Evolution of Terrorism since the Attacks of 2001 - 1218 Words

Evolution of Terrorism since the Attacks of 2001 Specificity and the level of modern civilization are characterized by the existence of vexed global problems, affecting not only the fate of individuals, social groups, nations, classes, regions and continents, but of all mankind. Therefore, in the present-day reality, the most urgent conflicts, requiring an immediate resolution that can escalate into an engrossing civil strife, are put forward to the fore. Alongside with them, there are separate, extremely negative phenomena, cognition of the essence of which is also a priority in terms of keeping the world in peace. One of these phenomena is terrorism. Identification of the historical origins of terrorism, its essential characteristics, socio-destructive beginning, development trends and the development of measures to prevent the international community for a long time is no longer something new. The statistical analysis shows the worldwide tendency to increase the number of manifestations of various types and forms of terror. Terrorist attacks in New York on 11 September 2001 blasted the hopes of many states and peoples of the world concerning the usual course of human evolution in the new, XXI century. It seems that the â€Å"Black Tuesday† had also crashed some models and doctrines, concepts and hypotheses of the future world order. The 9/11 terrorist attack was a complex international operation. It has been planned for years. It was aimed at creating a massive catastrophicShow MoreRelatedA New Paradigm Of Terrorism1537 Words   |  7 PagesSince the 9/11 terrorist attacks many have sought to argue that a ‘New’ paradigm of terrorism exists and therefore that the nature of modern terrorist threats has changed. However, terrorism itself has never been clearly outlined, and as such both Copeland and Duyvesteyn argue current threats to be a continuation of older trends of traditional terrorism. More so terrorism is subjective and therefore current threats depends upon who the target is and who is reporting the attack. On the other handRead MoreFreedom Isn t Free : Combating Terrorism1709 Words   |  7 PagesIsn’t Free: Combatting Terrorism Means Setting Aside Constitutional Liberties Derek Davis Liberty University CJUS 400 – B02 Johnny Sanders â€Æ' Freedom Isn’t Free: Combatting Terrorism Means Setting Aside Constitutional Liberties Throughout history, America has been confronted by opponents who wish to challenge its sovereignty. Over time, these challenges have been coined terrorism, and those that engage in terrorism have been known as terrorists. While allowing terrorism to thrive is an option thatRead MoreSimilarities And Differences Between Terrorism967 Words   |  4 PagesTerrorism in the twenty-first century has some similarities and differences from terrorism in the twentieth century. Terrorism is, in its broadest sense, the use or threatened use of violence in order to achieve a political, religious, or ideological aim. Also useful to remember that because the two entities involved, the terrorists and the terrorized, are on the opposite end of the political, religious or ideological continuum, the same act is viewed by them differently. There is much sense in theRead MoreThe Consequences of Terrorism Essay1580 Words   |  7 Pagesin and day out facing the music of the war against terrorism, the ter m, again, imposed on the people of Pakistan who live the term as their reality, disinterested in the background an origin of the term. The western contrived term was first used by used by the American President, George W. Bush, during tenure trigger of the war against terrorism happened. At Camp David George W. Bush in his speech said This crusade – this war on terrorism – is going to take a while, ... and that was the beginningRead MoreSeptember 11 Attacks and Nationalist Terrorist Groups Essay1414 Words   |  6 PagesTerrorism Paper 11/16/09 There are several terrorist groups throughout the world today. All the terrorist groups have one common goal and that is to rid the world of Americans and western influence from the Muslim world. There is one organization that has ties to most of all the terrorist groups in the world and is the most infamous group in the world today and that is the group called Al-Qaeda The word Al-Qaeda means â€Å"the base† in Muslim. As an international terrorist organization led by OsamaRead MoreReading Review : Why Terrorism Doesn t Work1321 Words   |  6 PagesPOLS2207 Reading Review: Why Terrorism doesn’t work – Max Abrahms Leo Kwon I disagree with Abrahms’ article ‘Why Terrorism doesn’t work’, there are a number of fundamental flaws within his work that I feel undermines its credibility. I feel that if he offered the readers the chance to reach their own conclusions it would have been a persuasive piece. However, by using limited data samples as evidence for his arguments, I find it difficult to understand why this article is held in such high esteemRead MoreHas the Nature of Terrorism Changed over the Last Thirty Years?2896 Words   |  12 PagesHas the nature of terrorism changed over the last thirty years? Answer this question with reference to three specific examples of terrorist campaigns. This essay will endeavour to give an historical analysis of contemporary terrorism and its changing nature by focusing on three specific terrorist campaigns over the last thirty years. The essay will begin by first presenting a definition of terrorism and will move on to provide a brief account of the geographical shift in terrorism by discussing theRead MoreThe Ottoman Empire And Islamic Terrorism1345 Words   |  6 Pages Topical Essay 1 The Ottoman Empire and Islamic Terrorism Presented in Partial Fulfillment of the Requirements for Global Terrorism Florida International University By Melinda J. Persaud November 7, 2014 Introduction What is known today as modern-day Turkey, was once one of the most powerful empires in the world. They referred to this imperial state as the Ottoman Empire. The Purpose of the empire was to expand their territory, and spread their Islamic teachings. With thisRead MoreThe Ottoman Empire And Islamic Terrorism1193 Words   |  5 Pages The Ottoman Empire and Islamic Terrorism Florida International University By Melinda Persaud November 7, 2014 Introduction What is known today as modern-day Turkey, was once one of the most powerful empires in the world. They referred to this imperial state as the Ottoman Empire. The Purpose of the empire was to gain land , and spread their Islamic teachings. With this they had created a thirteenth century empire led by Osman, the founder of the Ottoman EmpireRead MoreMilitary Science: Irregular Warfare Essay1230 Words   |  5 Pagesirregular warfare is by no means a recent revelation in the evolution of warfare and strategy, numerous examples exist throughout history in which irregular warfare tactics and strategy have been adopted and later analysed by academics and military professionals. This author will focus on the key issues that governments face in creating effective strategies for irregular warfare with a particular emphasis on counter-insurgency (COIN) and terrorism. Resources such as time, space, legitimacy and support

Essay on Magic and Superstition in the Middle Ages

Superstitions have influenced the lives of human beings perhaps since the beginning of mankind. For millennia, people have clung to beliefs and practices surrounding preternatural activities. Even after science has produced evidence to explain what was once considered supernatural, the superstitious traditions have continued. During the Middle Ages, many new superstitious rituals were developed and some can still be seen in use today. However, the trivial superstitious rituals of today, such as hanging a horse shoe on a door or knocking on wood to bring good fortune, did not begin so simply. Superstition, as defined by the Oxford dictionary is, â€Å"excessively credulous belief in and reverence for the supernatural.† In no other time was†¦show more content†¦Here, the belief shifted from searching for a higher spirituality to having found that elevation in the Incarnate Word, Jesus Christ. This alteration in the philosophical outlook of the people brought about a whole new aspect of the supernatural. Now that there was a great power to believe in, there were sets of rules introduced to ensure pure worship of the new-found Incarnate Word. A few centuries later, the renowned Roman Statesman Cassiodorus (485-585AD) would quote the meaning of philosophy in a way that would help characterize the culture of Christendom, which would therefore determine the way for superstitions to transpire throughout the Middle Ages. Cassiodorus said, â€Å"Philosophy is to be assimilated to God insofar as this is possible for a human being† (McGinn 33). Following this impactful clarification, many changes occurred in Christian spirituality. Ancient Christianity was evolving into a new ‘Medieval Christianity’. With those changes came the birth of many interesting, sometimes bizarre, superstitions which would affect the lives of many and even contribute to the modification of other religions. Around 1141AD, Hugh of Saint Victor would claim that â€Å"Magic was not accepted as a part of philosophy, but stands with a false claim outside it† (Chronology of Modern Christianity: Timeline of Witches and Witchcraft). Magic, evidently, had its own metaphysical classification with its own setShow MoreRelatedWitchcraft And Superstition In Medieval Europe1654 Words   |  7 PagesWitchcraft and superstition in Medieval Europe The concept of witchcraft and superstition stretches over a long period of time. The idea became familiar around 560 B.C when the two old testaments denounced witches and the belief in them. The idea is said to have originated in Europe, rapidly spreading around the world. Medieval Europe was an era that solely believed in magic, witches and the supernatural. In the Middle Ages witchcraft was viewed as a heinous crime that was punishable by deathRead MoreEssay about Witchcraft 1052 Words   |  5 PagesBeginning in the Middle Ages and through the seventeenth centuries, an infiltration of witchcraft persevered throughout Europe. The witch craze resulted in the torture and persecution of witches. More than 100,000 of witches who were tried were centered in the area of southwestern Europe. The mass hysteria of witches was denounced because of their rejection of God and their pact with the devil, which resulted in harsh punishments and accusations. One reason for the persecution of wit ches was theyRead MoreThe Many Aspects Of Medicine863 Words   |  4 Pagesthe bringer of life as it has the ability to heal a rather unsightly wound. On the other hand, it can also be deemed the harbinger of death, whereas if it is used in the wrong context, the person could subsequently die as a result. The term Medieval Magic is a collaboration of pre-existing ideas shared across cultures, as well as spiritual influence with a shamanistic attribute. Much of the knowledge that is used came from just before the fall of the Western Roman Empire, the texts that manage to surviveRead MoreThe Myth Of The Witch1691 Words   |  7 Pageswitchcraft which antedate the witch hunts, and the time period that scholars recognize as most critical for the formation of the witch lies between the years 1430 and 1660. Before this time period, witchcraft, sorcery, and maleficium (magic) were dismissed as false superstition. Gradually, much of Medieval Europe began seriously believing that they were dealing with an omnipresent, uncontrollable threat of as many as â€Å"ten thousand old women in a troop†¦ instructed [in] their arts and perverse sorceriesRead MoreWhy Magic Should Not Be Confused With Witchcraft1402 Words   |  6 Pagesof when they hear the word magic? Is it Harry Potter and his friends fighting off Lord Voldemort or perhaps as Black Sabbath sings â€Å"witches at Black Masses?† It is probably a bit of both depending on your age and religious beliefs. This was not the case during the time period extending from antiquity to the early modern period. People in this time believed that magic could explain things they did not understand or could not explain. It was not for entertainment. â€Å"Magic probably claimed to provideRead MoreMedieval Medicine, Illogical and Superstition Essay1746 Words   |  7 PagesThe middle Ages was a time action and great emotion. Almost all the European inhabitants became Christian, because of this, the church had a l ot of control over the people. The church used the beliefs of the people to control them, collecting land and taxes and making laws. The Bubonic Plague spread to Europe, the plague killed about 75 million people of world died from one single cause. Many superstitions were created cause of the Black Death, generate idea that were thought to prevent the plagueRead MoreThe Christian Church At Its Foundation913 Words   |  4 Pagescreation. Christ used different methods to heal people from all manner of diseases and even death. Jesus, in sending out His disciples, gave them three duties, which were to preach, teach, and heal the sick, including casting out of demons. The apostolic age continued the importance of healing as Christ had instructed. A common form of authenticating the gospel was the healing of the people. In the book of Acts the preaching of the gospel and healings were interlinked which brought about salvation for manyRead MoreThe Role of the Roman Catholic Church During the Enlightenment1570 Words   |  7 PagesProving to be the paramount of the conflict between faith and reason, the European Enlightenment of the eighteenth century challenged each of the traditional values of that age. Europeans were changing, but Europe’s institutions were not keeping pace with that change.1 Throughout that time period, the most influential and conservative institution of Europe, the Roman Catholic Church, was forced into direct confrontation with these changing ideals. The Church continued to insist that it was the onlyRead MoreThe Witch s Hammer : A Treatise On The Prosecution Of Witches1742 Words   |  7 Pagestreatise on the prosec ution of witches, written in 1486 by Heinrich Kramer, a German Catholic clergyman. The book was first published in Speyer, Germany, in 1487. (3)Malleus Maleficarum is Latin for The Hammer Of The Witches. Maleficarum means harmful magic, or Witchcraft. Hexenhammer† in German is one of the most famous medieval treatises on witches. It was written in 1486 by Heinrich Kramer and Jacob Sprenger, and was first published in Germany in 1487. (3) Its main purpose was to challenge all argumentsRead MoreMy Journey From Non-Belief To Trenchant Atheism Began With1256 Words   |  6 Pagesheathens, heretics etc. But things have changed, irreversibly so. The current technological age of smart phones and driverless cars would seem like magic to the authors of the Bible. The flourishing of medicine, science and technology, has seen public opinion moving towards a tipping point – a point where evidence takes over and supernaturalism is declining. We no longer automatically reach for superstition, and magic, to explain life’s unknowns. We don’t have to look back far to see how different things

Socialolgy Free Essays

Sociology is a liberal perspective that explores the influences of social forces on individual behaviors. Course Objectives Students should be able to use a variety of thinking and reasoning skills, apply these skills as appropriate in various situations, and move among them depending on purpose. Upon completion of this course students should be able to: Define and gain a better understanding of sociology, critical thinking, and critical sociology. We will write a custom essay sample on Socialolgy or any similar topic only for you Order Now Define and differentiate between the three major sociological perspectives. Identify significant historical contributions to the discipline. Define and apply the sociological imagination as it pertains to a wide spectrum of real-world situations, cultures, and social problems. Understand the functions and social problems created and maintained by social institutions. Explain how age, race, ethnicity, gender and social class are socially constructed and how such constructs contribute to existing social problems. Witt, Jon (2013). SOC 2013 (3rd Deed. ). McGraw-Hill companies Inc. ISBN: 07-802674-4 Finiteness’s, Kurt (2013). Annual Editions (41st Deed. ). McGraw-Hill Companies Inc. ISBN: 978-0-07-813601-6 Office Hours o have any questions, problems, or concerns, please feel free to visit me during my office hours Tuesdays or by appointment. Email Etiquette The best way to contact me is via email at Ashley. leschyshyn@und. Email. Deed. However please keep in mind that FREER does not allow me to discuss any matters concerning personal grades. Additionally, I teach several classes each semester at two different universities. I will not respond to emails unless you provide me your NAME and CLASS so that I know who you are. Please refer to me as Ashley. Attendance, Absences, Make-Up Work In this class there is a strong correlation between attendance and test performance, assignment scores, and your final grade. Material presented in class will NOT be made available to those who do not attend. Lecture notes will NOT be posted on Blackboard. If you are going to miss an exam, you must contact me in ADVANCED notice PRIOR to the exam, as well as provide documented evidence of your excuse. Late work in labs will not be accepted. If you anticipate being absent, you must contact your TA prior to missing lab and schedule a different lab session to attend. Make-up work will only be allowed in the rare occasion that you are severely ill, experience an emergency, or are required to attend a university event and you must provide documentation of your absence. Course Organization Grading ** This course is weighted. Therefore, your total points on Blackboard will not be representative of your final grade unless you calculate those points in accordance with the weight. ** Lecture Material presented in lecture will NOT be made available to those who do not attend class and will NOT be posted on Blackboard. Grades are NOT curved, emailed, or given over the phone. Extra credit is NOT an option. Labs A separate lab syllabus will be provided by your GTAG. Lab times are NOT interchangeable. If you cannot attend your lab session, you must contact Tom or Keenan prior to your absence. Students are required to make-up their missed lab session during another lab session. This section is worth 30% of your final semester grade. It is your responsibility to keep a copy of all your work. Once assignments have been returned it is in your best interest to check Model right away to make sure your score is posted correctly AND to hold on to them until the class ends and final grades re posted. Quizzes There will be a total of 11 quizzes offered this semester. Each quiz is worth 10 points. Your lowest quiz score will be dropped; hence 10 quizzes will count towards your final grade. The quiz schedule is listed below. The quiz will become available the Friday prior to the date due. On the due date, the quiz must be submitted by 11:59 p. M. Quizzes that are not submitted by the corresponding date and time will result in a failing score. You CANNOT make up a missed quiz (you can drop the lowest score). Quizzes are not timed. You may access the quiz as many times as needed, however once the quiz is submitted, the score is final. All quiz questions will be derived from your textbook. Quizzes will be worth 10% of your final semester grade. Exams This section is comprised of 3 multiple choice exams (which are NOT comprehensive). The majority of exam questions are derived from mass lecture. The remaining questions are from the textbook. Excused make-up exams are granted if you contact Tom or Keenan PRIOR to the exam date and provide documented evidence of your excuse. The instructor reserves the right to change the exam dates. Final Grades Exams, quizzes and lab assignments are calculated as follows: 0-100% = A 80-89% 70-79% 00-59% Blackboard Class announcements, quizzes, study guides and other supplemental course material will be posted on Blackboard. To access course material (study guides, quizzes), be sure to click on the Content link located in the left hand column. You will find the material in the associated folder. Additionally, all grades (unofficial) will be posted on Blackboard. Classroom Conduct Attending the University of North Dakota is a privilege, not a right. The classroom is a special environment in which students and faculty come together to promote learning. Examples of improper behavior in the classroom may include, but are not limited to: disrespect for the professional status of the instructor and/or GTAG (refrain from contacting us through social media), persistent late arrival to or early departure from class, distractive talking, the use of cell phones and laptops to text, chat, or surf the web, refusal to comply with reasonable directions, employing insulting language or gestures and verbal, psychological, or physical threats and harassment. The Department of Sociology supports classrooms that are positive learning environments, where people are respectful and supportive of one another. You may have strong opinions, but everyone is expected to listen respectfully to alternative viewpoints and to communicate ideas in a non-confrontational way without monopolizing classroom discussion. Course materials prepared by the instructor including the content of all lectures, are the property of the instructor. Reproduction of materials, including video and audio recording of lectures without the consent of the instructor is prohibited. Unless permission is obtained from me, copies of materials and recordings of lectures may not be modified and must not be transferred or transmitted to any other person, whether or not that individual is enrolled in the course. Academic Misconduct classroom behavior, will be reported to the Sociology Department and the Dean of Students. Subsequently, the behavior will become part of your permanent university record. The penalty for academic misconduct is a failing grade for the assignment/ exam in question or a failing grade for the course, depending upon the severity of the misconduct. How to cite Socialolgy, Papers

Conflict Can Have Tragic Consequences for Everyone free essay sample

Conflict can have tragic consequences for everyone as the women portrayed in Bereford’s film, Paradise Road, react in a catastrophic manner in the events that lead on as the film progresses. The characters in the film are based on actual people: nurses or wives of major officials and civilians. These women are caught up in the global conflict of World War II and those who manage to survive are, despite any positive outcomes, are dreadfully damaged by their encounter with conflict both physically and emotionally. These moments of great unrest are captured in the film that innocent people are too often becoming caught up in and suffer from the effects of great struggle that are not of their own making. The viewers are powerfully positioned to recognise with the three main protagonists, Adrienne, Margaret and Susan, as they come to a conditions with the cruel and frequently tragic circumstances of their situation. We will write a custom essay sample on Conflict Can Have Tragic Consequences for Everyone or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In the film’s opening scene, we observe a sight of the protected and usual lives led by women who were fairly unimportant to the conflict of war. Now, plunged into a terrifyingly brutal and unknown world, they come across the tragic consequences of the conflict. On the voyage to the camp, Beresford highlights the ordinary qualities of the women as they move violently to retain their meagre property or endeavour to help each other endure the long walk. Afraid, starving and exhausted, the women are herded like cattle. On their appearance in Sumatra they see the disengaged head of a following prisoner displayed on a pole in the public square. The tragedies that occurred in the prisoners turn out to be a part of their daily lives, as many gave in to the belongings of untreated sickness. The scene with the two children creating simple wooden coffins for dead babies evidently highlights the tragedy of the conflict in the lives of normal people, and suggests that no reason can justify the dreadful consequences of violent conflict. Children are a figure of innocence in the film. The innocent suffers the most in situations of tremendous conflict. The camp cemetery, with its rows upon rows of white crosses, is exposed as the camera pans across the penal complex compound throughout a performance of the vocal orchestra, enlightening the large numbers of prisoners who died all through the course of their imprisonment. The film also shows how intense conflict situations positions everyday people beneath a strange pressure, provoking and exacerbating conflicts on a private level, both between and within individuals. Stressed, sorrowing and deprived, a number of the women in Paradise Road find themselves positioned in a ethically and politically compromised condition when confronted with the option as to whether to remain at the Japanese ‘officers’ club’, providing sex in return for food and comfort, or to return to the camp. Those who choose to be recognise by the bribe of the officers who are not only prostituting themselves but are also consorting with the enemy. Likewise, Adrienne was positioned in a compromising situation when she was asked if the orchestra will carry out a Japanese song for Colonel Hirota. She refuses, risking cruel punishment. At the same time, she makes a diverse option, to that of the women of the officers’ club, Beresford emphasises that war, and the struggle for survival, places harshly and unusual stress on individuals, which is able to cause them to act in ways they would not normally behave; as Sister Wilhelmina intelligently acknowledges, it is not fair to judge the events of others in a period of severe disagreement. In conclusion, conflict has the potential to allow an individual the ability to face challenges in order to overcome them and finally to grow as a person. The range of conflicts that acts as a basis towards venous responses ranging from the extreme life changing circumstances to those that are minor, but yet a significant ambition to change. Refereeing to the film ‘Paradise Road’ we have seen many faces that have been challenged trough out their lives. However the women are able to follow their presence with the determination, courage and peace.

Ap Biology Lab Report Sample

Ap Biology Lab Report Paper Diffusion and Osmosis Through Dialysis tubing We did this experiment to test the diffusion of different substances through dialysis tubing. We used what eve knew about diffusion to make predictions on what we thought the mass of the dialysis tubing to be after submerging them for 30 miss and we knew that diffuse occurs from highest concentration to lowest concentration. Since the dialysis tubing are filled With different substances than What they are being put into then they should all gain or lose mass. If the dialysis tubing is submerged in different substance than what is in the tubing then some of the alkalis tubing will lose mass and some will gain mass. To begin this experiment we filled 5 dialysis tubing with one of the five substances: water, egg white, Nasal, glucose, or sucrose. The equipment used was: 5 dialysis tubing, a scale, beakers, water, egg white, sucrose, glucose, Nasal, and 5 cups. We put the five dialysis tubing filled with one of the five substance into a cup filled with one of the substance: water, egg white, Nasal, glucose, or sucrose. Then we let them sit in there for 30 miss then took them out tot the cups and remanded them. Our results were: Original Mass of dialysis tubing Sucrose Glucose Water Nasal Egg White 10. G 9. G Our substance combinations were: water in water;Pater in the dialysis tubing submerged in a cup of avatar sucrose in egg White-sucrose in the dialysis tubing submerged in a CLIP Of egg white glucose in Nasal-glucose in the dialysis tubing submerged in a cup of Nasal Nasal in sucrose-Nasal in the dialysis tubing submerged in a cup of sucrose egg white in glucose-egg white in the dialysis tubing submerged in a cup of glucose Post Submerge Water Sucrose 11 Bag g 8. G Glucose We will write a custom essay sample on Ap Biology Lab Report specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Ap Biology Lab Report specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Ap Biology Lab Report specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Niacin The dialysis tubing did let some of the different solutions in but not all of them. Most of the dialysis tubing gained mass and some lost some mass as well. We found that the substances go from an area of high concentration to an area of low concentration, The data supports our purpose of doing this experiment to find out what happens when a substance in a dialysis tubing is put into a cup of a difference substance to see which ones gain mass and which ones lose mass. A pattern tooth data is that the control group did not gain or lose mass. Two of the absences gained mass and two of the substance lost mass, Our results proved our hypothesis that some of the dialysis tubing would gain mass and some of the dialysis tubing would lose mass, Because two of the dialysis tubing gained mass and two of the dialysis tubing lose mass it just shows that the substances went for an area of high concentration to an area of low concentration, A few errors of our experiment is that eve could have not used enough of the substances in the dialysis tubing or we could have left the dialysis tubing the cups Of substance for a long amount Of time Which could have changed our results Majorca because the more time the dialysis tubing sit in the cup of substances the more they had time to diffuse. Osmosis through Dialysis Tubes We performed this experiment to see how water moves across a semi. Permeable membrane. We filled the dialysis tubes with different Mole concentrations of sucrose, and we used our knowledge of osmosis to figure out the dif ferent concentrations. If the dialysis tube increases both in size and weight, then that dialysis tube had the highest mole concentration of sucrose. We learned that during osmosis, a tort of passive diffusion which means that it squires no energy to move across the membrane, water will always move to the area where the water concentration is lower, so if the sucrose has a high mole concentration then the water will move into the hag since there is less water there, and if the bag has a low mole concentration then there will be little water moving into the bag since there is already a relatively high concentration in the bag. The materials we used to conduct this experiment were: 6 Dialysis Tubes, 6 different mole concentrations of sucrose (O M concentration, 2 x 10-MM concentration, 4 x 10-1 M concentration, 6 x ICC M concentration, 8 x 10-1 M incineration, I M concentration), 6 cups to hold the water, a scale to weigh the mass of the dialysis tubes before submerging the bags in water and after. To begin this experiment we first filled the bags with the different mole concentrations of sucrose, the different concentrations were c olor-coordinated with different colors for a different concentration. Next we weighed the mass of the bags before submerging them in the water, and filled the cups with water so that we could submerge the tubes, After the bags were massed and the cups were filled with water we submerged the bags for 30 minutes. After the 30 minutes were up we took the hags out of the water and blotted them off with a dry paper towel. Finally we massed the bags and recorded our results so that we could compare them with the results from before we submerged the tubes, Here is our results: Before submerging the tubes: Blue concentration Red concentration Yellow concentration Light Green concentration Purple concentration Green concentration 10. 2 g 10. 5811. 1 B 11,g Post-submerge: Blue concentration Red concentration Yellow concentration Light Green 10. G 13. G 15. G 12. G 12. g 14. g After analyzing our results we concluded that the Blue substance was water, because it gained no mass, The purple substance was the 2 x 10-1 M concentration because it gained little mass, more than the blue substance, The light green substance the 4 x M concentration because it gained some mass, more than the 2 x 10-1 . Concentration but not as much as these 10-1 M The red substance Vass the 6 x 10-1 M concentration because it gained more mass than the 4 x 10-1 M concentration but less than the 8 x 10 The green substance was the 8 x 10-1 M concentration because it gained more ass than the . 6 Molar concentration but less than the 1 M concentration, and finally the Yellow substance was the I M concentration, because it gained the most mass. Our results answered our question, How can you tell the molar concentration of a 0-2, A, -6, . 8 , and 1 molar concentration of sucrose? Our results showed us that our hypothesis, If the dialysis tube increases both in size and weight, then that dialysis tube had the highest mole concentration of sucrose, was also correct because the Yellow substance gained the most mass out of all the other absences and was also the substance with the highest Molar concentration tot I , and the glue concentration gained no mass therefore it was water, because if there is as much water on the inside as the outside then no osmosis takes place. Some sources of error for this experiment is that we could have left the solutions in longer, possibly changing our results. Or that we could have also not used enough of the solutions. Diffusion using Potato rounds We are conducting this experiment in order to see what happens during the process known as diffusion across a semi-permeable membrane. Our hypothesis as that if the Molar concentration is higher in a sucrose solution then the potato will lose mass and if the Molar concentration is low er in a sucrose solution then the potato will gain mass. We learned about diffusion and how a semi-permeable membrane only lets certain molecules pass through it. Diffusion is the act of a molecule passively passing through a semi-permeable membrane. This action Of diffusion helps regulate the cells processes and this is done on a regular basis so that the cell can live and function. For this experiment we needed: 36 potato sticks (18th a sweet potato and 18 of regular potato), 6 sucrose solutions (MM, -MM, MM, . MM, -MM, and MM), a scale, cups. First what we did was we massed our potato sticks, and recorded them. Next we filled the cups with the different solutions of sucrose and submerged the potato sticks for 30 minutes.

Plight of Hispanic-Americans in the United States Essay Example

Plight of Hispanic Plight of Hispanic-Americans in the United States Essay Plight of Hispanic-Americans in the United States Essay Name: Course: Instructor: Date: Plight of Hispanic-Americans in the United States Minority groups exist in all societies in the world and they are characterized by members with insignificant power amidst the members of the dominant groups (Shepard, 2009). They are marginalized because the members have less control over their lives and often suffer in silence in the societies. Therefore, members in a minority group are not privileged to experience the variety of opportunities that would improve their standards of living and put them in the same level as those in the dominant groups. Factors that distinguish minority groups and majority groups are race, culture, physical impairment, religion, gender, politics, class, religion and education. Members have no choice but to be in the group because they are brought together by the commonality that is unrecognized by the dominant groups and thus, they have a sense of solidarity. The Hispanic-American population is one of the minority groups in the United States. Language barriers and immigration issues have put the population at the front of marginalization in America. In such a country that is bound by democracy, equality is a mandatory element without which the justification of democracy is vague or futile. Hispanic-Americans still suffer from discrimination in work places. It is obvious than in a society where capitalism is abundant, business owners are at liberty to choose who they deem right to be in their workforce. However, if a Hispanic-American is equally qualified as a Native American, it is only fair to employ both under the same conditions because it is the value of the output that counts and not the value of the worker’s presence. Hence, the Hispanic-Americans deserve equal treatment with respect to the job specifications. The government went a notch higher in stipulating laws that uphold equality and abate segregation. Such an effort in the wide spectrum of a society is highly commendable but unfortunately, the measure is not well implemented down the radar because studies show that minority groups such as the Hispanic-American face assimilation challenges in the workplaces. Research shows that in 2009, almost three out of ten Hispanic-American employees face discrimination in the workplaces (Gibson, 2009). Most survive on a low payroll and do not enjoy job promotions in either executive or management positions. These people are similar to the majority in that their needs include providing for their families, education and self-sustenance. Employment is their means of survival and they are obliged to succumb to worse bad working conditions because they need those meager incomes to survive. According to Gibson (2009), there should be more Civil Rights lawyers to ensure that the Hispanic population is g iven equal treatment in the country. According to a report on situation testing conducted in the United States to determine the criteria of recruiting employees, an advert for a receptionist position in an optometrist’s office was featured in a local newspaper (Bendick, 2007). A tester with a Latina name, Juanita and partial accent was put on hold when she telephoned the next day for the application. Unfortunately, she got negative feedback when the office told her that the company was not taking any other application. This scenario may prove the sidelining of the Hispanic-Americans because of language barrier. If a person from the dominant groups puts herself in the same situation, the outcome will be frustration. For example, if Juanita in the above scenario needed income to pay the increased rent or to pay for her child’s fee while the child is almost dropping out of school, chances are that her family will be homeless and the child will not have a solid background of education in the future. If this is the case, how many children will be freelance for lack of education? The predicament has long-term problems, which will affect the country’s economy in the future as a whole. Education is the backbones of the country’s economy since its current and future labor market highly depend on it. Employment discrimination in the United States triggers discrimination of Hispanics in other parallel aspects of life such as purchasing products of quality and housing or access of health care services and learning institutions. According to Marger, (2011), this can be detrimental to the population because they will be psychologically affected by the form of rejection in the society. It is enough to picture the emotional stress and frustration that a Hispanic-American worker experiences in the workplace or a potential employee faces when unjustly rejected during a recruitment activity. Added areas of discrimination will have serious psychological implications on the Hispanic individual. The fact that they are Hispanic-Americans clearly outlines their citizenship and as citizens, they are entitled to the justice proclaimed in the United States constitution. Ignoring their rights by treating them unequally is contrary to the law. Just as the majority in the United States are cautious and vigilante in matters which affect them because they feel deprived of their rights, so should the voice of Hispanic-American population be heard. The government has put in place anti-discrimination measures and campaigns but the turnover can only start with the individual. Employers should organize for forums in the workplaces to foster diversity and inclusion and communicate equality through recruitment and promotion procedures. Concurrently, Hispanic-Americans should be aware of their rights and be relentlessly in pushing forward policies that uphold the ethics on their employment. It is understandable when employers do not recruit Hispanic people who have poor education background but the problem arises when employer has pre-conceived ideas about other Hispanic-Americans with admirable resumes. Such pre-conceived ideas make the employers to grade Hispanics lowly and if at all they are employed, they are offered risky jobs t hat can cause physical injuries. Social psychological research shows that stereotypic notions can become a barrier in the change of attitude by the majority towards the minority. Therefore, the Native American employers’ stereotypic notion about the underperformance of the Hispanics can lead them towards subtle discrimination. This happens unconsciously and in most occurrences, such employers can argue that discrimination was not their intention. The immigration status of the Hispanic workers might have caused the unequal treatment because most of the Native Americans were against the status and this inconveniences the working potential of the Hispanic-Americans (Marger, 2011). Many people have different perspectives on the reasons behind the Hispanic situation but the most important point is equality in the United States. Ethical codes must be addressed to document responsibility. This will reflect the anti-discrimination efforts that the government vibrantly focuses on. The major impediment in the employment of Hispanics is poor English skills. English is the official language in the United States and it is logical for Native American employers to scrutinize how fluently it is spoken by the Hispanic job seekers. It is also mandatory for communication activities with clients and colleagues. However, the expertise of the Hispanic job seeker in other major areas in the workplace should be put into consideration. Every day, we are braced with innovation from different aspects and thus, employers can adopt innovative methods to ensure the Hispanics knowledge of English materializes. This is not to say that the period of the company’s activities will be derailed but concurrent programs if managed properly can increase the output so there will be nothing to lose. Race-based discrimination in the workplace should be avoided because it creates an imbalanced social system and it is a threat to the country’s economic status. When all workers are equally valued, they combine efforts in the organization to increase productivity and they appreciate each other. This improves the environmental working conditions. Work Cited Bendick, Marc. â€Å"Situation Testing for Employment Discrimination in the United States of America.† Horizons strategiques 3.5 (2007): 17-39. Web. 6 July 2012. Gibson, Sebastian. â€Å"Discrimination against Hispanics, Latinos and Mexican Americans and the need for more Civil Rights Lawyers in California.† Global Legal Resources 28 February 2009. Web. 6 July 2012. Marger, Martin. Race and Ethnic Relations: American and Global Perspectives. Cengage Learning, 2011. Print. Shepard, Jon. Sociology. Cengage Learning, 2009. Print

John Berger's Comparison of Fine Art to Commercial Art Essay

John Berger's Comparison of Fine Art to Commercial Art - Essay Example This is because fine art is often esoteric and ultimately meaningless. Art critics might be able to find meaning in certain works of art, but they would be the only ones. The common man would have great difficulty understanding the meaning of a man's urinal used as artwork. On the other hand, commercial art is supposed to be understandable and accessible or, at the very least, evoke powerful emotions. For this reason, commercial art is more successful in conveying messages to mass audiences then is fine art. Discussion John Berger states that abstract art has been adopted by corporate capitalism, which is causing these aesthetics to become emblems of economic power. He says that, through this process of reducing the aesthetics of fine art into something that is used to increase economic power for the entity that uses this art, the lived experience inherent in the art work is eliminated from the image of the art. This results, in his view, in a reduced area of experience, even though it claims to be universal (Berger, 2001, p. 296). This process of commercializing fine art, and the subsequent way that this transformation has robbed the art work of meaning is particularly anathema to Berger, as he feels that art comes from a primitive part of the artist, and that it comes from the lived experience of the artist (Berger, 2001, p. 296). For Berger, drawing and art is about discovery within the artist himself (Berger, 2001, p. 10). The power of the art comes from this lived experience, the faith that this experience can produce the art, and this is typically coupled with a skepticism of the society in which the artist finds oneself (Berger, 2001, p. 297). Thus, in transforming art in commercialism, it robs the art of this lived experience which is the essence, the very heart of the artwork. The meaning of the artwork is dead, at least the meaning that the artist intended, and the meaning is instead transformed into whatever the particular advertisement is attempting to sell. Berger was also highly critical of the fact that paintings have become so commodified. He states that no work of art may survive without becoming a valuable piece of property, and that this spells the death of the painting and sculpture, as â€Å"property, as once it was not, is now inevitably opposed to all other values. People believe in property, but in essence they only believe in the illusion of protection which property gives. All works of fine art, whatever their content, whatever the sensibility of an individual spectator, must now be reckoned as no more than props for the confidence of the world spirit of conservatism† (Berger, 2001, p. 215). Thus, the fact that paintings and sculptures must be commodified to survive in the long term spells the end of the art as we know it, in Berger's eyes. According to Papastergiadis (1993), Berger's issue with the commercialization of art would stem from the fact that Berger contends that art must give meaning to human e xperiences. In particular, art works to increase our understanding of the gap between freedom and alienation in everyday life. He also states that Berger is a combination of a Marxist, in which the art is integrated with the political, thus is an

Crisis Management Essay Example | Topics and Well Written Essays - 2500 words

Crisis Management - Essay Example Therefore, in an attempt to secure the countries against the harmful effects of floods, various governments have formulated tsunami management plans. These plans are meant to provide the course of action necessary to ensure a sound business continuity management when the business is subjected to risks by natural disasters like cyclones, floods, earthquakes or tsunamis. This paper discusses the tsunami management systems as developed in different countries in general with specific reference to the one employed in the United Kingdom (UK). Also, the roles and responsibilities of the government, media and the local community are analyzed in relation to the subject matter. The European states have taken a step further beyond providing protection against tsunamis by developing Flood Risk Management (FRM) System. (www.floodsite.net, 2007). The system fundamentally comprises three phases as identified by (www.apfm.info, 2005) given as follows: Practically, the advance preparation phase in the underdeveloped countries heavily relies on empirical methods of judging the possibility of tsunamis. The methods include but are not limited to observing behavior of the animals, water levels in dams and rivers and rains. Such notions persist in less educated societies in which a vast majority of people do not understand the technical language in which the flood forecasts are broadcast. However, history proves that their beliefs should not be underestimated. (Mott, 2005) mentioned in that prior to the tsunami of 2004, a strange change in the mood of zoo animals was noticed. The outdoor animals were observed screaming and running for higher grounds and the pets refused to move outdoors. (Mott, 2005). The risk conscious societies of the modern age are moving toward the development of a community based approach. The Community Flood Management Committee (CFMC) assesses factors needed to reduce the chances of tsunami occurrence and lays d own the

Supply Chain Management of Marks and Spencer Essay

Supply Chain Management of Marks and Spencer - Essay Example The essay "Supply Chain Management of Marks and Spencer" examines supply chain strategies of one of the most famous retailers in the UK, Marks and Spencer (M&S). The paper will also discuss supply chain structure that the company has been designed to implement its supply chain strategy. At the time of its initiation, M&S did not face much competition as the number of market players was very small. However, over the years the number of retail firms has increased in the UK as well as throughout the world with increasing popularity if retail culture. With the increase in the level of competition, M&S felt it necessary to devise some effective strategies to deal with increased market competition. In order to sustain in an intensely competitive market, it is very much necessary to retain existing customer base and expand it over time. M&S has rightly recognized this need and accordingly have placed focus on delivering goods in the best possible manner to its customers. This strategy is very helpful in improving the profitability of the firm and fostering a huge competitive advantage in the industry. M&S have now emphasized on delivering high-quality up-to-date garments at fair prices to its customers. M&S has also realized that purchasing from overseas suppliers is the most effective way of saving costs. As one of its competitive strategies, the company emphasizes on redesigning its stores in such a way that they provide more comfort, more space, and more convenience to the customers at the time of their shopping and browsing.... M&S has rightly recognized this need and accordingly have placed focus on delivering goods in the best possible manner to its customers. This strategy is very helpful in improving profitability of the firm and fostering a huge competitive advantage in the industry. M&S have now emphasized on delivering high-quality up-to-date garments at fair prices to its customers. (Neef,. 2004; Hensher, 2001) To survive under extremely competitive environment, it is necessary to improve its operational activities, suppliers, logistic, designing of stores and so on. The old stocks should be cleared from the warehouses to give way for new stocks that are up-to-dated. Apart from this, it is also necessary to provide due consideration on packaging of the products. M&S has identified all these needs for improving its competitive strength in the market and has designed competitive strategies accordingly to meet these needs. (Neef,. 2004; Hensher, 2001) M&S has also realized that purchasing from overseas suppliers is the most effective way of saving costs as well as of providing the products to the customers at lower prices. Hence, it has abandoned its policy of confining to UK suppliers only. (Neef,. 2004; Hensher, 2001) As one of its competitive strategy, the company is emphasizing on redesigning its stores in such a way that they provide more comfort, more space and more convenience to the customers at the time of their shopping and browsing. (Neef,. 2004; Hensher, 2001) Supply chain strategy: For a large scale of business enterprises, Marks and Spencer, one of the famous retailer in Britain, had set a very big example. For a very long time, Marks and Spencer has been a leader in the industry where there is a team of local suppliers working

Cryptography: Types, Methods and Uses

Cryptography: Types, Methods and Uses CHAPTER-1 INTRODUCTION 1.1 Introduction to Cryptography Cryptography is art of writing and reading the secret information. It is used to send the information between the various participants. It can be used in such a manner so that it could not be seen by the others. Cryptography is used to prevent the information from the attacker. It provides various services as : Integrity checking Authentication Confidentiality In case of integrity checking recipient thinks that the message is alter by the third party or attacker. Hence the user assures the recipient that the message has not been altered by any other source. In case of authentication the identity of the person is check by the user. The user verifies the identity of the person and handle over the right to use the particular data. In case of confidentiality the attacker watch the data carefully when it send from user to recipient. The third party can’t change the data. The message which is in the original form is known as the plaintext. The user encrypted the message before sending to the recipient is known as cipher text. When the cipher text is produces from plaintext, this process is known as encryption. [1]. The reverse process of encryption is called decryption. In the cryptographic systems an algorithm and a key is used. The key is known as the secret value. Cryptography is a field of computer networks which transforms (encrypts) the information (plain text) into an unreadable form (cipher text). And this cipher text can be decrypted only with the help of a secret key. Cryptography acts as a method of keeping the information secret. Cryptography protects the information by using mathematics in science. Electronic security is a major issue as various forms of electronic media and internet are becoming more prevalent. Cryptography is used to secure the data and to prevent the data from various attacks. Cryptography is necessary when communicating over any un-trusted medium. Authentication, digital signatures, e-commerce are major applications of cryptography. Generally in the cryptographic systems it can broadly classified into two systems. Symmetric key systems. Public key systems. In the symmetric key cryptography, single key is used for the encryption and the decryption purpose. The same key is used at the sender and the recipient side. On the other hand, in case of public key system, two types of keys are required. One is the public key and other one is the private key. Public key is known to all but the private key is known only to the recipient of messages uses. One of the techniques used in Cryptography is known as the visual cryptography. It is a cryptographic technique, which allows visual information to encrypt. The data is encrypted in such a way that decryption becomes a mechanical operation. For these kinds of operations computer is not required. Earlier the developers used visual secret sharing scheme. In this scheme the image was broken into many parts. The third party thinks that all these parts are used to decrypt the image. But the n − 1 parts of the image revealed no information about the original image. In this technique each part has its separate transparency. The decryption is performed by overlaying the parts. When all the parts were overlaid, then the original image would appear. Cryptogra phy is the technique, which is used to protect the information from the external viewers. It plays a vital role in security. The public key encryption and decryption is one of the most important types of cryptography. In public key cryptography the key should be unique. There are two ways of key production. The first one is mathematical like AES, DES and the other one is based on the theory of natural selection. The multimedia technology plays an important role in our society. In this case the digital images play a very important role. The digital images are used to fulfil the security and privacy in various applications. Encryption of image plays a very important role; it helps to save the image from the unauthorized attack. Many solutions are providing to save this image; one of the techniques is mask the image data. For the encryption purpose many algorithms are required, such as [2] : DES AES RSA Broadly, Cryptographic systems provide us three types of cryptographic algorithms namely, Secret Key Cryptography (SKC), Public Key Cryptography (PKC) and Hash Functions [3]. The Secret Key Cryptography (SKC) uses a single (same) key for the process of encryption and decryption. The most commonly SKC algorithms used now-a-days include: 1.2 Data Encryption Standard (DES) It was designed in 1970’s by IBM and was ratified in 1977 by the National Bureau of Standards (NBS) for commercial use. It is a block cipher that operates on 64-bit blocks employing a 56-bit key and 16 rounds [4]. Although DES has been around long back but no real weakness has been identified. The biggest disadvantage of DES is the 56 bit key size. 1.3 Advanced Encryption Standard (AES) It was designed by Vincent Rijmen and Joan Daemen and was introduced in 1998. The algorithm can use fickle key length and block length. The key length can include 128, 192, or 256 bits and block length can be of 128, 192, or 256 bits [5].AES is a highly efficient and secure algorithm. The drawback lies in its processing as it requires more processing. 1.4 Rivest Cipher (RC) Ronald Rivest developed this algorithm and thus, the name of the algorithm was put after Ronald’s Rivest name. It provides a series of RC algorithms including RC1, RC2, RC3, RC4, RC5 and RC6 [6]. 1.5 Blowfish It was developed by Bruce Schneie and was first published in the year 1993. This block cipher has 8 rounds, having the block size is of 64 bits and the key length can vary from 32 to 448 bits. Blowfish was proposed as a substitute was DES [7]. This algorithm is significantly faster than other algorithms and the key strength is excellent. Blowfish algorithm is apt only for applications where the key mostly remains the same. The Public Key Cryptography (PKC) uses one (public) key for encryption and another (private) key for decryption. The PKC algorithms that are in use today are: 1.6 RSA The RSA algorithm was publicly described in 1977 by Ron Rivest,Adi Shamir, and Leonard Adleman at MIT; the letters RSA are the initials of their surnames, listed in the same order as on the paper. RSA is a cryptosystem, which is known as one of the first practicable public-key cryptosystems and is widely used for secure data transmission. In such a cryptosystem, the encryption key is public and differs from the decryption key which is kept secret. In RSA, this asymmetry is based on the practical difficulty of factoring the product of two large prime numbers, the factoring problem. RSA stands for Ron Rivest, Adi Shamir and Leonard Adleman, who first publicly described the algorithm in 1977. Clifford Cocks, an English mathematician, had developed an equivalent system in 1973, but it wasnt declassified until 1997. A user of RSA creates and then publishes the product of two large prime numbers, along with an auxiliary value, as their public key. The prime factors must be kept secret. Anyone can use the public key to encrypt a message, but with currently published methods, if the public key is large enough, only someone with knowledge of the prime factors can feasibly decode the message. Breaking RSA encryption is known as the RSA problem. It is an open question whether it is as hard as the factoring problem. The system includes a communications channel coupled to at least one terminal having an encoding device and to at least one terminal having a decoding device. A message-to be- transferred is enciphered to cipher text at the encoding terminal by encoding the message as a number M in a predetermined set. That number is then raised to a first predetermined power (associated with the intended receiver) and finally computed. The remainder or residue, C, is computed when the exponentiated number is divided by the product of two predetermined prime numbers (associated with the intended receiver). Operation of RSA The RSA algorithm involves three steps: Key Generation Encryption Decryption. 1.6.1 Key Generation RSA involves a public key and a private key. The public key can be known by everyone and is used for encrypting messages. Messages encrypted with the public key can only be decrypted in a reasonable amount of time using the private key. The keys for the RSA algorithm are generated the following way: Choose two distinct prime numbers p and q. For security purposes, the integers p and q should be chosen at random, and should be of similar bit-length. Prime integers can be efficiently found using a primarily test. Compute n = pq.n is used as the modulus for both the public and private keys. Its length, usually expressed in bits, is the key length. Compute φ(n) = φ(p)φ(q) = (p − 1)(q − 1), where φ is Eulers totient function Choose an integer e such that 1 e is released as the public key exponent. e having a short bit-length and small Hamming weight results in more efficient encryption – most commonly 216 + 1 = 65,537. However, much smaller values of (such as 3) have been shown to be less secure in some settings. Determine d as d ≠¡ e−1 (mod φ(n)); i.e., d is the multiplicative inverse of e (modulo φ(n)). This is more clearly stated as: solve for d given d.e ≠¡ 1 (mod φ(n)) This is often computed using the extended Euclidean algorithm. Using the pseudo code in the Modular integers section, inputs a and n correspond to e and (n), respectively. d is kept as the private key exponent. The public key consists of the modulus n and the public (or encryption) exponent e. The private key consists of the modulus n and the private (or decryption) exponent d, which must be kept secret. p, q, and φ(n) must also be kept secret because they can be used to calculate d. 1.6.2 Encryption A transmits her public key (n, e) to B and keeps the private key secret. B then wishes to send message M to A. He first turns M into an integer m, such that 0 _ m by using an agreed-upon reversible protocol known as a padding scheme. He then computes the ciphertext c corresponding to c = memod(n) 1.6.3 Decryption We can recover message m from c by using her private key exponent d via computing Given m, we can recover the original message M by reversing the padding scheme.(In practice, there are more efficient methods of calculating cd using the precomputed values below.) 1.7 Enhanced RSA The RSA algorithm based on the variable N which consisting of multiplying each of the P and q, which are relying on that of where to find the variable d, as the variable d is, hence the higher value of n. The variable d increases its size, the higher value of p and q the value of d increases, which means that the algorithm depends entirely on the adoption of the prime numbers because they generate a key d, depending on p and q are already primes numbers. The weaknesses of RSA algorithm when we use two prime’s number are the following points which are used to break the algorithm in most cases. These weaknesses are: (a) Small encryption exponent, if you use a small exponent like e=3 and send the same message to different recipients. (b) Using the same key for encryption and signing. (c) Acting as an oracle: there are techniques to recover the plaintext if a user just blindly returns the RSA transformation of the input. The idea of the new approach is, instead of using two primes numbers to generate a public key and private key, we use three primes numbers with reduced size, generates the variable N Large and the process of analysis of the factors is more difficult than the original algorithm, as well as, increases the ease of generating Public key and private key. The key strength of the RSA depends on the two prime numbers p and q. The process of factorizing of n will lead to gain the values of p and q. It is much easier to find two numbers from factoring n than finding the value of three numbers from n. In this case it is very difficult for the intruder to find the three values from factoring n. 1.7.1 Key Generation in Enhanced RSA (a) Choose three distinct prime numbers p, q and s. (b) Find n such that n = p*q*s.n will be used as the modulus for both the public and private keys. (c) Find the Phi of n, à ¯Ã‚ Ã‚ ¹ (n) = (p-1)(q-1)(s-1). (d) Choose an e such that 1 (e) Determine d which satisfies the congruence relation d*eà ¯Ã¢â‚¬Å¡Ã‚ º 1(modà ¯Ã‚ Ã‚ ¹(n)) In other words, pick d such that de 1 can be evenly divided by (p- 1)(q-1)(s-1), the Phi, or à ¯Ã‚ Ã‚ ¹(n).This is often computed using the Extended Euclidean Algorithm, since e and à ¯Ã‚ Ã‚ ¹(n) are relatively prime and d is to be the modular multiplicative inverse of e*d is kept as the private key exponent. The public key has modulus n and the public (or encryption) exponent e. The private key has modulus n and the private (or decryption) exponent d, which is kept secret .The encryption equation is c à ¯Ã‚ Ã‚ ¹ me (mod n) and the decryption one is m à ¯Ã¢â‚¬Å¡Ã‚ º cd (mod n). 1.8 Diffie Hellman This algorithm was introduced in1976 by Diffie-Hellman. The Diffie-Hellman algorithm grants two users to establish a shared secret key and to communicate over an insecure communication channel [10]. One way authentication is free with this type of algorithm. The biggest limitation of this kind of algorithm is communication made using this algorithm is itself vulnerable to man in the middle attack [11]. Diffie–Hellman establishes a shared secret that can be used for secret communications while exchanging data over a public network. The following diagram illustrates the general idea of the key exchange by using colors instead of a very large number. The crucial part of the process is that Aand B exchange their secret colors in a mix only. Finally this generates an identical key that is mathematically difficult (impossible for modern supercomputers to do in a reasonable amount of time) to reverse for another party that might have been listening in on them. A and B now use this co mmon secret to encrypt and decrypt their sent and received data. Note that the starting color (yellow) is arbitrary, but is agreed on in advance by A and B. The starting color is assumed to be known to any eavesdropping opponent. It may even be public. 1.8.1 Explanation including encryption mathematics The simplest and the original implementation of the protocol uses the multiplicative group of integers modulo p, where p is prime and g is primitive root mod p. Here is an example of the protocol, with nonsecret values in blue, and secret values in red. Small integers are used for clarity, but actual implementations require using much larger numbers to achieve security. Fig 1.1 Process of Diffie Hellman 1. p = 23 and base g = 5. 2. A chooses a secret integer a = 6, then sends B A = ga mod p A = 56 mod 23 A = 15,625 mod 23 A = 8 3. B chooses a secret integer b = 15, then sends A B = gb mod p B = 515 mod 23 B = 30,517,578,125 mod 23 B = 19 4. A computes s = Ba mod p s = 196 mod 23 s = 47,045,881 mod 23 s = 2 5. Bob computes s = Ab mod p s = 815 mod 23 s = 35,184,372,088,832 mod 23 s = 2 6. A and B now share a secret (the number 2) because 6 Ãâ€" 15 is the same as 15 Ãâ€" 6. Both A and B have arrived at the same value, because (ga)b and (gb)a are equal mod p. Note that only a, b, and (gab gba mod p) are kept secret. All the other values – p, g, ga mod p, and gb mod p – are sent in the clear. Once A and B compute the shared secret they can use it as an encryption key, known only to them, for sending messages across the same open communications channel. Of course, much larger values of a, b, and p would be needed to make this example secure, since there are only 23 possible results of n mod 23. However, if p is a prime of at least 300 digits, and a and b are at least 100 digits long, then even the fastest modern computers cannot find a given only g, p, gb mod p and g amod p. The problem such a computer needs to solve is called the discrete logarithm problem. 1.9 El-Gamal It was developed in the year 1984 by Taher Elgamal. It is an asymmetric key algorithm and is based on Diffie-Hellman key exchange. ElGamal encryption can be described over anycyclic groupG. The security relies upon the issue of a problem inGrelated to computing discrete logarithms [12]. Fast generalized encryption for long messages and data expansion rate are the two biggest advantages of this algorithm [13]. The chief drawback of ElGamal is the requirement for randomness and its slower speed [14]. ElGamal encryption can be defined over any cyclic group G. Its security depends upon the difficulty of a certain problem in G related to computing discrete logarithms. The Algorithm ElGamal encryption consists of three components: the key generator, the encryption algorithm, and the decryption algorithm. 1.9.1 Key Generation The key generator works as follows: It generates an efficient description of a multiplicative cyclic group G of order q with generator g. Sender chooses a random x from (1,†¦Ã¢â‚¬ ¦q-1) He computes h= gx A publishes h , along with the description of G,q,g , as her public key. He retains x as her private key which must be kept secret. Fig 1.2 El-Gamal Algorithm 1.9.2 Example of El-Gamal Algorithm: Fig 1.3 Example of El-Gamal Algorithm. Hash Functions, also known as message digest, are the algorithms that do not use any key. Based upon the plain text, a fixed length hash value is generated.Hash algorithms that are commonly used today include: 1.10 Message Digest (MD) algorithms It produces a hash value of 128 bit from an arbitrary length message. The MD series includes MD2, MD4 and MD5 [11]. 1.10.1 MD5 algorithm The MD5 algorithm was developed by Rivest in 1991 and is an extension of the MD4 message-digest algorithm and is bit slower than MD4. This algorithm results in a 128 bit hash value. It is mostly used in security based applications. MD5 is more secure than MD4 [15]. It is suitable to use for standard file verifications but it has some flaws and therefore, it is not useful for advanced encryption applications [16].

Who We Are Essay -- essays research papers

What is position do Black American hold in society today? If Black Americans were to just disappear without a trace, would it effect America economically, politically, and socially? The answer is yes, but we would not have the power to survive on our own. The only power that we truly have is buying power in America. Black Americans are infamous for putting their money into things that are materialistic rather than things that will turn their money over. Things that will build up the community such as black owned establishments. Despite the economic set backs we place ourselves in, politically we have no strong voices and our social leaders do not seem to understand how to elevate the problems that continue to plaque our society. Who can we turn to? I am convinced that if we trace back to learn theories of past African America leaders on these issues then we can eventually come to new heights. This paper will identify the primary economic, political, and social needs of African Ameri cans at the turn of the century and determine if the philosophies of Booker T. Washington, WEB DuBois, Martin Luther King and Malcolm X can eliminate some of these issues.   Ã‚  Ã‚  Ã‚  Ã‚   The number one problem in for Black societies is the lack of economical development. True, there are Black owned business, but the businesses do not provide longevity in the communities. For example, in my community there was a soul food restaurant that just open up and before you could blink an eye it seem as if some on else other than Black American bought out the owners. Eventually that business will be passed down through the bloodline of whoever bought it and the person who has sold it has depleted the profit that they made form the business. That profit would have bestowed money that could have provided different venues of business therefore supplying more jobs in the community. Black Americans can build an economic standing community by increasing blacked own businesses, investment, money management, and the reduction of governmental policies that are race specific. In other words the government must provide equal access to quality education, employment fo r all Americans ( Williamso 332). Our present economic status can be blame on our past if there is blame is to be made. Other races are able to identify with home countries to improve their economic status, for example thr... ...ther racial violence. For example, in St. Louis 20 police bullets attacked two young men (Farrow 1). This situation is happen to often ,when we are suppose to be more equal, but yet we are not being treated as such. How should we address these issue of police brutality? I feel if Black American have the economic standing and political the social will follow. As stated before, money is definitely power, therefore by economic gain we should be to have power or all that is destructive. I am not suggesting that Black American should go out as vigilantes, but I am recommending that Black American use the ideas of Leaders as Malcolm x, Martin, Washington and Du Bois to excel ourselves. Martin Luther King has also was believed that Black American should fight back in none violent way (Dolan 45). Unfortunately, he has lost his life to the one thing that he strong did not believe in, true his effort did not be come unnoticed, but what was he really fighting for? Black Americans need to wa ke and realize that importance of status economic, political, and social and realize that they all depend on one another and that we must start with one to have all of them come to new heights. Who We Are Essay -- essays research papers What is position do Black American hold in society today? If Black Americans were to just disappear without a trace, would it effect America economically, politically, and socially? The answer is yes, but we would not have the power to survive on our own. The only power that we truly have is buying power in America. Black Americans are infamous for putting their money into things that are materialistic rather than things that will turn their money over. Things that will build up the community such as black owned establishments. Despite the economic set backs we place ourselves in, politically we have no strong voices and our social leaders do not seem to understand how to elevate the problems that continue to plaque our society. Who can we turn to? I am convinced that if we trace back to learn theories of past African America leaders on these issues then we can eventually come to new heights. This paper will identify the primary economic, political, and social needs of African Ameri cans at the turn of the century and determine if the philosophies of Booker T. Washington, WEB DuBois, Martin Luther King and Malcolm X can eliminate some of these issues.   Ã‚  Ã‚  Ã‚  Ã‚   The number one problem in for Black societies is the lack of economical development. True, there are Black owned business, but the businesses do not provide longevity in the communities. For example, in my community there was a soul food restaurant that just open up and before you could blink an eye it seem as if some on else other than Black American bought out the owners. Eventually that business will be passed down through the bloodline of whoever bought it and the person who has sold it has depleted the profit that they made form the business. That profit would have bestowed money that could have provided different venues of business therefore supplying more jobs in the community. Black Americans can build an economic standing community by increasing blacked own businesses, investment, money management, and the reduction of governmental policies that are race specific. In other words the government must provide equal access to quality education, employment fo r all Americans ( Williamso 332). Our present economic status can be blame on our past if there is blame is to be made. Other races are able to identify with home countries to improve their economic status, for example thr... ...ther racial violence. For example, in St. Louis 20 police bullets attacked two young men (Farrow 1). This situation is happen to often ,when we are suppose to be more equal, but yet we are not being treated as such. How should we address these issue of police brutality? I feel if Black American have the economic standing and political the social will follow. As stated before, money is definitely power, therefore by economic gain we should be to have power or all that is destructive. I am not suggesting that Black American should go out as vigilantes, but I am recommending that Black American use the ideas of Leaders as Malcolm x, Martin, Washington and Du Bois to excel ourselves. Martin Luther King has also was believed that Black American should fight back in none violent way (Dolan 45). Unfortunately, he has lost his life to the one thing that he strong did not believe in, true his effort did not be come unnoticed, but what was he really fighting for? Black Americans need to wa ke and realize that importance of status economic, political, and social and realize that they all depend on one another and that we must start with one to have all of them come to new heights.

Chemistry Energy Levels Essay

The energy of the subshell increases as follows:4s<4p<4d<4f * â€Å"4s† has the greatest probability of being close to the nucleus * Subshells are limited to # of electrons they can hold ( 2 electrons per orbital) s=21s orbital d=105d orbital p=63p orbitals f=147f orbitals Assessment * How many p subshells are in the 4th energy level (n=4)? 34px 4py 4pz * What is the maximum number of electrons that can occupy the 4p subshell? each p subshell can hold 2 electrons and therefore there are 3p orbitals with 2 electrons * What is the maximum number of electrons that can occupy the 4th energy 322n2=2(4)2 =2(16) =32 Creating Energy Level Diagrams * Used to show the relative energies of electrons in various orbitals under normal conditions * Each orbital is indicated by a separate circle/square * All orbitals of a given subshell have the same energy. Ie. The 3p orbitals in the 3p sublevels have the same energy * The spacing between successive subshells decreases as the number of subshells increases overlapping of shells having different values of n. Assessment 1. How many d orbitals exist? – 5 2. How many electrons can exist in the 3d orbitals? – 10-2 in each of the 5d orbitals 3. How many electrons can exist in the n=2 level? 8-remember 2n2=2(2)2=8 4. How many electrons can one 4f orbital hold? 14-2 in each of the 7f orbitals 5. Which has a higher energy a px, py, or pz orbital? They all have the same energy. 6. Which electron can be found furthest from the nucleus:2s or 3s? 3s electrons 7. Which electrons can be found furthest from the nucleus:2s or 2p. 2p is further. Fig. 3. 19 Arrow Orbital Notation Aka Orbital Diagrams * Use circles or squares for the orbitals and arrows for the electrons * RULES: * The Aufbau Principal- electrons will occupy lowest available energy level * Pauli Exclusion Principal- no two electrons have the same quantum numbers * Hund’s Rule – electrons remain unpaired for as long as possible. Ex: One electrons goes in each Px, Py, Pz, before they start to pair up Fig 3. 21 Electron Configuration – Provides the same information as an energy level diagram but in a more concise format. * Li: 1s2 2s1 C:1s2 2s2 2p2 * Ne: 1s2 2s2 2p? Use the following concept map to help to determine the filling order of the orbitals: * The similarity among elements within groups and the structure of the periodic table can be explained by electron configuration * Li: 1s2 2s1 * Na: 1s2 2s2 2p? 3s1 Short Hand Notation -Use symbol of noble gas with the same core electron configuration: Ex. Na [1s2 2s2 2p? ]3s1 Or [Ne] 3s1 Some unexpected Electron Configuration * Example: Cru and Cu Expected Actual Cr: [Ar] 4s2 3d? [Ar] 4s1 3d? Cu: [Ar] 4s2 3d? [Ar] 4s1 3d10 In each case, an electron is borrowed from the 4s subshell and placed in the 3d subshell. * Cr-3d subshell becomes half-filled * Cu-3d subshell becomes full * Half-filled and fully filled subshells tend to be more stable * Other expectations: Ag: [Kr] 4s2 3d10 Au: [Xe] 4f14 5d10 6s1 Explaining Ion Charges * Remember s electrons are lost before d electrons when dealing with transition metals. Ex1. Zn Zn: [Ar] 4s2 3d10 Zn2+: [Ar] 3d10 (4s electrons are lost so that the 3d orbital remains full) Ex2. Pb Pb: [Xe] 6s2 4f14 5d10 6p2 Pb2+: [Xe] 4f14 5d10 6p2 (The 6s electrons are lost) Pb4+: [Xe] 4f14 5d10 (The 6p electrons are lost as well as the 6s electrons) Quantum Numbers * Electron waves (orbitals) can be characterized by a set quantum numbers, n, l, ml, ms Principle quantum number (n): * Identifies the energy of an electron in an orbital * All orbitals that have the same value of n are said to be in the same shell * Range from n=1 to n=infinity * Determines the size of the electron wave how far the wave extends from the nucleus * As n increases the energies of the orbitals also increase Secondary quantum number (l): Divides the shells into smaller groups called subshells * n determines the values of l * for any given n, l may range from l=0 to l=n-1 * identifies the shape of the orbital Value of l| 0| 1| 2| 3| Letter designation| s(shape)| p(principle)| d(diffuse)| f(fundamental)| Magnetic quantum number (ml): * splits the subshells into individual orbits * identifies the orientation of the orbital * for any given value of l, ml has a value ranging from +l to –l * e. g. If l=0, ml=0; for l=1, ml=+1, 0, -1 which correspond to the x, y and z orientations of the p orbitals.

Greek Art in Ancient Greece and Faraway Lands Essay

The classical period of Greece (490 – 323 B. C. ) saw the artists perfecting their style. Following Alexander’s conquests, ancient Greece entered the Hellenistic period (323 – 31 B. C. ) (â€Å"Timeline of Ancient Greece†). Of course, Alexander the Great was not the only god of the ancient Greek civilization. Ancient Greeks worshipped plenty of gods that were believed to have appeared to them in human form with extraordinary strength and beauty (â€Å"Culture†). Professor Harris describes Euhemerus as the philosopher responsible for presenting Greek myths as simple stories to his readers. Euhemerus’ interpretation of Greek mythology was considered radical in his times. It was he who wrote that Greek gods and goddesses were human beings to begin with. Because of their extraordinary feats or the cultural and/or social value that they added to life in ancient Greece, their ordinary humanity was turned into godhood in the minds of ancient Greeks (Harris). Thus, ancient Greek gods and goddesses were portrayed in painted scenes on stone, vases, and also with bronze and terracotta sculptures for the sake of remembrance. Although many of the ancient Greek temples honored multiple gods and goddesses, certain places showed greater reverence to a sole deity or a pair of gods, e. g. Olympia’s Zeus, and Eleusis’ Demeter and Persephone (â€Å"Culture†). For reasons described above, the ancient Greeks downplayed the divine aspects of their gods by giving them a typically human form, as the example of the Torso of Apollo reveals (See Appendix I). Made in 2nd century AD, the Torso of Apollo of marble shows young Apollo, â€Å"the Greek god of light, music, archery, healing, atonement, prophecy, and flocks and herds† (â€Å"Torso of Apollo†). The figure was popular with both Greeks and ancient Romans. It is an unclothed manifestation of perfection, splendor and courage with Apollo wearing a belt over one of his shoulders to which a case for holding arrows was fastened at his back (â€Å"Torso of Apollo†). By showing the god as distinctly human, the artist inspires into viewers the spirit to take Apollo for a courageous model and turn into heroes themselves. After all, Apollo was not only a gentle lover of the arts but also domineering to the extent that he was cruel to those who challenged his supremacy among ordinary mortals (Ingfei, 2002, p. 9; â€Å"Apollo†). What is more, he was intelligent and handsome enough to be taken as a model by the ancient Greeks. With the sun as his special symbol, Apollo did not only show physical courage but was also a supporter of intellectual pursuits (Leadbetter, 2004; Regula, 2009). He was known as the god of poetry, medicine, and intellectually enquiry to boot (Leadbetter). In other words, he was next to perfect. Athena Parthenos, too, was considered immaculate in ancient Greece. The Parthenon is a classical temple dedicated to the woman, considered the goddess of wisdom (See Appendix II). The temple was built between 447 – 432 B. C. on the Acropolis, which is in the capital city of ancient Greece, Athens. It has survived despite severe damage over the centuries (â€Å"Art,† 2008). Perikles, the famous politician of Athens, had championed the construction of the Parthenon (â€Å"The Parthenon†). Some of the architectural features of the temple have been described thus: †¦[R]ectangular floor plan with a series of low steps on every side, and a colonnade (8 x 17) of Doric columns extending around the periphery of the entire structure. Each entrance has an additional six columns in front of it. The larger of the two interior rooms, the naos, housed the cult statue. The smaller room (the opisthodomos) was used as a treasury. (â€Å"The Parthenon†) The temple was constructed with marble, and mainly represented the Doric order with features of the Ionic order incorporated in its sculptural program (Kerr, 1995). The Doric order gave Parthenon its series of ninety two metopes (with panels of sculptured reliefs depicting law and order and struggle); and triglyphs on its entablature. Additionally, the Doric order made the temple a peripteral, simple-looking structure with short and thick columns (â€Å"The Parthenon†). The â€Å"continuous sculpted frieze† of the Parthenon represents the Ionic order, however (â€Å"The Parthenon†). There are four tall and slim columns of the temple, too, that represent this architectural order which happens to support the opisthodomos’ roof at the Parthenon. The capitals or the columns’ tops that are built using the Ionic order have volutes, which are the names of the curlicues special to this order (â€Å"The Parthenon†). Above the metopes and triglyphs of the temple lie the pedimental sculptures, one of which shows the birth of Zeus – yet another god for the ancient Greeks (â€Å"The Parthenon†). The frieze of the temple, running â€Å"around the upper edge of the temple wall† and inside from the metopes and the triglyphs shows day to day life in ancient Greece, the rituals of the Greeks, processions, musicians, gods and goddesses, and much more (â€Å"The Parthenon†). Indeed, the place of the frieze in the sculptural program of the temple is unique, seeing as it does not only portray real life and beliefs of the ancient Greeks, but also gives the Parthenon a central place in the life of Athens. The temple was, after all, a place where religious festivals as well as sacrifices were held. Moreover, this temple gave Athena Parthenos a special place to stay for the protection and welfare of the Athenians (â€Å"The Parthenon: Religion, Art, and Politics†). Whether or not the ancient Greeks would consider it Athena Parthenos’ blessing that took ancient Greek art styles to faraway lands, the fact is that even the ancient art of the Nabataeans and the Arabs experienced the influence of Greek artists. Vries & Osinga (2005) state that â€Å"[t]he Nabataeans at their height spread as far north as Damascus, to the coast of the Mediterranean at Gaza in the east and to Madain Salih in the south. † But, the Nabataean kingdom came under Roman rule in the year 106 A. D. It became an Arabian province at the time (Vries & Osinga). The Nabataeans were caravan drivers on a large scale. Roman traders visited Petra even before the Nabataean kingdom was taken over by the Romans. These traders came to conclude transportation agreements with the Nabataeans. The latter traveled around the world with merchandise – â€Å"between the Red Sea and the Nile, and sometimes as far away as the Delta† (Sartre, Porter, & Rawlings, 2005, p. 268). Unsurprisingly, therefore, their temples expose a variety of influences on the hearts and minds of the Nabataeans (Vries & Osinga). Vries & Osinga write: The many structures are so diverse that it is difficult to categorize them, at least without oversimplifying or overlooking what may be important details. Philip Hammond, who excavated the Temple of the Winged Lions, concludes that it might be more faithful to the diversity of the temples to see them not as derivatives of Iranian temples, Roman temples or other, but to recognize the borrowing of constructional and decorative technique and to concentrate on why each was unique. (Vries & Oringa) Sartre, Porter & Rawlings write that Nabataeans were so influenced by Greek art – following the Roman invasion – that they spread that influence in many parts of Arabia. Nude heroes of the Greeks have been found in Arabia and believed to have been conveyed there by the Nabataeans (Sartre, Porter & Rawlings, p. 269). However, Vries & Oringa have uncovered Egyptian influence in the temples of Nabataeans to boot. Describing one of the most significant temples left by the Nabataeans, the authors state: [T]he Wadi Rum temple took its layout from Egyptian models, specifically the Egyptian Temple Dayr Chelouit. The only reference to the Roman world would be columns of the Wadi Rum Temple. Dharih might also be kin to the Egyptian Temple of Coptos, while the Qasr al-Bint and the Temple of the Winged Lions find construction parallels there also (Vries & Oringa). Then again, Greek and/or Roman influence seems to be most profound. Although temple plans of the Nabataeans do not appear typically Roman, decoration outside of the temples may be recognized as distinctly Roman and/or Hellenistic. As an example, the external decoration of Khasneh makes it appear as though it was built in Alexandria (Vries & Oringa). Even so, Vries & Oringa believe that the Nabataeans did not simply copy the designs that were handed down to them by Romans. Instead, they took influence in their stride, sometimes appropriating â€Å"the general structure,† but modifying and adapting it as time went on (Vries & Oringa). In other words, they were open to influence, but also believed in maintaining their local traditions. Taylor (2001) agrees with this view. In her book, Petra and the Lost Kingdom of the Nabataeans, she explains that the Nabataeans did not make copies as slaves would. Rather, Greek ideas were amazingly transformed by the Nabataeans into works of art keeping â€Å"a distinctively Nabataean flavor† (Taylor, p. 92). No wonder, Petra remains as an incomparable feast for the eyes for all lovers of art. Vries & Oringa write that the art of Nabataeans, in particular the sculptures they made, also changed from era to era; that is, even before the Romans came to rule the Nabataean kingdom, the Nabataeans went on altering their artistic style (Vries & Oringa). Perhaps their visits to foreign lands brought such changes to the art of the kingdom. But, once the Romans had arrived on the scene, the Nabataeans did not only borrow the artistic styles of the Greeks but also others’. The sculptures of deities in Tannur, for example, appear both Hellenistic and Oriental. The Nabataeans also seem to have been influenced by the Syrian artistic style, as revealed through sculptures at both Dharih and Tannur (Vries & Oringa). Although Hellenistic artistic style â€Å"of classical proportions† is most often cited as an influence on Nabataean art, there were plenty of sculptures made by the Nabataeans that did not appear Greek at all even though they were made while the Nabataeans were living under Roman rule (Vries & Oringa). Vries & Oringa cite â€Å"the simple standing block† as an example of such artwork. The fact that the Nabataeans maintained their local flavor in their artistic style shows that these people did not wholly lose their cultural identity at the time. Even the Romans may have delighted in the diversity revealed through Nabataean art, simply because the Nabataeans mingled with many peoples at the time. What is more, the adaptation of Greek art to new cultures must have been viewed as a triumph of ancient Greek artistic styles. After all, ancient Greek art continues to be celebrated around the world to this day. References Apollo. Retrieved Feb 27, 2009, from http://felc. gdufs. edu. cn/jth/myth/Greek%20Online/5Apollo. htm. Art. (2008). Ancient Greece. Retrieved Feb 27, 2009, from http://www. ancientgreece. com/s/Art/. Culture. Retrieved Feb 27, 2009, from http://www. crystalinks. com/greekculture. html. Harris, W. Euhemerus. Retrieved Feb 27, 2009, from http://community. middlebury. edu/~harris/SubIndex/greekmyth. html. Ingfei, C. (2002, Aug 2). The Sun also Heals; Some believe. International Herald Tribune. Kerr, M. (1995, Oct 23). â€Å"The Sole Witness†: The Periclean Parthenon. Retrieved Feb 27, 2009, from http://people. reed. edu/~mkerr/papers/Parth95. html. Leadbetter, R. (2004, Jan 31). Apollo. Encyclopedia Mythica. Retrieved Feb 27, 2009, from http://www. pantheon. org/articles/a/apollo. html. Sartre, M. , Porter, C. , & Rawlings, E. (2005). The Middle East under Rome. Cambridge, MA: Harvard University Press. Taylor, J. (2001). Petra and the Lost Kingdom of the Nabataeans. London: I. B. Tauris. Timeline of Ancient Greece. Retrieved Feb 27, 2009, from http://www. aspasiaproject. com/timeline. htm. The Parthenon. Retrieved Feb 27, 2009, from http://academic. reed. edu/humanities/110Tech/Parthenon. html. The Parthenon: Religion, Art, and Politics. Retrieved Feb 27, 2009, from http://employees. oneonta. edu/farberas/arth/ARTH200/politics/parthenon. html. Torso of Apollo. (2000). The Detroit Institute of Arts. Retrieved Feb 27, 2009, from http://www. cartage. org. lb/en/themes/arts/scultpureplastic/SculptureHistory/GloriousScul

Effective Reasons to Support the Idea of Confucius Classrooms

Effective Reasons to Support the Idea of Confucius Classrooms A number of different schools promote education and Americans’ awareness of different cultures, peculiarities, and backgrounds that aim at improving human lives. This is why if people want to know more about one particular country, they can easily choose the school and get proper education. According to Confucius, knowledge may be defined in the following way: â€Å"when you know something, recognize that you know it, and when you don’t know something, recognize that you don’t know it.Advertising We will write a custom essay sample on Effective Reasons to Support the Idea of Confucius Classrooms specifically for you for only $16.05 $11/page Learn More That’s knowledge† (Freedman 16). Such definite and clear understanding deserves attention and recognition, and it is not a surprise that people are eager to create schools on such basis and share Confucius’ ideas all over the whole world. So many people are eager to bec ome an integral part of Chinese culture and rely on the ideas offered by Confucius in order to get a chance to enjoy this life, evaluate ethical norms from another perspective, and clear up how to gain complete satisfaction. Confucius Classrooms are characterized by many positive and powerful aspects that help to promote such schools in future: people are eager to learn different cultures and have a chance to study them from original sources that are available in Confucius Classrooms; the development of such networks does not prevent the development of other educational spheres; and finally, these schools represent a really high quality of Chinese language education in the United States of America. Confucius Classrooms are one of the possible examples of how people organize their work and attempts to study Chinese culture, language, traditions, and cognition of this world. Confucius Classrooms turn out to be a good opportunity for different people to learn deeper Chinese basics. The establishment of â€Å"58 Confucius classrooms in 81 countries† (Kavalski 88) seems to be a good proof that such schools are obligatory and interesting for people of different cultures. For a long period of time, Confucius Classrooms have been developed in many states, and one of the most successful examples is the Confucius Institute in Florida that aim â€Å"to develop closer ties with China through Chinese language instruction and cultural exchange† (University of South Florida para. 2). Some people may wonder whether it is so important to develop such close relations with China and to spend so much time, money, and efforts in order to implement Confucius Classrooms. Witness for this development, it is necessary to underline the fact that â€Å"China has always been a very important partner† (Brzezinski para.1) of many states in America and has always been a good example in the financial, economic, and manufacturing spheres. In order to learn and realize wha t makes this country so powerful and able to take leading positions, it is better to provide American students with a chance to gain proper skills and knowledge and to communicate with the representatives of this country at the proper high level.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The results of properly developed relations will be beneficial for both countries, and what is more important, Americans will learn better the ways of how China becomes so powerful and will be able to use the same ways to benefit as well. The main point about all these Confucius Classrooms is that Chinese do not want to impose Americans study Chinese language and culture. What the representatives of these classrooms do is â€Å"developing the field of Chinese language teaching in American schools† (Asia Society para 1). If people want to study, they have such an opportunity; if people do not wa nt to deal with a foreign culture and language, they are welcome to neglect the offers and be interested into those spheres that are necessary for them. The most important argument to support the development of Confucius Classrooms is all about knowledge. When people are aware of something, they certainly know how to use this knowledge and what the outcomes of this awareness may be. China is a powerful country, and Americans have to consider its power and efforts to know its weaknesses and shortages. Only in case American people are aware of Chinese efforts, plans, and abilities, it becomes possible for Americans to take the steps that are more serious and benefit from this knowledge. As a rule, human power is in human knowledge, and if these Confucius Classrooms help to enlarge the level of knowledge, American people should make use of such possibility and define how to become more powerful and better than Chinese people are now. In general, Confucius Classrooms that are connected to Chinese-funded US education have a number of positive feedbacks and supporters. Due to a considerable number of these classrooms, many Americans have already got an opportunity to study Chinese language, culture, and all those historical aspects that make this country as powerful as it is right now. Those people who want to know more about foreign country and the ways of how its success has been achieved should find the proposition to implement more Confucius Classrooms and change the way of how Americans think about Chinese people. Adelman, Hacienda. â€Å"Chinese Gov’t School Grant Divides SoCal Community.† The Seattle Times. 24 Apr. 2010. 8 May, 2010, http://seattletimes.nwsource.com/html/nationworld/2011692533_apuschineseclassroomclash.htmlAdvertising We will write a custom essay sample on Effective Reasons to Support the Idea of Confucius Classrooms specifically for you for only $16.05 $11/page Learn More â€Å"Asia Society Confucius Classrooms Network.† Asia Society. 2010. 8 May, 2010. asiasociety.org/education-learning/chinese-language-initiatives/asia-society-confucius-classrooms-network Bledsoe, Deb, C. â€Å"UCPS Receives National Grant for Chinese Program.† Union County Public Schools. 10 Feb. 2010. 8 May, 2010. ucps.k12.nc.us/news/jump.php?news_id=1329 Brzezinski, Joan. Interview with Megan Conley. Confucius Classrooms Change the Face of Chinese Education in Minnesota. 08 Feb. 2010. 8 May, 2010. caisinstitute.org/articles/confucius_classrooms_minnesota â€Å"Confucius Institute.† University of South Florida. 2010. 8 May, 2010. http://global.usf.edu/confucius/index.php Freedman, Russell. Confucius: The Golden Rule. New York: Scholastic, Inc., 2002. Kavalski, Emilian. China and the Global Politics of Regionalization. Burlington: Ashgate Publishing, 2009.