LAN) on each campus is connected to a main campus LAN  via a virtual private network (VPN) over a wide area  network (WAN). In addition, Internet access service is  provided to all students on the multi-campus environment. To access the Internet, security devices, such as firewalls and  intrusion detection systems (IDSs), are indispensable as they  protect computing resources from malicious cyber activities. With the emergence of virtualization technologies such  as the cloud computing[1] and network functions  virtualization (NFV)[2], [3], we expected that ICT  infrastructures such as compute servers, storage devices, and  network equipment can be moved from campuses to  datacenters (DCs) economically. Some organizations have  begun to move their ICT infrastructures from their own  premises to outside DCs in order to improve security,  stability, and reliability. Also, there are a lot of contributions  to archiving DR capabilities with cloud technologies [4], [5], [6]. Active-passive replication or active-active replication are  expected techniques that archive DR capabilities. In these  replications, a redundant backup system is required  dedicatedly at a secondary site. With migration recovery [4],  these backup resources can be shared among many users.   These studies mainly focus on the application servers. While,  integrated DR capability for ICT infrastructures, both  application and network infrastructures, are still immature.   We propose a multi-campus ICT equipment virtualization  architecture for integrated cloud and NFV capabilities. The  aim of this proposal is to migrate entire ICT infrastructures  on campus premises into cloud and NFV platforms.   Adopting this architecture for multi-campus networks would  improve access link utilization, security device utilization,  network transmission delay, disaster tolerance, and  manageability at the same time.   We also analyze the cost function and show cost  advantages of this proposed architecture.   To evaluate the feasibility of our proposed architecture,  we built a test bed on SINET5 (Science Information  NETwork 5) [7], [8], [9]. We describe the test-bed design,  and preliminary experimentation on reducing the recovery  time of VNF is reported. The rest of this paper is organized as follows. Section II  shows background of this work. Section III shows proposed  multi-campus network virtualization architecture. Section IV  shows an evaluation of the proposed architecture in terms of  cost advantages and implementation results. Section V  concludes the paper, and future work is discussed   II. BACKGROUND OF THIS WORK SINET5 is a Japanese academic backbone network for  about 850 research institutes and universities and provide  network services to about 30 million academic users.   SINET5 was wholly constructed and put into operation in  April 2016. SINET5 plays an important role in supporting a  wide range of research fields that need high-performance  connectivity, such as high-energy physics, nuclear fusion  science, astronomy, geodesy, seismology, and computer  science. Figure 1 shows the SINET5 architecture. It provides  points of presence, called SINET-data centers (DCs), and  SINET DCs are deployed in each prefecture in Japan. On  each SINET DC, an internet protocol (IP) router, MPLS-TP  system, and ROADM are deployed. The IP router  accommodates access lines from research institutes and  universities. All Every pairs of internet protocol (IP) routers  are connected by a paier of MPLS-TP paths. These paths  achieves low latency and high reliability. The IP routers and  MPLS-TP systems are connected by a 100-Gbps-based  optical path. Therefore, data can be transmitted from a  SINET DC to another SINET DC in up to 100 Gbps  throughput. In addition, users, who have 100 Gpbs access  lines, can transmit data to other users in up to 100 Gbps  throughput.   Currently, SINET5 provides a direct cloud connection  service. In this service, commercial cloud providers connect  their data centers to the SINET5 with high-speed link such as  10 Gbps link directly. Therefore, academic users can access  cloud computing resources with very low latency and high  bandwidth via SINET5. Thus, academic users can receive  high-performance computer communication between  campuses and cloud computing resources. Today, 17 cloud  service providers are directly connected to SINET5 and more  than 70 universities have been using cloud resources directly  via SINET5. To evaluate virtual technologies such as cloud computing  and NFV technologies, we constructed at test-bed platform  (shown as NFV platform in fig. 1) and will evaluate the  network delay effect for ICT service with this test bed. NFV  platform are constructed at four SINET-DCs on major cities  in Japan: Sapporo, Tokyo, Osaka, and Fukuoka. At each site,  the facilities are composed of computing resources, such as  servers and storages, network resources, such as layer-2  switches, and controllers, such as NFV orchestrator, and  cloud controller. The layer-2 switch is connected to a  SINET5 router at the same site with high speed link,  100Gbps. The cloud controller configures servers and  storages and NFV orchestrator configures the VNFs on NFV  platform. And user can setup and release VPNs between  universities, commercial clouds and NFV platforms  dynamically over SINET with on-demand controller. This  on-demand controller setup the router with NETCONF  interface. Also, this on-demand controller setup the VPN corelated  with NFV platform with REST interface.   Today there are many universities which has multiple  campus deployed over wide area. In this multi-campus  university, many VPNs (VLANs), ex hundreds of VPNs, are  desired to be configured over SINET to extend inter-campus  LAN. In order to satisfy this demand, SINET starts new  VPN services, called virtual campus LAN service. With this  service, layer 2 domains of multi-campus can be connected  as like as layer 2 switch using preconfigured VLAN rages   (ex. 1000-2000). III. PROPOSED MULTI-CAMPUS ICT EQUIPMENT  VIRTUALIZATION ARCHITECTURE In this section, the proposed architecture is described.   The architecture consists of two parts. First, we describe the  network architecture and clarify the issues with it. Next, a  NFV/cloud control architecture is described.   A. Proposed multi-campus network architecture   Multi-campus network architecture is shown in Figure 2.   There are two legacy network architectures and a proposed  network architecture. In legacy network architecture 1 (LA1),  Internet traffic for multiple campuses is delivered to a main  campus (shown as a green line) and checked by security  devices. After that, the internet traffic is distributed to each  campus (shown as a blue line). ICT Applications, such as Elearning  services, are deployed in a main campus and access  traffic to ICT application is carried by VPN over SINET  (shown as a blue line). In legacy network architecture 2  (LA2), the Internet access is different from LA1. The  Internet access is directly delivered to each campus and  checked by security devices deployed at each campus. In the  proposed architecture (PA), the main ICT application is  moved from a main campus to an external NFV/cloud DC.   Thus, students on both main and sub-campuses can access  ICT applications via VPN over SINET. Also, internet traffic  traverses via virtual network functions (VNFs), such as  virtual routers and virtual security devices, located at  NFV/cloud DCs. Internet traffic is checked in virtual security  devices and delivered to each main/sub-campus via VPN  over SINET. There are pros and cons between these architectures.   Here, they are compared across five points: access link  utilization, security device utilization, network transmission  delay, disaster tolerance, and manageability.   (1) Access link utilization The cost of an access link from sub-campus to WAN is  same in LA1, LA2 and PA. While, the cost of an access link  from a main campus to WAN of LA1 is larger than LA2 and PA because redundant traffic traverses through the link.   While, in PA, an additional access link from a NFV/cloud  DC to WAN is required. Thus, evaluating the total access link  cost is important. In this evaluation, it is assumed that  additional access links from NFV/cloud DCs to WAN are  shared among multiple academic institutions who use the  NFV/cloud platform and that the cost will be evaluated  taking this sharing into account. (2) Security device utilization LA1 and PA is more efficient than LA2 because Internet traffic is concentrated in LA1 and PA and a statistically multiplexed traffic effect is expected.  In addition to it, in PA, the amount of physical  computing resources can be suppressed because virtual  security devices share physical computing resources among  multiple users. Therefore, the cost of virtual security devices  for each user will be reduced. (3) Network transmission delay Network delay due to Internet traffic with LA1 is longer  than that with LA2 and PA because Internet traffic to subcampuses  is detoured and transits at the main campus in LA1,  however, in LA2, network delay of Internet to sub-campuses  is directly delivered from an Internet exchange point on a  WAN to the sub-campus, so delay is suppressed. In PA,  network delay can be suppressed because the NFV and cloud  data center can be selected and located near an Internet  access gateway on WAN. While, the network delay for ICT application services  will be longer in PA than it in LA1 and LA2. Therefore, the  effect of a longer network delay on the quality of IT  application services has to be evaluated.   (4) Disaster tolerance   Regarding Internet service, LA1 is less disaster tolerant  than LA2. In LA1, when a disaster occurs around the main  campus and the network functions of the campus go down,  students on the other sub-campuses cannot access the  internet at this time. Regarding IT application service, IT services cannot be  accessed by students when a disaster occurs around the main  campus or data center. While, in PA, NFV/cloud DC is  located in an environment robust against earthquakes and  flooding. Thus, robustness is improved compared with LA1  and LA2. Today, systems capable of disaster recovery (DR) are  mandatory for academic institutions. Therefore, service  disaster recovery functionality is required. In PA, back up  ICT infrastructures located at a secondary data center can be  shared with another user. Thus, no dedicated redundant  resources are required in steady state operation, so the  resource cost can be reduced. However, if VM migration  cannot be fast enough to continue services, active-passive or  active-passive replication have to be adopted. Therefore,  reducing recovery time is required to adapt migration  recovery to archive DR manageability more economically   (5) Manageability LA1 and PA is easier to manage than LA2. Because  security devices are concentrated at a site (a main campus or  NFV/cloud data center), the number of devices can be  reduced and improving manageability.   There are three issues to consider when adopting the PA.   Evaluating the access link cost of an NFV/cloud  data center. Evaluating the network delay effect for ICT services.   Evaluating the migration period for migration  recovery replication. B. NFV and cloud control architecture  For the following two reasons, there is strong demand to  use legacy ICT systems continuously. Thus, legacy ICT  systems have to be moved to NFV/cloud DCs as virtual  application servers and virtual network functions. One reason  is that institutions have developed their own legacy ICT  systems on their own premises with vender specific features.   The second reason is that an institutions work flows are not  easily changed, and the same usability for end users is  required. Therefore, their legacy ICT infrastructures  deployed on a campus premises should be continuously used  in the NFV/cloud environment. In the proposed multicampus  architecture, these application servers and network  functions are controlled by using per-user orchestrators.   Figure 3 shows the proposed control architecture. Each  institution deploys their ICT system on IaaS services. VMs  are created and deleted through the application interface  (API), which is provided by IaaS providers. Each institution  sets up an NFV orchestrator, application orchestrator, and  management orchestrator on VMs. Both active and standby  orchestrators are run in primary and secondary data centers,  respectively, and both active and standby orchestrators check  the aliveness of each other. The NFV orchestrator creates the  VMs and installs the virtual network functions, such as  routers and virtual firewalls, and configures them. The  application orchestrator installs the applications on VMs and  sets them up. The management orchestrator registers these  applications and virtual network functions to monitoring  tools and saves the logs outputted from the IT service  applications and network functions. When an active data center suffers from disaster and the  active orchestrators go down, the standby orchestrators  detect that the active orchestrators are down. They start  establishing the virtual network functions and application  and management functions. After that, the VPN is connected  to the secondary data center being co-operated with the VPN  controller of WAN. In this architecture, each institution can select NFV  orchestrators that support a users legacy systems.   IV. EVALUATION OF PROPOSED NETWORK ARCHITECTURE This section details an evaluation of the access link cost  of proposed network architecture. Also, the test-bed  configuration is introduced, and an evaluation of the  migration period for migration recovery is shown.   A. Access link cost of NFV/cloud data center  In this sub-section, an evaluation of the access link cost  of PA compared with LA1 is described.   First, the network cost is defined as follows.   There is an institution, u, that has a main campus and nu  sub-campuses. The traffic amount of institution u is defined as follows  different sites can be connected between a user site and cloud  sites by a SINET VPLS (Fig. 7). This VPLS can be dynamically established by a portal that uses the REST  interface for the on-demand controller. For upper-layer  services such as Web-based services, virtual network  appliances, such as virtual routers, virtual firewalls, and  virtual load balancers, are created in servers through the  NFV orchestrater. DR capabilities for NFV orchestrator is  under deployment. C. Migiration period for disaster recovery   We evaluated the VNF recovering process for disaster  recovery. In this process, there are four steps.   Step 1: Host OS installation Step 2: VNF image copy Step 3: VNF configuration copy Step 4: VNF process activation This process is started from the host OS installation because  there are VNFs that are tightly coupled with the host OS and  hypervisor. There are several kinds and versions of host OS,  so the host OS can be changed to suite to the VNF. After  host OS installation, VNF images are copied into the created  VMs. Then, the VNF configuration parameters are adjusted  to the attributions of the secondary data center environment  (for example, VLAN-ID and IP address), and the  configuration parameters are installed into VNF. After that,  VNF is activated. In our test environment, a virtual router can be recovered  from the primary data center to the secondary data center,  and the total duration of recovery is about 6 min. Each  duration of Steps 1-4 is 3 min 13 sec, 3 min 19 sec, 11 sec,  and 17 sec, respectively. To shorten the recovery time, currently, the standby VNF  is able to be pre-setup and activated. If the same  configuration can be applied in the secondary data center  network environment, snapshot recovering is also available.  In this case, Step 1 is eliminated, and Steps 2 and 3 are  replaced by copying a snap shot of an active VNF image,  which takes about 30 sec. In this case, the recovering time is  about 30 sec. V. CONCLUSION Our method using cloud and NFV functions can achieve  DR with less cost. We proposed a multi-campus equipment  virtualization architecture for cloud and NFV integrated  service. The aim of this proposal is to migrate entire ICT  infrastructures on campus premises into cloud and NFV  platforms. This architecture would encourage academic  institutions to migrate their own developed ICT systems located on their premises into a cloud environment. Adopting  this architecture would make entire ICT systems secure and  reliable, and the DR of ICT services could be economically  manageable. In addition, we also analyzed the cost function, and  showed a cost advantages of this proposed architecture  described implementation design issues, and reported a  preliminary experimentation of the NFV DR transaction/

Hypocrites Essay -- Plagiarism Research Essays

Hypocrites In the beginning stages of this research paper, I had no clue what to write regarding the topic of plagiarism. I began my first paragraph in class just as everyone else did. Yet, I could not help but feel that this essay was going to be immensely boring if I were to continue writing on the act of plagiarism itself. My paper demanded the extra spark that would capture my audience in order to make them feel privileged to read my astounding research paper. So I became determined to start my research before my introduction paragraph. I knew so little about plagiarism that I had to start researching immediately. I was undeniably bored when I began a fun search and stumbled upon multiple articles of preachers and pastors who have been accused or even charged with stealing other pastors sermons. Sometimes, the thieves went as far as cutting and pasting the sermon or article directly to their own sermons. Now, borrowing or stealing has been on every persons thoughts ever since written language came into existence Plagiarism has been present in our history for numerous years. However, plagiarism had not been a vast issue among many people until the human race decided to claim copyrights of their own ideas. I am sure, however, that someone else probably thought the exact same idea before that person or at the same time s/he did, but did not get the opportunity to copyright the idea. The pursuance of ones ideas has become a mad rush to claim the idea on paper and send it to a copyright/patent office as soon as possible. The process of stealing ones ideas goes as far back as written language and then even farther. Peter W. Morgan, owner of The Idler: A Web Periodical, wrote, even before the development of written langu... ... Capeloto, Alexa. Rectors ethics are questioned. Detroit Free Press 01 March 2002 http://www.freep.com/news/ locoak/church1_20020301.htm(01 Dec. 2003) Mattingly, Terry. Plagiarism and the pulpit. Terry Mattingly on Religion http://tmatt.gospelcom.net/ column/2003/06/25/(01 Dec. 2003) Reynolds, Glenn H., Peter W. Morgan. Chapter Five: A Plague of Originality The Idler: A Web Periodical: 23 Jan. 2002. http://www.the-idler.com/ (01 Dec. 2003) Smith, Peter. Plagiarism in the pulpit not new, but Internet makes it easier to do, and catch. The Courier-Journal 21 July 2002. http://www.courierjournal.com/localnews/2002/07/21/ke072102s245442.htm (01 Dec. 2003) The Student Bible, New International Version. Michigan: Zondervan Publishing House, 1996. Twister. Dir. Jan de Bont. Per. Helen Hunt and Bill Paxton. Warner Brothers and Universal Pictures, 1996.

Unman Wittering and Zigo by Giles Cooper Analysis

We have been studying the play Unman Wittering and Zigo, which was written by Giles Cooper in the 1960's. Giles Cooper was born in Dublin in 1918 into a privileged home. His father was a naval officer, who later became a judge. Giles Cooper's father wanted him to become a diplomat or a lawyer but Giles chose to go to drama school rather than university. He was educated in a public school, subsequently the story is based on his own experiences of authoritarian teaching while he was a student. Giles Cooper was concerned about the effects of authoritarian teaching and as a result wrote this play. The play is about a teacher, John Ebony, in his first job who wants to make a good impression. He finds that the boys he is teaching are fractious and have a nasty habit of gambling. His life as a teacher rapidly descends in to a nightmare, and as the story goes on he begins to uncover the mystery surrounding the death of the previous school master. It goes on to reveal something dark and unpleasant about the nature of the boys who killed their form teacher. The play was written for radio so there aren't any visuals. The audience therefore had to imagine what the characters and scenarios were like. As it is a radio play the tone and pitch of the voice are very important because this is the medium through which effective understanding is conveyed. The scenes in the play are very short because audiences cannot listen for a long time without visuals. Therefore the director must entertain the audience by providing a gripping thriller. John is used in the story to expose the hidden secrets of Chantery and the corruption of the boys. Giles Cooper does this through a vulnerable and in experienced teacher. John is trying to be more like Mr Winstanly but this does not work for John because he is far too inexperienced. In the first scene John is appointed as a temporary teacher at Chantery. When the Head is talking to him he makes sure John knows about the reputation of the school, as if the headmaster is showing off. Surprisingly the headmaster ignores John's questions and instead of answering he interrupts or changes the subject. ‘Was he my predecessor? Er, Yes. That brick building†¦.' This makes the reader wonder why? He does it because he is hiding something about Mr Pelham The headmaster tells John that Lower 5 B are a little mischievous but he does not reveal the full truth about the class but holds it back. The Head then leaves him with Cary, by doing this the headmaster comes across as an irresponsible character. He also undermines John's confidence because he feels he is not important enough to be shown around the classroom. This is not the case. The headmaster is scared that John will find out about the corruption of the school if he is shown too much. This shows the Headmaster is hiding the inner secrets of the school and is only showing the ‘sugar coated topping' of an apparently successful public school. In scene 3 the boys take control very quickly. From the beginning the boys start mocking John and giving random and futile comments, as though they are mocking the way teachers teach. ‘Jamaica's in the Caribbean, sir' They use a derisive tone by giving useless information as though they are teasing John. John loses his temper and responds to this in an authoritarian way. As a diversion they then poke Wittering, who cries out loud. This delays the lesson again. When his attempt to quiet them down fails he resorts to using his authority. â€Å"Now I don't wish to crack the whip on our first morning but I will if you make me† The pupils respond to this by giving a fake confession to him of Mr Pelham's murder but they use this confession as an attempt to intimidate John throughout scene 3, John raises his voice constantly i.e. using authoritarian teaching to gain control of the class but this does not work and he fails to regain control of the class. The students take advantage of John's inexperience and in doing so gain an advantage over John When the Head walks in, the boys carry on with the lesson and by doing this makes us think that they have done this before. This is the chance John has to tell the Headmaster about what they had said, but foolishly he doesn't. This shows that John's confidence has diminished. Furthermore John presumably does not want to tell the Head because it could create the impression that he cannot handle the class. In scene 8, convinced that the boys have committed some sort of crime, John takes Mr Pelham's wallet to the headmaster and suggests that it should be given to the police. However, (contrary to John expectations) the headmaster tells him off for leaving the class and ignores his concerns. â€Å"‘It was in his pocket when he was killed' ‘It is a practice which is always discouraged here. Every period should be worked through whatever happens'† The headmaster then changes the subject, suggesting he doesn't want to discuss John's concerns, by saying he wanted to invite him for dinner. This shows that the headmaster does not give John any support but more importantly does not want the secrets of what happens in the school to be exposed. He is extremely sensitive about the reputation of the school. The Headmaster then seems to order him to return to Lower 5 B, â€Å"‘ Lower 5 B have been left to their own devices for long enough, Miss Gammel' ‘But sir' ‘Discourage any discussion of the matter'† By doing this the headmaster is discarding any of his suggestions and is not helping out John when he is inexperienced and unsure of what to do. The situation would affect John greatly because he knows he doesn't have any one to turn to and cannot do anything even if the boys intimidate and taunt him. When John returns the pupils seem to know what the Headmaster has said. ‘On the whole Ebony. The less said the better. Perhaps you better return to Lower 5 B. They have been left to their own devices for too long.' This suggests it has been said before. Teachers have gone to the headmaster but he has been very dismissive. The pupils seeing John's lack of confidence take advantage of the invitation and make a proposal. â€Å"‘You don't want to be sacked from your first job do you sir†¦.' ‘No he wants us to be a credit to him.'† The tone of the pupils her would be very calm, slightly intimidating as though they know they are in control but also very persuasive but this time they spoke in more of a friendly manner. On the other hand John would be speaking in an uncertain tone and seems to agree to the modus vivendi although he doesn't actually say anything which emphasises his powerlessness. The modus vivendi creates a vague sense of stability in the classroom as it brings about a situation in which the constant battle for power is ended for the time being. This is because it seems John has finally been defeated and the students have gained control. John admits defeat at this point and it is now that he is finally sees the truth in their confessions and begins to develop an idea of how cunning and clever the students are and how much the system has corrupted them. As a result of this he sees no point of arguing with them as they obviously don't lack determination. The situation changes once again when the Headmaster more or less sacks John. ‘†¦.that's the last thing I'd want you to think, but we always like to have Old Chantovians on the staff and as Grimwits available for the Easter term we really think we ought to take this opportunity to secure his services†¦.' The headmaster not only puts John out of a job, but crushes his high hopes of raising his teaching status by starting in a well known and supposedly successful public school. One characteristic that John does not lack is ambition. It is this that causes him to be irresolute at a time when discipline is needed as he doesn't want to spoil his chances of a permanent job. Getting sacked in turn brings about a new feeling of anger. In this new frame of mind it now seems to John that he has nothing to lose and this creates new possibilities for John. In scene 24 the tables turn, as John gains power and the students lose it. The students begin to realise that they can't hold anything against John and moreover the fact that he doesn't seem to care anymore. Now it is the students that begin to panic. When John refuses to teach the lesson, the students retaliate by trying to show that they don't need him and haven't lost anything. They try to prove how little his withdrawal affects them so attempt to continue with the lesson themselves. â€Å"‘And he's taking it out on us' ‘It's not fair' ‘Are we going to let him?' ‘No. We'll go on ahead without him. Cuthbun, you're the best at history you take us'† This attempt fails as their independent learning skills have not been developed, and soon there is chaos when they begin to bully Wittering, taking all their frustration out on him. This is where the writer shows that, although too much authority has disturbing consequences, totally removing it would be just as harmful because anarchy would be the result. The confession and revelation of Mr. Pelham's death plays an essential role throughout the play. Not only does it disclose what characters authoritarian teaching can create. It also shows the extent of Cooper's passionate views regarding authoritarian teaching. The play is about violence and authority, the questions posed by the play are- Does authority prevent violence, or does authority cause violence?

The Seven Habits of Highly Effective People

The Seven Habits of Highly Effective People Stephen R Covey’s book â€Å"The Seven Habits of Highly Effective People ®, which remains an international bestseller, has been in bookshelves for well over 15 years now and its relevance and practicability in today’s society cannot be watered down by the element of time.Advertising We will write a custom essay sample on The Seven Habits of Highly Effective People specifically for you for only $16.05 $11/page Learn More Reading through the book, the reader is swept in different emotions upon the realization of the myriad of truths contained therein. Stephen reaches out to the reader by drawing comparisons between his view of life and real-life situations. Indeed, the book is embedded by various anecdotes that drive the point home while grasping the reader’s attention. The book begins with a brief preface by the author on the dynamics of character ethics over personality ethics. According to him, the personality ethic has been too over emphasized and attempts to offer what he terms as â€Å"Aspirin-like† solutions, or quick fix solutions (Covey 8). He draws parallels with the principle that for one to harvest then he must so and consequently, effectiveness and success in life can only be inculcated into an individual through the steady development of a strong character ethic (Covey 10). The tone in the book is positive while cautious that being positive is not enough for one to achieve effectiveness. He thus calls for a paradigm shift (Adapted from Thomas Kuhn’s book) from focus on a circle of concern to a circle of influence. Covey as cited in (Covey 21) defines a circle of influence as a positive view of the world that has developed from a good character ethic that involves an individual looking for solutions from within and taking responsibility rather than apportioning blame to factors which one cannot change (circle of concern). He calls this the inside-out approach. One is indeed drawn into Cov ey’s description of an effective life through development of good habits brought by leading a goal oriented and disciplined life. He states the production (P) and productive capability (PC) theory where he suggests that for success to be achieved, we should focus on production and not the production capability (Covey 26). The book is a must read for all for its lessons are truly informative and life-changing.Advertising Looking for essay on american literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More Overview The book has four parts; the Preface, Private Victory, Public Victory and Renewal. The preface introduces Covey’s focus on character ethics Vis a Vis personality ethics. He explains the demerits of the latter while praising the former as good grounds for the development of a successful of effective life. He reiterates the importance of maturity, hard work and discipline as the key points towards a strong c haracter ethic. The Preface also highlights the various situations that people find themselves in and prescribes the book as a good foundation towards their solution. According to Covey, private victories refer to a situation where the individual has discovered himself/ herself and recognizes their independent will and power to change their lives. He calls upon individuals to be proactive and be resourceful while learning how to take initiative over their lives. Covey then draws a parallel between persons who focus on the negative side of life and terms then as reactionaries with persons who instead focus on issues within their control and attempt to make something out of them (Covey 34). Public victories have much to do with others. Covey cited in (Covey 95) calls for interdependence, communication and understanding among people so as to create synergistic gains in their lives. He advocates for listening, empathy and patience in one’s dealings with others and suggests that i ndividuals should only focus on a win-win situation where all parties mutually benefit. In Part 4 of the book, Covey states that the individual needs to nourish himself in a holistic manner; physically, mentally, emotionally and spiritually. This he suggests enables the individual to realize synergy both intrinsic and extrinsic. What the book promises According to Covey cited in (Covey 30), the book will enable an individual have a deep knowledge of themselves. It then will create a desire for change in the individual to focus more on a value-based and goal oriented life.Advertising We will write a custom essay sample on The Seven Habits of Highly Effective People specifically for you for only $16.05 $11/page Learn More It would instil in an individual a sense of identity, direction integrity and control over their lives thus making them successful and effective people. Finally, the book promises to heal and rebuild broken relationships by offering time-tes ted solutions to conflict. Private Victory As stated earlier, private victories refer to success or effectiveness at an individual level and focuses on what an individual can do to improve effectiveness. Be Proactive Covey begins this part by stating that self awareness is a quality that enables an individual to evaluate their actions and learn whether he/she is going in the right direction (Covey 32). He states that certain deterministic factors exist that affect our self esteem such as genetic, psychological and environmental factors which much have to do on the impact family and friends have on an individual’s self esteem. Being proactive means that an individual takes initiative and admits that they bear responsibility over their own lives independent of the so-called deterministic factors. He differentiates between being proactive and being reactive. He states that an individual can rise above stimulus and response unlike in animals thus preventing the person from having his/her life being determined by other people’s actions (Covey 32). Covey cited in (Covey 36) states that individuals should be resourceful and always ensure that they are in active control of their lives. He states that for one to be effective, one has to subordinate feelings for value which means that emotions should be suppressed to prevent the individual from going of their course. He also states that one should focus more on the circle of influence rather than that of concern while at the same time expanding the former through establishing the root causes of conflict and problems and solving them (Covey 39). Habit 1 is a good guide for individuals in daily life and its value cannot be supplanted. The need for people to take initiative in their own lives is intrinsic to problem solving and development of working relationships. However, Covey oversimplifies the issue of love by stating it as a â€Å"verb† and not an emotion thus asking for people to suppress  "love† emotions (Covey 38).Advertising Looking for essay on american literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More Studies on the issue of love and even logic itself teach that the issue of love is much more complex and not a mere â€Å"verb†. Also, Covey does not show us how being proactive is a character ethic and not a personality issue. Nevertheless, habit 1 is practical and definitely a catalyst for effectiveness. Begin with the end in mind Covey cited in (Covey 46) starts this section by asking the reader to consider their death and draw from it, the legacy they would want to leave behind and begin to practice it in their daily lives. He states that the power of individuals to imagine can be a powerful tool for effectiveness where the person creates first in his mind then applies the creative imagination into real life. He states that mental creativity is superior to physical since a physical creation without a mental picture would be unsuccessful. Leadership is described here as directing efforts in the right place and is differentiated from management which is doing things in the right manner. Covey calls upon people to harness leadership by establishing where the effort is needed and to proceed to apply it. In business he likens leadership to acts like monitoring environmental change and customer buying habits and to ensure focus on them (Covey 48). He advises the reader to draft a personal mission statement from where he/she can refer to as a guide whenever a question of principle arises. He further states that the principles stated therein should be at the centre of the individual’s circle of influence which enables him/her to prioritize on those matters that are of real importance. He refers to them as matters in the second quadrant and are mainly issues based on value that act as a guide, security and power to the individual (Covey 60). Covey cited in (Covey 65) introduces the ‘brain-dominance’ theory where he states that we should strive to use the right side of the brain which is the perceptive and intuitive part more often. He sta tes that a balanced use of the whole brain gives rise to an effective individual. Roles and goals are then to be considered as part of the focus on the end result. The application suggestions stated under this habit are very helpful as they direct the individual to adopt concise goals and to remain focused in their endeavour to be successful or effective. However, the use of the brain-dominance test is more of personality than character and therefore Covey tends to stray from the initial topic which is to emphasize a strong character ethic. Put first things first Under this habit, Covey cited in (Covey 75) discusses certain aspects of goal setting and the sustenance of a good character ethic. He advises that the individual should practice self management, discipline, time management and goal setting. He states that time management need not be time based but results based since the former tends to bring in an element of routine and eliminates spontaneity which is a crucial part of li fe. According to Covey (Covey 77) the reader should endeavour to be oriented towards creating opportunities rather than being problem minded. He states that the focus on problems derails an individual’s effectiveness and prevents him from meeting set goals. The ability to say ‘no’ is also stated as a necessary part in the prioritizing of an individual’s needs (Covey 78). He adds that scheduling, day planning and delegation where possible all enable an individual to move from problem solving to opportunity utilization (Covey 82). Covey calls for steward delegation where the individual to whom the work is delegated is left to his own means to produce a result rather than gofer delegation where instructions are issued (Covey 86). He states that this is applicable to both the family and organizational setting. The habit attempts to bring focus into an individual’s discipline in meeting set goals and targets. Though it is more oriented towards organizati onal behaviour it can in some sense apply to relationships among family and friends. However, Covey does not suggest anything newer than the already available information on goal setting and priorities. Nevertheless, this does not signify that the need to put first things first is not important for effectiveness. Public Victory Think win-win Covey as cited in (Covey 93) begins this part by putting across an excellent theory of an emotional bank account. This account just like a bank account, involves deposits where an individual does good and positive acts towards others that enable him/her win their trust. Likewise, withdrawals are made from every demand or negative thing an individual does against the same people. He thus calls upon character that creates more deposits than withdrawals by suggesting that individuals understand others, pay attention even to little things, clarify other people’s expectations of them, show personal integrity and apologize when in the wrong. Fr om the above, Covey states that in any dealing, an individual should strive to produce a win-win situation which is palatable to both parties (Covey 103). Win-win situations differ from win-lose situations where competition produces a single winner while the others lose, lose-win situations (Covey 104) where one concedes defeat in order to achieve popularity or any other ulterior motive, lose-lose situations (Covey 105) where individuals prefer that no-one wins and win (Covey 106) situations where an individual doesn’t care about others’ predicaments. Covey cited in (Covey 109) states that to achieve a win-win situation, one should have integrity, maturity and an abundance mentality (where one believes that everyone can benefit). He advises that where a win-win situation is not applicable, it is better to have no deal (Covey 114). This habit is a good idea but its practicability is somewhat questionable. A win-win or no-deal situation is not always likely to produce po sitive results especially where one rejects a good deal because it is not win-win. Its application may be construed in a business sense as naive and may place the organization in a precarious situation. Seek first to understand then to be understood Empathetic communication is emphasized where one places himself in the situation of another so as to understand their point of view (Covey 121). It is differentiated from sympathy which usually does not yield understanding (Covey 122). Covey cited in (Covey 129) emphasizes that individuals develop good communication skills that involve listening, perception and consideration. He introduces the Greek method of ethos, pathos and logos where one establishes trust, empathizes then introduces logic as a means of negotiation and persuasion (Covey 130). This habit is also crucial to effectiveness and Covey hits the nail on the head on its importance and practicability. Communication is also vital not only in organizations but also in personal r elationships and good communication is nourishment for one’s relationships. However, Covey adapts the same overly positive thinking tone he rejects in the preface of the book. Positive thought does not always lead to positive reactions and Covey fails to capture situations where people prefer straightforwardness without involvement of emotion especially in business. Synergize Covey cited in (Covey 134) emphasizes on the importance of individuals working as one to produce positive results. Synergistic gains arise from creative cooperation and respectful communication. He states that though a conflict may arise where there are only two possible results, a third alternative exists and if followed through would generate synergy (Covey 139). Covey calls for the valuing of individual differences as a strength (Covey 142). The force field analysis refers to a situation of balance where an individual is held back by negative forces (Covey 143). Synergy from cooperation helps to break these forces. However good synergy may be effective, Covey again chooses to be overly positive and does not appreciate situations where no synergy can be created e.g. where one party is already biased or is malicious. Synergy would require both parties to be positive minded and while one can be, the other might not be and this is outside one’s circle of influence. Renewal Sharpen the saw To achieve effectiveness, the author suggests that we have to sharpen the saw which involves keeping ourselves in the right state of health and mind for us to meet the set goals and values in our mission statements (Covey 147). Covey states that the individual needs to maintain good spiritual, physical, mental and social/emotional balance. Such balance can be achieved through activities such as healthy eating, exercise, meditation, good music, reading, writing and ‘scripting’ others (Covey 148-155). The author also advocates for learning and committing oneself to positive activi ties while facilitating a paradigm shift or transition in their lives (Covey 162). This is all good for one to remain focussed and to be highly effective. However, the emphasis on the spiritual part and God may leave out people with different views on religion. Conclusion This book attempts to give the reader a good foothold in all areas of life. It is a holistic book and clearly Stephen Covey did set a high standard for other writers to follow in terms of universal appeal and simplistic truths. It is a good guide book and as the author himself suggests, should be read occasionally with the application parts being put into good use. The book may contain some inherent weaknesses as stipulated in my analysis; they are wide apart and mildly insignificant to the overall effect or message of the book. I would recommend the book as a must read for any individual who feels that they need direction and focus in life. Covey, Stephen. The Seven Habits of Highly Effective People: Powerful les sons in Personal Change. Franklin Covey Co, 1989. Print

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