Islamic ceramics Essay Example | Topics and Well Written Essays - 1500 words

Islamic ceramics - Essay Example This is in part has been attributed to the influence of science and technology in ceramics and pottery traditions which coincided with the scientific renaissance of the 10th and 11th centuries (Fehervari, 2000). The innovation of the period mark not only the development of the craft but give insights to how cultural and scientific development impact society together. Islamic ceramics and pottery have been traced to the 8th century, developing in key Middle Eastern civilization centers such as Iraq, Persia and Syria. Excavation indicated that most artifacts from the period were mainly utilitarian and had only used basic glazing methods. However, by the late 8th and the early 9th century, the glazing became a common practice and there was significantly increase in artistic competencies which included the introduction of lusterware production. Excavations in Basra, Damascus and Fustat show intricate ceramic painted walls using blue as a predominant color, a traditional that will eventually be a characteristic of Islamic ceramics and pottery. According to Lane (1947), the Abbasid dynasty, early supporters of Mohammed and Islam, utilized ceramics and pottery as a means to promote their political power as well as the religion, which became the foundation of the concept of an â€Å"Islamic† tradition of pottery. The period also provides documentation on the trade with China which is major influence to artisans. Aside from trade, there was also an exchange in technology and styles which reached a high during the Seljuk dynasty with the arrival of the Mongol invasion but which subsequently declined with the decline of the Mongol Empire. This level of interaction would only be augmented once more in the 15th century peaking during the Tang dynasty (Meri & Bacharach, 2005; Fehervari, 2000). One of the key features of Islamic ceramics and pottery is in the use of glazes which allowed artisans to create an opaque, metallic-like finish to

Management, Motivation, & Leadership Essay Example | Topics and Well Written Essays - 500 words

Management, Motivation, & Leadership - Essay Example They then employ every strategy in pursuance of the target (McGrath, 2011). Eagles know and stick to their moral principles. An eagle will never feed on dead meat, however, hungry it is. Great leaders know and stick to their principles irrespective of the prevailing circumstances. Honesty to oneself and others is a virtue for any successful leader (McGrath, 2011). The eagle family is one of a kind where the male has to persuade the female well enough before they can mate. This may involve building nests that the female has to approve and to be patient enough to the teasing of the female eagle. As a leader, you need to develop persuasion skills so that you can withstand the competition in the market. Sometimes, as a leader you have to go extra mile to win the trust of your followers or partners when trying to cut a business deal (McGrath, 2011). The eagle character is to use challenges to its advantage. For instance, when there is a storm and every other bird is hiding the eagle uses the storm to rise higher. This character is an important principle for any successful leader. When something unexpected happens to alter your plan, and then a great leader seeks for an opportunity in the challenge t achieve greater dreams (McGrath, 2011). A female eagle makes decision based on trust that is developed over time. She tests teases the male with twigs to test his commitment before mating. A great leader makes a decision after thorough search of relevant information and evaluation of probable risks involved (McGrath, 2011). An eagle coaches the eaglets to fly by either throwing them out of the nest or taking them to heights, release them and then follow them to catch them before they can fall to the ground. A good leader should be able to model others for future leadership (McGrath, 2011). Both the male and female eagles participate in the building of a nest where the female lays eggs. The female lays eggs and protects them while the male builds a

Controlling Police Through Litigation Essay Example for Free

Controlling Police Through Litigation Essay Police departments draft and implement policies and procedures to provide consistency and eliminate ambiguity in department practices. These are guidelines are for staff and officers to follow in a variety of different situations. Police policies and procedures may have the force of law, or be considered by a court or jury in determining whether an officer acted lawfully in the line of duty. Procedures related to employee actions can also be subject to legal scrutiny in some cases. A lack of policies on issues involving the community may result in unlawful and inconsistent police action. These adverse actions can create a negative reaction within the community, and open the police officers within the department to legal liability. Michael Lyman quoted Section 1983, â€Å"Every person under color of any statute, ordinance, regulation, custom, or usage of any state or territory, subjects, or causes to be subjected, any citizen of the United States or any other person within the jurisdiction thereof to the depravation of any rights, privileges, or immunities secured by the Constitution and laws, shall be liable to the party injured in an action at law, suit in equity, or other proper proceeding for redress.† (pg. 270) Basically, this means that police officers are prohibited from violating any person’s civil rights. Section 1983 is a tool for a citizen to use to sue another for a violation of civil rights. Some elements must be met in order to be subject to liability through Section 1983. First, he questionable liability or violator of Section 1983 must be a person†. A police department, state agency, or other legal entity, cannot be subject to liability under the statute. Second, the liable â€Å"person† must have been acting under the color of authority when the accused violation took place. A police officer who unlawfully beats a suspect in the commission of an arrest would be acting under the color of law. Finally, the accuser does not have to prove that the â€Å"person† intended to deprive him/her of their Constitutional rights, but only that there was a deprivation. For example, a subject who was beaten by a police officer can sue that officer for excessive force, without proving it was the officer’s intention to violate his rights, but only that the officer intended to beat him. In some cases an officer’s supervisor can be held liable because he/she is responsible for the negligence of that officer. This is known as vicarious liability, or â€Å"imputed negligence† (freedictionary.com). For example, a gang member who shoots and kills another person during a hold-up is responsible for the murder, but other gang members may be held vicariously liable for the same murder. There are several different types of defense for civil suits, and also persons who are immune to the liability in question. There are three types of immunity, they are: absolute immunity, quasi-judicial immunity, and qualified immunity. Michael Lyman lists judges, prosecutors, and legislators, as those who enjoy absolute immunity during civil liability suits (Lyman pg. 272). Lyman also reminds us that police officers and witnesses can obtain absolute immunity while testifying during a criminal trial, but if found providing false testimony, may be charged with perjury. Persons within a department, performing his/her duties as assigned, during the alleged time of a Section 1983 violation, and not involved in the violation, obtain quasi-judicial immunity. Quasi-judicial immunity is provided to prosecutors who are actively involved in the trial of a person. Qualified immunity is provided to federal law enforcement officials who are accused of violating laws that have not been clearly established. If a question of liability arises, but a federal law enforcement official is later found to be acting in an â€Å"objectively reasonable manner† he/she obtains qualified immunity (Lyman pg 273). References Vicarious Liability. (n.d.) Wests Encyclopedia of American Law, edition 2. (2008). Retrieved September 30 2012 from http://legal-dictionary.thefreedictionary.com/Vicarious+liability Lyman, Michael D (2010). The Police: An Introduction. New Jersey: Prentice Hall.

Reflections On The Professional Use Of Self Social Work Essay

Reflections On The Professional Use Of Self Social Work Essay At the heart of social work lies the fundamental belief in human rights, citizenship and social justice (Fook, 2002). Indeed, social workers are ordinarily duty-bound to advocate the principles of empowerment through anti-oppressive practice whilst placing the wishes and needs of clients at the centre of delivery (General Social Care Council (GSCC), 2004; Dalrymple and Burke, 2006). Yet practice is complex not least because the success of any intervention is entwined with the phenomenological attributes of both clients and practitioners (Prynn, 2008). Thus, social work practitioners face significant challenges such as identifying what they contribute to a relationship, how this impacts on decisions and what individual and structural power imbalances influence practice (Fook, 2002). Critical practice is a conceptual tool which affords practitioners the opportunity to engage in transformational practice whilst recognising the value base and social justice agenda of social work (Fook, 2002). This paper will briefly provide a case study of an experience I encountered as a practitioner. This will then be explored through what Brechin (2000) identifies as the three interrelated domains of critical practice: critical analysis, critical reflexivity and critical action. In doing so it will demonstrate how I have engaged with my self to identify what I took into practice and the implications this can have in being a transformational practitioner. On commencing my role as a project worker within a residential home for young people with behavioural difficulties I was introduced to John (pseudonym). John was fourteen and had a history of anti-social behaviour and a criminal history for burglary and assault although all cases were at least two years prior. John was in care because of a request from his parents who no longer felt they could control his behaviour because his reaction to discipline was often non-compliance and violence. His file illustrated him as mischievous, yet comical, with recent signs of improved behaviour. He enjoyed partaking in various hobbies; however, these were often short-lived with him becoming disinterested very quickly. I worked with John for several months and at a case-review meeting Johns parents informed the panel that he wished to take up boxing. His parents supported the idea, as did the Social Worker because it was thought it may inspire some discipline. I objected because of his criminal conviction of assault. However, the Social Worker dismissed this by indicating that Johns wishes were important and that our role was to empower him. Despite my objections it was agreed that John could attend. John soon attended a boxing club organised and operated by two retired policemen. Approximately one year later John was convicted of aggravated burglary with the victim being an elderly woman. The first domain of critical practice, critical analysis, is concerned with how practitioners evaluate evidence, policies, and knowledge to influence decisions (Brechin, 2000; Glaister, 2008). Furthermore, the practitioner becomes conscious of multiple perspectives and the contextual nature of them (Brechin, 2000; Fook, 2002). Chalmers (2003:22) claims that practitioners who intervene in peoples lives have a responsibility to be informed by rigorous, transparent, up-to-date evaluations. Yet Sheldon and MacDonald (2009) note the reliance on robust evidence being available and the practitioners having the time, resources and skill-base to adequately evaluate evidence. Indeed, Fook (2002) argues that it is often in the interests of agencies to prevent such approaches as it may lead to increased responsibilities and higher costs. Placing this experience in the context of critical analysis it is unsure at this point what informed the Social Workers knowledge; however, it was clear that he wished to respect Johns voice. The Social Worker believed John had personal agency and a fundamental right to choose his own life direction. The GSCC (2004) concurs with the Social Worker in-so-far as practitioners should promote independence and respect the clients right to take risks. The Social Worker, as an agent of the state, was further supported by policies such as article 12 of the United Nations Convention on the Rights of the Child (1990:4) which stipulates that any child capable of forming his or her own views has the right to express those views[and this be] given due weight. Indeed, his employer has signed up to this convention (Somerset County Council, 2009). However, practitioners also have an obligation to ensure that these risks are managed and necessary steps are taken to minimise the risk of harm to service users or others (GSCC, 2010). I held an alternative view to protect John, and others, from harm. It is clear that both the Social Worker and I had valid points, thus, being guided by knowledge, policies and theories on their own may result in conflicts about what actions to follow (Banks, 2006). The second domain of critical practice, critical reflexivity, originates from reflective practice and the concept that practitioners learn through experience (Schà ¶n, 1983). However, because reflective practice has limited criticalness (Fook and Askeland, 2006) it often fails to acknowledge deeper processes which impact practice (Fook, 2002). Furthermore, reflective practice can result in negative outcomes such as self-doubt or an acceptance of status quos (Eby, 2000). Critical reflexivity refers to a practitioner who engages in self-criticism whilst being reflective. The practitioner becomes reflexive in questioning pre-established values, assumptions and prejudices (Taylor and White, 2001) and gains an understanding on how this influences negotiated understandings and interventions whilst working across difference (Glaister, 2008; Fook, 2002). Because critical reflexivity permits the practitioner to acknowledge the complex nature of the clients circumstances and their perspective s there is an organic acknowledgement of cultural and social disparities (Fook, 2002). Indeed, Allport (1978:437) concurs and states how practitioners who engage in inwardness are generally less prejudice, are more tolerant in understanding others, and exhibit a desire for personal autonomy rather than for external, institutional anchorage. Critical reflexivity affords me the opportunity to contemplate on how my preformed values and assumptions influenced my perspective. Thus, I needed to consider the opposition I held to Johns participation. As a pre-adolescent child I was bullied in school with a particular individual being prevalent in my memory. This individual attended martial arts which he duly practised on me. Ultimately, this had a significant impact on my belief that violence is wrong. Indeed, in relation to John my assumption was that everyone who attended a power sport had the potential to bully. This was hyperbolised by Johns past and thus my opposition to his partaking. Adams (2009) supports my exploration by indicating how our experiences can have an implicit impact on our decisions and in this instance I can identify how my negotiated understanding had become manipulated by my self. The Social Worker adopted a Kantianistic approach by wanting to empower John to make his own life choices. Indeed, the Social Worker wanted to advocate Johns rights rather than impose carers perspectives which is understandable considering the current agenda toward person-centred planning (GSCC, 20100; Kellett, 2009). However, I felt that as professionals there was a justification in adopting utilitarianistic values because the risk of re-engaging in criminal activities was too high. Yet evidently apparent is neither the Social Worker or I respected each others perspective. However, notably the issues of the Social Workers claims that he wanted to empower John also become apparent. The very notion that the Social Worker wanted to empower John indicates that the Social Worker was actually the one with the power. Yet, the Social Worker has duties and responsibilities beyond the value of empowerment because of his legislated duty to protect John, and others, from harm (Banks, 2006). The final domain, critical action, is concerned with practitioners having a robust skill-base whilst being conscious of its contextual nature. A critical practitioner works across difference to promote empowerment whilst confronting structural oppressions (Brechin, 2000; Eby, 2000). A primary principle of critical practice is the notion that practitioners should be research-minded in understanding the contextual basis of empirical evidence (Shemmings and Shemmings, 2003). Utilisation of the best available evidence is essential to contemporary practice (Sheldon and MacDonald, 2009) and yet despite being a self-evidently a good idea (Trinder, 2000:3), evidence-based practice has faced fierce opposition because there is a risk that practitioners may abandon reflexivity and personal agency for technical rationality (Taylor and White, 2006; Webb, 2001). However, this view has been adequately challenged by commentators who state that evidence-based practice, which actually means evidence-i nformed practice (MacDonald, 2003; Chalmers, 2003) has, when scrutinised, the potential to minimise the risk of harm to service users (Chalmers, 2003). Indeed, evidence-informed practice is the critically appraised synthesis of empirical and experiential evidence (Fook, 2002; Sheldon and MacDonald, 2009). In linking this to my experience with John, it becomes clear that I could not knowingly offer any definitive empirical evidence to support my perspective. However, neither could the Social Worker. In this sense both the Social Worker and I failed to be research-minded. Thus, in opposition to anti-evidence-based advocates, this experience indicates how practitioners can make mistakes when acting on instinct alone. Indeed, a brief search for empirical evidence found a longitudinal study by Endersen and Olweus (2005) which identified how participation in power sports for adolescents with a previous history of anti-social behaviours is likely to result in re-engagement. As John had a previous history of theft, this evidence may well have helped me, the Social Worker, and even John, come to a different decision. Critical action also involves the practitioner developing a consciousness of the often hidden imbalances of power between themselves, agencies and the client (Payne, 2005). Critical practice occurs within the context of theory and consideration of critical theories permits me to understand my construction of power and how this influenced my action, or inaction. For example, Foucault was concerned with language and how discourse can assist professionals to create natural and unchallengeable situations because they are deemed to have knowledge and thus power (Finlay, 2000:85). Indeed, the Social Worker established, chaired and controlled the case-review meeting. Fook (2002) concurs and argues that professionals utilise societal structures in order to suppress service users. Taking my earlier point regarding the construction of the case-meeting further it is clear that it was designed by adults with no real consideration about what John wanted. Indeed it is hard to understand why John, or an advocate, was not at the meeting. Yet, even if John was permitted to attend, it is highly likely he would have faced oppression by being forced to engage with the hegemonic language of adults which he would not have understood, thus he would ultimately been oppressed and possibly disempowered (Kehily, 2009). However, Cocker and Allain (2008) contend that service users have the right to take a pro-active role in decision making processes and suggest that the role of the practitioner is to ensure that service users are fully informed through the provision of concise information. This clearly did not transpire and thus true empowerment was never apparent. In concluding it is evident a professionals self can impact on the everyday lives of service users and practitioners. As practitioners we all have multiple identities which we take into practice. Not only do these derive from our previous experiences, but also our responsibilities as professionals, agents of the states, as employees and of course as statutory creation created to fulfil a role. Indeed, critical practice assists practitioners highlight how their self has been impacted upon from each of these identities and permits the us to make decisions, along with the service user, that are more likely to produce a more productive, and effective, outcome for all. In engaging in critical practice I have been able to identify significant factors which may have contributed to a better outcome. Whether Johns participation in boxing contributed to his re-engagement in criminal activities cannot be realistically measured. However, what is certain is John was disempowered in-so-far as he should have been fully informed. It is clear that none of the three domains of critical practice isolated can work independently, however, the careful and intentional synthesis of values, experiences, evidence and knowledge along with an awareness of structural disadvantage caused by agencies can all have a positive impact on the self and ultimately a practitioners power to challenge practice. I misplaced my power as a morally active practitioner and permitted the Social Worker to make a judgement based on instinct. I could have researched the potential issues of boxing and provided John with more in-depth information in a format he would understand. However, as practitioners we have an obligation to learn from our experiences because a critical practitioner who is engaged with their self is more likely to succeed in becoming a transformational practitioner.

The Digital Divide Essays -- essays papers

The Digital Divide Abstract: Around the world 429 million people are connected to the Internet. Forty-one percent of those people can be found in North America. Although 429 million seems like a large number it is only 6 percent of the global population (Fact Sheet, 2004). Numbers like this reflect the digital divide that has grown since the creation of the computer and more recently, the ‘Information Super Highway’ called, the Internet. The digital divide describes the issue that some people have access to and use computers and the Internet while others do not. There are several factors that play into those that do not have access and there are programs that have been created to close the gap between these people and those that have access. Full Text: Bridges.org (2003) describes the digital divide as â€Å"the wide division between those who have access to ICT [information and communications technologies] and are using it effectively and those who do not.† These groups are labeled the â€Å"have† and the â€Å"have-nots.† As technology increases the importance of having access to it grows also. Those who do not have access to technology lag behind and end up in the ‘gap’ of the digital divide. Usually the majority of people that fall in the ‘have-nots† category are in developing countries around the world, but a large number can be found right in the United States. Several factors seem to play a part in who becomes a victim of the digital divide. These include race, socioeconomic status, education, location, age and gender. The statistics for race and access to Internet access in the home show that 46.1% of white households are online and 56.8% of Asian American and Pacific Islanders have access to the Internet in th... ...e Network. (2004). Digital Divide Basics Fact Sheet. Retrieved April 18, 2004 from http://www.digitaldividenetwork.org/content/stories/index.cfm?key=168 6.) Hillebrand, M. (1999). US Government Attempts to Bridge Digital Divide. E-Commerce Times. Retrieved April 12, 2004 from http://www.ecommercetimes.com/perl/story/1086.html. 7.)Holmes, S. (2000). NMSU project aims to bridge ‘digital divide.’ Retrieved April 24, 2004 from http://www.amarillonet.com/stories/070600/usn_nmsu.shtml. 8.) PBS.org. (2001). Outreach Activities. Retrieved April 18, 2004 from http://www.pbs.org/digitaldivide/news.html. 9.) Steele-Carrin, S. (2000). Caught in the Digital Divide. Education World. Retrieved April 27, 2004 from http://www.educationworld.com/a_tech/tech041.shtml. 10.) Vail, K. (2003). Next Generation Divide. American School Board Journal, 190, 23-25.

Free Raisin in the Sun Essays: Pride and Dignity :: A Raisin in the Sun

Pride and Dignity in A Raisin in the Sun "A Raisin in the Sun" by Lorraine Hansberry follows a black family's struggle to see their dreams through to fruition. These dreams, and the struggles necessary to attain them, are the focus of the play. As the play begins a husband, Walter, and wife, Ruth, are seen having a fight over Walter's dream to become a 'mover and shaker' in the business world by using an insurance check as a down payment on a business venture. Walter tells his wife that, "I'm trying to talk to you 'bout myself and all you can say is eat them eggs and go to work", which is the first sign of Walter's recurring feelings that if someone in the family would just listen to him and put forth their trust his dreams would come to fruition. Following this argument Walter goes off to his job as a chauffeur which is the job he so longs to be done away with because he would rather "be Mr. Arnold[his employer] than be his chauffeur. This episode illustrates a major conflict throughout the story. As Walter dreams bigger and bigger he seems to leave the 'smaller' things such as his family behind. This movement away from the family is against the furtherance of the values and morals of the family. While his father would have been happy simply working and caring for his family, Walter is more concerned with becoming a 'mover and shaker' without thinking about the resulting consequences for his family. Later in the morning Beneatha, the younger sister of Walter, initiates a conflict by speaking in an unacceptable manner about God – seemingly rejecting values that have been taught to her since childhood. This event shows yet another time in which a family member threatens to ruin the inherent stability of the family structure by trying to build in a manner which is completely incompatible with the rest of the structure. Beneatha, although believing to be bettering herself is leaving an important part of herself and her heritage behind. Beneatha's speech about God is her attempt to show her independence and uniqueness in the world, but when she asserts her self in an area that is extremely sensitive to the family heritage and structure, she threatens to wean herself from the only guaranteed support group in life, the family. Once again, as with Walter, Benetha realizes later in the story that it is the furtherance of long-standing family values and morals which give the foundation upon which to build a wonderful life.

A Successful College Student Essay

Successful means accomplishing or achieving an aim or a goal, a purpose. A College is an educational institution which can gain knowledge by students. Student can further their education at college after graduated from high school or secondary school. Student is the one who is studying at a school or a college, and student can also defined as a learner. College student can take any courses that they are interested in a college or university. Students who choose to further their study in college is the most important steps to being success, and successful college student is start from choosing the correct subject, which is the student wanted or interested in the subject. But a lot of the students are studying the subject that their parents want them to study, but not the subject that they want. Choose the correct subject is the first steps of being success, so you must fight for it, because you are allowed to decide your future. There are a lot of types of student in the college, different types of student have different kind of goal or aim. But most of the students’ goal is to be a successful college student. To be a successful college student is not that easy, some of the students think that get well result in their academic is consider a successful student. , but this idea is definitely wrong. A successful college student does not mean the smartest in the class, the best result in academic student, the word â€Å"success† means success in various aspects. A successful student must set realistic goals and targets to motivate themselves. Although goals must be challenging but must be realistic, do not set the goals which are impossible to achieve. Goals should be measurable and specific, better to include a deadline for accomplishment. Short-term goals or small goals is easily to complete and can be accomplished quickly. Short-term goals can be set by monthly, weekly, or even tough daily, such as hand in assignment on time, do extra exercise, or master in a new chapter and etc. However, a student must have the act and behavior like a student in the college. At college, some of the students attend to class late or refuse to attend class, especially the subject which cannot forbid student to the final exam. The successful student must attend every class on time, unless have forgivable reason. Next, good student should be sit in front of the class, listen every word from lecturer and try to understand it. Students should not be afraid to ask when don’t understand on something, if student is having difficulty on study can always take advantage of the tutoring session, it is useful and beneficial to student. Besides, prepare before the class started and take the note down when the lecturer is explaining, then review after class, do more than just listened is one of the tips to become successful. Spend around 30-45minutes to review all the notes which have been taken in the class, and try to understand concepts instead of memorize all the details, use the shortcut learning skill in study, because successful student must work smart but not work hard. And then, hand in all the work that given by the lecturer on time, because successful student will take responsibility for their education. They don’t even waste a minute with doing nothing. To become a successful college student must learn on time management. Properly manage the time between study and also fun time. Set a weekly schedule which contains study time, fun time, sport time, and also family time. Although sometime we have not enough time for us to do what we want to do, but we must give a little time for our family, even though a period of dinner time. Study is very important to a student, but the over study will lead to the worse situation. In fact, don’t forget to relax from the challenging study, take a short break between study sections, and have a good rest for further journey. Furthermore, good looking is not the must, but good dressing is the must. Student must have the look of student, not to wear like a hoodlum, they should always keep ourselves neat and clean. Have at least one time bath everyday to keep ourselves clean, and wash and change the clothes everyday, do not wear same cloth in two days. Otherwise, keep ourselves health is also one of the steps to be a successful college student. Successful student should always keep their energy in high level, for instance, have 8 hours sleeping time for everyday, keep doing exercise everyday or at least 4 days in a week. Don’t always skip meal with the reason busy or no time to eat, eat three meals a day is the must and eat well with healthy food but not fast foods. To maintain a healthy lifestyle, a successful student should always have the positive mind thinking and stay free from drugs and also alcohol. Drugs and alcohol will affect our brain and slowed our reaction, in long-term, our brain will damaged. Communication skill is the worse skills of student nowadays, student do not know how to communicate with each other, they communicate well with using online chatting, email or sms, but not proper speaking with each other. Successful student must be good in communication and socialize skills. To improve the skills, involve yourself in different kind of activities, such as become member in a club, join community, and etc. Moreover, involve yourself in the camp can train your leadership, leadership is very important, because he or she carries the risk of whole group. Besides that, friendship can also be create on the camp activities, all of the student will work together and help out each other to complete a mission that given by tutor. While they are completing the mission, the solving skill of student has been trained. Communication and participation skills will be improved when accomplishing a mission or an activity, because they will discuss to solve the problem that face by them together. Camping really brings a lot of advantages and it helps students to gain extra skills, create a large social network, which might lead student to become successful. The good activities are good for us but must not involve yourself in illegal activities such as gambling, fighting, stealing and etc, it might get you in to trouble. Study is good but not just concentrate on it only, try to have fun during college, but fun time and serious time must manage wisely, not too concentrate on study and left out community and time for fun. A suitable reward for the hard work of many nights are needed to a student to relax our stress and refresh our messy mind. Conclusion, tips to become successful college student have been mentioned on above. Although no one is perfect, but every students have to try their best to achieve their goal, which is to became a successful student. Finally, a successful college student must have a good behavior, even you are a talent, good behavior is very important, because how you treat people, is the same way how people treat you back. The last tip for student is learn how to learn, because a great education is one of the most important things in our life.