The Decades Essay Example | Topics and Well Written Essays - 250 words

The Decades - Essay Example During this period prejudice had started to subside and individuals of color started to be viewed as equivalents by the greater part white individuals. Subsequently this melody that called for change exemplified the temperament of progress and harmony. In the time of the 1970s, â€Å"Dancing Queen† by Abba best exemplified the state of mind of the decade. This was the decade that saw the making of groups and gathering artists. Abba was among the best groups and their band achievement exemplified the mind-set. In the time of the 1980s, â€Å"Thriller† by Michael Jackson wager exemplified the state of mind of the decade as this was the decade that saw the upheaval of move and moving moves. The melody had an awesome movement that got the hearts of many. In the time of the 1990s, â€Å"Vogue† by Madonna best exemplified the state of mind (Garry 2001). This decade was 10 years that saw the incomplete acknowledgment of gay connections and individuals in the general pub lic. This melody was about a gay move called ‘vogueing’ and consequently it thusly went with the disposition of the decade. At long last in the time of the new thousand years, the melody that best exemplified the mind-set was â€Å"Independent Woman† by destiny’s kid as this was a period that saw ladies totally ascend to a similar status as men and even take up lofty positions. There are examples of shared traits between the time of the 1970s and that of the 1980s as this period experienced development of various band bunches that proceeded to turn into a triumph. There is likewise some shared characteristic between the time of the 1980s and 1990s whereby this period melodies addressed liquor and drugs and subsequently exemplified the medication

College Essay Prompts

College Essay PromptsUC college essay prompts have to be appealing and very good for your class. You have to make sure that your prompts reflect your students' interests so they can find it interesting. The prompts should help the students to have interesting topics for the essays. You have to find out how these prompts are being used.The questions asked in college essay prompts are not as important as how the student presents his or her opinion. You have to make sure that the prompt is written in such a way that you don't offend anyone. Remember that students have different opinions on many things. There will be times when they don't like the way the prompt is written.You will have to write an essay prompt in such a way that there are two opposing sides. If you allow them to be written one after the other, then you can expect a problem. They will never be able to find a middle ground. Students should be allowed to voice their opinions in such a way that they are heard but without hu rting anyone's feelings.There is a famous motto that the editor of a college essay prompts should always try to keep in mind. 'The ultimate test of success is how well you do your job.' This means that the editors should make sure that they deliver the answers right to the end. If they make any mistakes, then they need to be rectified immediately so as to prevent any further embarrassment.The editors of top college essay prompt writers are well aware of the needs of students. They make sure that they deliver the information as expected. As a matter of fact, the editors can even take a bit of initiative by helping the students in writing the assignment and writing the title. They can even assist the students with the deadline.Students can write their essays in accordance with the college essay prompts. You should allow them to use their own style, but always make sure that it is appropriate. You should ask them to avoid using terminology that is too technical as this may confuse the students. If they insist on using such terms, then they should be prepared to explain it clearly.Grammar and spelling should be kept to a minimum so as to make sure that there is no confusion. College essays have to be able to stand on their own merits. Some students may get confused while writing it, so the editors should be given a head start. If they are supposed to revise it, then they should be given ample time.The editors of college essay prompts should also offer suggestions when needed. They have to understand that students do not always follow instructions on everything. It would be wise to give them suggestions to make sure that their papers are written in the best way possible. The students will appreciate it because they will be able to earn a high grade.

How do We Define a Citizen ? Essay -- Expository Definition Essays

Residents Must Fulfill Obligations and Duties to the Community In our ever-changing world how would we characterize a resident? Peter J. Gomes in his discourse, Community Virtue and the Character of Followship characterizes a resident as ...one who has a place and one who has commitments (206). He includes a resident has ... the thought of having a place, having a character of which one is pleased and by which one is characterized and having a commitment to share and serve for benefit of that more noteworthy great (206). The Webster's New World Dictionary characterizes a resident as an individual from a country by birth or naturalization, yet a resident is more than that. A resident not just has rights and benefits; he is a glad, contributing citizen. I characterize a resident as one who comprehends and satisfies his commitments and obligations to his locale. Enthusiasm, love of nation, is a perfect that each resident ought to have. I realize that many oppose this idea. They think indicating enthusiasm rises to self-importance, vanity and communicates something specific that we are better than every other person. I oppose this idea. After the assaults of September 11, our country encountered a flood of nationalism. We were not just people living among one another; we were Americans. We were pleased to declare to the world that America is the best country on the planet. We were demonstrating affection and backing for the thoughts that America represents: opportunity, singular rights, and resistance. In any event, when we are not in concurrence with the strategies of our administration, we as residents of the United States can be pleased that in our nation we reserve the privilege to straightforwardly differ with those approaches. To be regarded resident requires more from us than simply feeling pride for our country; citizenship additionally conveys with it obligations and respo... ...out change will become all-good. John F. Kennedy said all that needed to be said in his debut address: Ask not what your nation can accomplish for you, yet what you can accomplish for your nation. Works Cited Gomes. Subside. J. Municipal Virtue and the Character of Followship: A New Take on an Old Expectation. The Presence of Others. Eds. Andrea A. Lunsford and John J. Ruszkiewicz. New York: Bedford/St. Martin's, 2000. 205-212. Kennedy. John. F. 1965 Presidential Inaugural Address. Washington, D.C. 11 Jan.1965. InforTrack (Expanded Academic ASAP). Howard Community College Library, Columbia, MD. 22 Oct. 2002. <http://www.galegroup.com/>. Ushkow. Mike. Turnout Ups, Downs. Campaigns and Elections. December/January V22. (2002): 10. InfoTrack (Expanded Academic ASAP). Howard Community College Library, Columbia, MD. 18 Oct. 2002. <http://www.galegroup.com/>.

The Tempest - Facts, Themes, and Analysis

NaN, Infinity, and Divide by Zero in VB.NET

Beginning programming books usually include this warning: Dont divide by zero! Youll get a runtime error! Things have changed in VB.NET. Although there are more programming options and the calculation is more accurate, it isnt always easy to see why things happen the way they do. Here, we learn how to handle division by zero using VB.NETs structured error handling. And along the way, we also cover the new VB.NET constants: NaN, Infinity, and Epsilon. What Happens If You Run 'Divide By Zero' in VB.NET If you run a divide by zero scenario in VB.NET, you get this result: Dim a, b, c As Double a 1 : b 0 c a / b Console.WriteLine( _ Have math rules _ vbCrLf _ been repealed? _ vbCrLf _ Division by zero _ vbCrLf _ must be possible!) So whats going on here? The answer is that VB.NET actually gives you the mathematically correct answer. Mathematically, you can divide by zero, but what you get is infinity. Dim a, b, c As Double a 1 : b 0 c a / b Console.WriteLine( _ The answer is: _ c) Displays: The answer is: infinity The value infinity isnt too useful for most business applications. (Unless the CEO is wondering what the upper limit on his stock bonus is.) But it does keep your applications from crashing on a runtime exception like less powerful languages do. VB.NET gives you even more flexibility by even allowing you to perform calculations. Check this out: Dim a, b, c As Double a 1 : b 0 c a / b c c 1 Infinity plus 1 is still infinity To remain mathematically correct, VB.NET gives you the answer NaN (Not a Number) for some calculations such as 0 / 0. Dim a, b, c As Double a 0 : b 0 c a / b Console.WriteLine( _ The answer is: _ c) Displays: The answer is: NaN VB.NET can also tell the difference between positive infinity and negative infinity: Dim a1, a2, b, c As Double a1 1 : a2 -1 : b 0 If (a1 / b) (a2 / b) Then _ Console.WriteLine( _ Postive infinity is _ vbCrLf _ greater than _ vbCrLf _ negative infinity.) In addition to PositiveInfinity and NegativeInfinity, VB.NET also provides Epsilon, the smallest positive Double value greater than zero. Keep in mind that all of these new capabilities of VB.NET are only available with floating point (Double or Single) data types. And this flexibility can lead to some Try-Catch-Finally (structured error handling) confusion. For example, the .NET code above runs without throwing any kind of exception, so coding it inside a Try-Catch-Finally block wont help. To test for a divide by zero, you would have to code a test something like: If c.ToString Infinity Then ... Even if you code the program (using Integer instead of Single or Double types), you still get an Overflow Exception, not a Divide by Zero exception. If you search the web for other technical help, you will notice that the examples all test for OverflowException. .NET actually has the DivideByZeroException as a legitimate type. But if the code never triggers the exception, when will you ever see this elusive error? When You'll See DivideByZeroException As it turns out, Microsofts MSDN page about Try-Catch-Finally blocks actually uses a divide by zero examples to illustrate how to code them. But theres a subtle catch that they dont explain. Their code looks like this: Dim a As Integer 0 Dim b As Integer 0 Dim c As Integer 0 Try   Ã‚  Ã‚  a b \ c Catch exc As Exception   Ã‚  Ã‚  Console.WriteLine(A run-time error occurred) Finally   Ã‚  Ã‚  Console.ReadLine() End Try This code does trigger an actual divide by zero exception. But why does this code trigger the exception and nothing weve coded before does? And what is Microsoft not explaining? Notice that the operation they use is not divide (/), its integer divide (\)! (Other Microsoft examples actually declare the variables as Integer.) As it turns out, integer calculation is the only case that actually throws that exception. It would have been nice if Microsoft (and the other pages that copy  their code) explained that little detail.

The Change For Transformative Change - 795 Words

Before Winston Peters selected Jacinda Ardern as prime minister, the consensus was that there had been no dramatic shift. National was down a smidgen, Labour was up, NZ First was down a bit and the Greens were lucky to survive. Peters was the kingmaker, but there hadnt been a wholesale rejection of the status quo. This remains the best description of the 2017 election result. But since Peters decided on Labour, analytical discipline has started to break down. Somehow, the preference of one man is now seen as a national mood for transformative change. In a way, it is easy to see how this has happened. In 2015, a youthful and congenial Justin Trudeau stormed in to power in Canada. His Liberals dominated the popular vote in a landslide†¦show more content†¦In fact, this kind of result could have happened in the previous three elections. In 2008, for example, when National swept to power, NZ First won just over 4 per cent. Not reaching the 5-per cent threshold, Peters and chums crashed out of Parliament. Votes for NZ First were disregarded and had no influence on the makeup of Parliament. But, had the party won another 30,000 votes that year, things may have been different. Together, National and ACT would have won only 59 out of 122 seats. The Clark Government already had confidence and supply from United Future, NZ First and the Greens. Had it been able to add the MÄ ori Party to its existing alliance, it could have clung to power. In 2011, we saw the formation of the so-called Conservative Party. It received almost 60,000 votes that year, running on a similar platform to NZ First. If half of those votes went to NZ First instead, Labour may have been able to pull off the formation of a Government. Then, in the 2014 election, the Conservative Party received more than 95,000 votes. Had half of those gone to NZ First, a Labour-led Government was possible then too. Had Hone Harawira also hung on in Te Tai Tokerau, a change in Government would have been even more likely. Every election under MMP will be close. While the system is meant to be proportional, the party vote and electoral seat thresholds introduce quirks into the system. There is an element of randomness in theShow MoreRelatedCarla And Kent Acceptance Of Transformative Mediation1368 Words   |  6 PagesCarla and Kent acceptance of Transformative Mediation In the case of the Suburban General Hospital, consultants, Carla who manages emergency shelters and clinics and Kent a technology consultant are in conflict over the new patient billing software that Kent developed and wants implemented in the hospital’s clinics and doctor’s offices, for he feels the software is ready and will be widely accepted by the physicians. 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It is an idea and not aRead MoreArchbishop Desmond Tutu on the South African Government1235 Words   |  5 Pageswhich ultimately facilitates transformative constitutionalism. In this essay, I will critically analyse the advantages and disadvantages of the promulgation of such legislation, its challenges and whether I think it should be promulgated or not. Definition of transformative constitutionalism One cannot scrutinize the topic of whether white people should pay this special tax, without the definition of transformative constitutionalism. Karl E Klare states that transformative constitutionalism is a â€Å"constitutional

Decomposition Poetry and Beggar Look Essay Example For Students

Decomposition: Poetry and Beggar Look Essay Choose a poem which a persons experience. Explain hoe the poetic techniques to describe the experience make the poem more interesting. Decomposition Is a poem written Cultivar Chose. His poem Is about a photograph of a beggar in Bombay. The poet talk about his first though of when he was taking they photo and know the poem is reflects on why he thinks the photograph was bad. He is able to get experience more visual with the use of poet techniques. The techniques the uses in the first stanza is simile about how the beggar look in Bombay. : His shadow thrown aside like a blanket. This description of the beggar suggests poverty and that beggar lives on the street, also that no one one cared about the beggar, as he was thrown aside suggesting discarded and not used any more. From the Simile and the word choice this makes the poem more Interesting as we have a feel for the beggar situation and that he is being treated very badly and not like a human beginning In the second stanza the poet talks about the beggar appearance. : Arms and legs loud be cracks in the stone This metaphor creates the image that the beggar is very thin and broken as the crack in stone suggest that he is very small and can fit in it and that the stone has been broken and the stone is a symbol of the beggar. The beggar has been homeless for a long time as Its the, ants Journeys, the flies descents. The beggar is use by and flies this suggests that the beggar hasten moved in a long time and give the sense of him being dead or dirty as insects like dead or dirty things. This give the poem a sad idea of the beggar that will keep the reader Interested as he wants know If the beggar get treated better by society. The poet uses a metaphor to explain and give the visual image of the beggar as, he lies veined into the street, a fossil man. This technique makes the reader symmetric for the beggar, as they know that the man (beggar) has become euthanized. The idea vein In to stone shows that the beggar has been reduce to stone and that the once lived as he is know a fossil reminding us that there was a life there once. The poet has used enjambment in the third stanza. : Behind him there is a crowd an old man asleep on the pavement. The long sentence shows that crowd passing him Like there Is nothing there and the since there is no full stops this show that there is no one stopping at the beggar. The poet has made the poem more interesting for the reader as he giving the since that the beggar is visible and that know cares for him as they dont want t help him. In the forth stanza flirts the reader thought the photo was a goof idea but after revisiting the photo he know understands what he did wrong. l thought it them a suffering and not about exploiting money and satisfaction from someones suffers and misfortune. The poet shows his feelings towards what he thinks about the beggar with his word choice you can see how bad he feels. : Glibly. As it shows that the poet regrets his comment on the photo as he know become aware of the crowd not paying him any attention to his suffering and that he want to make art from someones suffering and hunger. In the last stanza the poet talks about the emotion he felt as he felt guilty about thinking picture of the beggar. : Weeping into a pillow chides me now for my presumption. The poet is distraught over the photo and the word, Glibly has annotations of reprimand this how that the poet was expressing his disapproval of taking the photo. .u587c409cc4f7528356171a17ff855354 , .u587c409cc4f7528356171a17ff855354 .postImageUrl , .u587c409cc4f7528356171a17ff855354 .centered-text-area { min-height: 80px; position: relative; } .u587c409cc4f7528356171a17ff855354 , .u587c409cc4f7528356171a17ff855354:hover , .u587c409cc4f7528356171a17ff855354:visited , .u587c409cc4f7528356171a17ff855354:active { border:0!important; } .u587c409cc4f7528356171a17ff855354 .clearfix:after { content: ""; display: table; clear: both; } .u587c409cc4f7528356171a17ff855354 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u587c409cc4f7528356171a17ff855354:active , .u587c409cc4f7528356171a17ff855354:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u587c409cc4f7528356171a17ff855354 .centered-text-area { width: 100%; position: relative ; } .u587c409cc4f7528356171a17ff855354 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u587c409cc4f7528356171a17ff855354 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u587c409cc4f7528356171a17ff855354 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u587c409cc4f7528356171a17ff855354:hover .ctaButton { background-color: #34495E!important; } .u587c409cc4f7528356171a17ff855354 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u587c409cc4f7528356171a17ff855354 .u587c409cc4f7528356171a17ff855354-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u587c409cc4f7528356171a17ff855354:after { content: ""; display: block; clear: both; } READ: The Love Song of J. Alfred Prufrock Argumentative EssayThis make the reader more interested about the poem as they know might feel they have a connection with the poet as they feel they know him and feel for him with but know taking the photo was fro the use of the writer techniques. Decomposition is a poem which the writer uses poetic techniques to interest the reader and have more influence over them with his message as think about something before doing it and that his techniques have made me want to read more of his poem as Decompositions was very engaging.

Travel agencies free essay sample

Travel agency issues On one hand travel agencies can take a great advantage from the internet but on the other hand it is one of their biggest enemies. Because there are so many negative articles about a few travel agencies and people are losing their trust in them. So they are strat planning their own trip not using any agencies. So it is a really hard Job to build up a good image about their company especially when they are new in business. The agency has to earn people trust, run a friendly image about themselves and one of the most important thing they have to search for reliable employees. And an other point to mention about the disadvantages of the internet is that customers can book directly from it. The reason is that ninety-nine per cent of the time making a reservation via the internet is cheaper. So hotel wouldnt pay a travel agent upwards of 25 per cent commission, when they can Just sell their services and have more money from it. We will write a custom essay sample on Travel agencies or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Tour operator issues Nowdays we are living in a virtual generation. Especially the younger people, they communicate via the internet, having their smartphones and all the new technological stuff. They do not care much about reading, visiting museums and to get know other countries or cities historical past. That is a huge problem for tour operators because they can not organise a trip if people Just want to relax and do some spa all day. Tour operators are managed to introduce Australia to you, visit museums, special events, historical memories and so on. So they have get their attention again to make successful trips.

Joseph Stalin & Mao Tse-Tung essays

Joseph Stalin & Mao Tse-Tung essays Josef Stalin is perhaps the most praised, reviled and recognised dictator in the modern world. His influence as such has reached across the globe, affecting leaders and citizens alike. Many of his techniques have been adopted by prominent leaders, today and in the past. One such example is fellow socialist Mao Tse-tung. Mao can fairly be regarded as the principal architect of the new China. His Marxist philosophies and strong leadership formed one of the strongest nations in the world. However, the similarities between Stalin and Tse-tung reach further than these surface facts. With the death of Vladimir Lenin, the struggle for authority within the USSR narrowed to a contest between Trotsky, the brilliant leader of the Red Armies during the Civil War, and Stalin, general secretary of the Communist Party. Stalin eventually emerged as virtual dictator of Russia. In order to consolidate his position, he gradually built up a cult of personality around himself, one which would eventually (and literally) let him get away with murder. According to composer Dimitri Shostakovich, Stalin was an ordinary, shabby little man: short, fat, with reddish hair. His face was covered with pock marks and his right hand was noticeably thinner than his left. He kept hiding his right hand. He didnt look anything like his numerous portraits. This raises a question easily answered. Why, then, do the portraits represent him as something he is not, as something greater and more radiant than he could ever be? It was his own insecurity at first - new to command, he needed the people to look up to him as something strong, solid and dependable, something greater than the run-of-the-mill politicians. As things progressed, however, Stalin managed to achieve the status of a demi-god. While at first it was he that craved security, now the public looked up to him as their protector. The public figure was at once stern and frien...

The human resources management practices in the UK Essay

The human resources management practices in the UK - Essay Example According to the research findings it can therefore be said that the practices of HRM are particularly required since companies are engaged in activities that are no more restricted to the local regions but have their presence globally. In order to uphold significant competitive advantage and manage the global pressure, companies need to focus on its HRM practice effectively. The human resources management practices involve certain core activities that are common to every country irrespective of the businesses being in prevalence in the nation. These activities include human resource planning, job analysis, recruitment and selection, performance management and appraisal, career development, pay management, employee relations, and training and development all that are associated with the human resource management in different countries with probable differences in the manner the measures get executed, and thus help in a complete and integrated management of businesses in every country . Considering the human resources management practices in the United Kingdom (UK), studies reveal that several changes have taken place over the years in the frameworks of regulation, globalization as well as the pressures associated with the need for costs reduction. Sparrow had suggested that the key responsibility of the HRM in this context is to involve people in the right manner such that they get to learn and understand significant issues and accordingly cooperate towards effective performances. (Cesyniene, 2008, p.43). The present study focuses on the human resources management practices in the UK, and discusses and analyses on the cultural, political, economic and social factors that tend to affect such practices within the country. Human Resources Management in the UK: An Overview: Both the government of the UK as well as their membership of the EU have led to higher degrees of regulation in the country that is reflected on the human resources management practices of UK. Th e UK government follows strict legislative rules on labor activities that are known to bring significant improvements as far as the rates of strikes and absence at workplaces are concerned. Studies reveal that strike activities were reduced to great extents in during the time periods of 1999/2001. Also, the numbers of working days that are lost were found to reduce from 330 during the 1980s to as less as 11 days in this period. However this regulation was again found to get disrupted due to labor unions and strife during 2004-2006. Apart from the issues of regulation there are other factors associated with the HRM practices in the UK. Although an Equal Pay Act has been acted in the country focusing on equal value of men and women, yet there prevails a gender gap in the country and differences in wages and salaries have also been obtained (Cesyniene, 2008, pp.43-44). Individual innovative measures of HRM practices are also found in the UK where the managers of different organizations tend to employ different programs involving the employees of the organization effectively and trying to focus on employment relations as well (Bratton & Gold, 2001, p.31). Policies and procedures in regard to HRM practices are considerably taken concern of in the UK. The HR policies state the activities needed to be followed for particular issues. The procedures on the other hand determine ways to implement the different policies as decided the HRM teams for different organizations. The policies and procedures are mandatory for organizational employees to follow

Leadership in Shia Islam, Orthodox Judaism, and Roman Catholicism Essay

Leadership in Shia Islam, Orthodox Judaism, and Roman Catholicism - Essay Example The imamate history began with Ali, who is also accepted by Sunni Muslims as the fourth of the "rightly guided caliphs" to succeed the Prophet. Shias respect Ali as the First Imam, and his children, beginning with his sons Hassan and Husain, continue the line of the Imams until the twelfth. When Ali was six years old, he was invited by the Prophet to live with him, and Shia believes Ali was the first person to make the declaration of faith in Islam. Ali also slept in the Prophets bed on the night of the hijra, when it was feared that the house would be attacked by unbelievers and the Prophet stabbed to death. He fought in all the battles the Prophet did, except one, and the Prophet chose him to be the husband of one of his favorite daughters, Fatima. The Shia Imams represent the picture of both the mysterious and transparent dimensions of Islam. The authority of Imams includes both this worldly and other worldly affairs. One of the most significant doctrines underlying the possibility of the Imam’s comprehensive authority is their infallibility. The Sunnis believe that the Imams are infallible to any sin. For them if the Imams were considered to be the subject to sin and error, then there will not be any difference between the leader and the led which will paralyze the structure and operation of their religion. The followers are well advised to keep the authority of the Imam intact since though the Imam only the God is dispersing duties blessings to the followers as per the Shia’s belief. Only the Imams have the authority to reveal the hidden meanings of Qur’an. Since the Imams provide continuous authoritative interpretations of the Qur’an they are supposed to be free of any sin or error. It is a cond ition for Imam. The Imams are considered to be the charismatic leaders through their association with Mohammad as messenger of Allah. Jewish People believe in good and evils and they think that goodness

Online examination system Essay Example for Free

Online examination system Essay Symmetric key length, public-key key length, comparing symmetric and public-key key length, Key Management: (3 Lectures) Generating keys, transferring keys, verifying keys, using keys, updating keys, storing keys, compromised keys, lifetime of keys, destroying keys, public key management, Algorithm Types and Modes: (10 Lecture) Electronic codebook mode, block replay, cipher block chaining mode, stream ciphers, cipher-feedback mode, output feedback mode, choosing a cipher mode, block ciphers vs. tream ciphers, Choosing an Algorithm, Choosing an algorithm, public-key vs. symmetric cryptography, encrypting communication channels, encrypting data for storage, Security Models, Windows, Linux, Web, Cookies, Biometrics (gummy fingers), Tempest, Viruses, Firewalls, System/Comprehensive Security Analysis Text Book/s – Stallings, W and Brown, L. , Computer Security: principles and practice, 2nd edition, 2011 Reference Material – – William Stallings, Cryptography and Network Security, 4th Edition, 2005, ISBN-13: 978-0131873162 Kaufman, Perlman, Speciner, Network Security: Private Communication in a Public World, 2nd Edition, Prentice Hall, 2002, ISBN-13: 978-0130460196 – Other books will be used in the course if necessary. Department Of Computer Science Information Technology, HIC Jauharabad Campus Instructional Aids/Resources Assessment Criteria Class Assessment 35% Quizzes and Test 15 Assignment and Presentations 10 Attendance and Class Participations 5 Assignments + Quizzes Mid 25% If Required: Final 40% If Required: Total 100%.

Not a Problem :: Argumentative Internet Equal Access Essays

Not a Problem In today's hi-tech world, there are millions of people who are connected through the internet. Almost all of these users are living in industrialized nations, such as the United States. But there are many nations that lack the infrastructure necessary to support such forms of communication. Many of these nations are third world countries. In this essay, I am going to discuss the benefits and drawbacks of providing deprived regions of the world with such technology, and I will offer some better ways to spend our limited resources. I would have a difficult time arguing the case that no good could come from a world where everyone is connected to the internet. In fact, the world could benefit greatly if everyone was connected. The challenge lies in weighing the costs and the benefits. Is it worth the time and money needed to bring these people together? If general population of internet free individuals had the capabilities to connect to the rest of the world, would they utilize the technology? Do other issues need to be taken care of before we about giving everyone access to a computer? These are all things that need to be considered when addressing the topic of fair access. To get things started, how would giving people, who are currently without access to the internet, some form of connectivity help the rest of the world? I think that bringing the deprived people a tool as useful as the internet would do great things. Granting accessibility to the near endless expanse that we call cyberspace would bring a wealth of information to the destitute and uninformed. People would be able to communicate and express themselves in ways that had never been possible. They would be able to make educated decisions about issues that they may have otherwise not known about. The internet would bring another dimension to millions of people's lives. But how useful would this information be when more than nine hundred million adults cannot read, and millions more are considered functionally illiterate (Mooney 366). I will admit that bringing the internet to these people would bring them vast quantities of information, but that information is useless if they do not have the fundamental knowledge needed to decode the text that is the foundation of every webpage. Consider this for example: I could hand you a book containing all the secrets of the universe, but if the book was written in code, you would not be able to do anything with that knowledge.

Assessment Of Learning Essay

Assessment of learning refers to strategies designed to confirm what students know, demonstrate whether or not they have met curriculum outcomes or the goals of their individualized programs, or to certify proficiency and make decisions about students’ future programs or placements. It is designed to provide evidence of achievement to parents, other educators, the students themselves, and sometimes to outside groups (e. g. , employers, other educational institutions). Assessment of learning is the assessment that becomes public and results in statements or symbols about how well students are learning. It often  contributes to pivotal decisions that will affect students’ futures. It is important, then, that the underlying logic and measurement of assessment of learning be credible and defensible. TEACHERS’ ROLES IN ASSESSMENT OF LEARNING Because the consequences of assessment of learning are often far-reaching and affect students seriously, teachers have the responsibility of reporting student learning accurately and fairly, based on evidence obtained from a variety of contexts and applications. Effective assessment of learning requires that teachers provide †¢ a rationale for undertaking a particular assessment of learning at a particular  point in time †¢ clear descriptions of the intended learning †¢ processes that make it possible for students to demonstrate their competence and skill †¢ a range of alternative mechanisms for assessing the same outcomes †¢ public and defensible reference points for making judgements Rethinking Classroom Assessment with Purpose in Mind †¢ 55. The purpose of assessment that typically comes at the end of a course or unit of instruction is to determine the extent to which the instructional goals have been achieved and for grading or certification of student achievement. (Linn and Gronlund, Measurement and Assessment in Teaching ) Reflection: Think about an example of assessment of learning in your own teaching and try to develop it further as you read this chapter. 56 †¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5 †¢ transparent approaches to interpretation †¢ descriptions of the assessment process †¢ strategies for recourse in the event of disagreement about the decisions. With the help of their teachers, students can look forward to assessment of learning tasks as occasions to show their competence, as well as the depth and breadth of their learning. PLANNING ASSESSMENT OF LEARNING The purpose of assessment of learning is to measure, certify, and report the level  of students’ learning, so that reasonable decisions can be made about students. There are many potential users of the information:†¢ teachers (who can use the information to communicate with parents about their children’s proficiency and progress) †¢ parents and students (who can use the results for making educational and vocational decisions) †¢ potential employers and post-secondary institutions (who can use the information to make decisions about hiring or acceptance) †¢ principals, district or divisional administrators, and teachers (who can use the information to review and revise programming). Assessment of learning requires the collection and interpretation of information about students’ accomplishments in important curricular areas, in ways that represent the nature and complexity of the intended learning. Because genuine learning for understanding is much more than just recognition or recall of facts or algorithms, assessment of learning tasks need to enable students to show the complexity of their understanding. Students need to be able to apply key concepts, knowledge, skills, and attitudes in ways that are authentic and consistent with current thinking in the knowledge domain. What am I  assessing? Why am I assessing? Rethinking Classroom Assessment with Purpose in Mind †¢ 57 Assessment of Learning In assessment of learning, the methods chosen need to address the intended curriculum outcomes and the continuum of learning that is required to reach the outcomes. The methods must allow all students to show their understanding and produce sufficient information to support credible and defensible statements about the nature and quality of their learning, so that others can use the results in appropriate ways. Assessment of learning methods include not only tests and examinations, but  also a rich variety of products and demonstrations of learning—portfolios, exhibitions, performances, presentations, simulations, multimedia projects, and a variety of other written, oral, and visual methods (see Fig. 2. 2, Assessment Tool Kit, page 17). What assessment method should I use? Graduation Portfolios Graduation portfolios are a requirement for graduation from British Columbia and Yukon Senior Years schools. These portfolios comprise collections (electronic or printed) of evidence of students’ accomplishments at school, home, and in the community, including demonstrations of  their competence in skills that are not measured in examinations. Worth four credits toward graduation, the portfolios begin in Grade 10 and are completed by the end of Grade 12. The following are some goals of graduation portfolios: †¢ Students will adopt an active and reflective role in planning, managing, and assessing their learning. †¢ Students will demonstrate learning that complements intellectual development and course-based learning. †¢ Students will plan for successful transitions beyond Grade 12. Graduation portfolios are prepared at the school level and are based on specific Ministry criteria and standards. Students use the criteria and standards as guides for planning, collecting, and presenting their evidence, and for self-assessing. Teachers use the criteria and standards to assess student evidence and assign marks. There are three major components of a graduation portfolio: 1. Portfolio Core (30 percent of the mark). Students must complete requirements in the following six portfolio organizers: arts and design (respond to an art, performance, or design work); community involvement and responsibility (participate co-operatively and respectfully in a  service activity); education and career planning (complete a graduation transition plan); Employability skills (complete 30 hours of work or volunteer experience); information technology (use information technology skills); personal health (complete 80 hours of moderate to intense physical activity). 2. Portfolio Choice (50 percent of the mark). Students expand on the above areas, choosing additional evidence of their achievements. 3. Portfolio Presentation (20 percent of the mark). Students celebrate their learning and reflect at the end of the portfolio process. ( Portfolio Assessment and Focus Areas: A Program Guide) 58 †¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5 Assessment of learning needs to be very carefully constructed so that the information upon which decisions are made is of the highest quality. Assessment of learning is designed to be summative, and to produce defensible and accurate descriptions of student competence in relation to defined outcomes and, occasionally, in relation to other students’ assessment results. Certification of students’ proficiency should be based on a rigorous, reliable, valid, and equitable process of assessment and evaluation. Reliability  Reliability in assessment of learning depends on how accurate, consistent, fair, and free from bias and distortion the assessment is. Teachers might ask themselves: †¢ Do I have enough information about the learning of this particular student to make a definitive statement? †¢ Was the information collected in a way that gives all students an equal chance to show their learning? †¢ Would another teacher arrive at the same conclusion? †¢ Would I make the same decision if I considered this information at another time or in another way? Reference Points Typically, the reference points for assessment of learning are the learning  outcomes as identified in the curriculum that make up the course of study. Assessment tasks include measures of these learning outcomes, and a student’s performance is interpreted and reported in relation to these learning outcomes. In some situations where selection decisions need to be made for limited positions (e. g. , university entrance, scholarships, employment opportunities), assessment of learning results are used to rank students. In such norm-referenced situations, what is being measured needs to be clear, and the way it is being measured needs to be transparent to anyone who might use the assessment  results. Validity Because assessment of learning results in statements about students’ proficiency in wide areas of study, assessment of learning tasks must reflect the key knowledge, concepts, skills, and dispositions set out in the curriculum, and the statements and inferences that emerge must be upheld by the evidence collected. How can I ensure quality in this assessment process? Rethinking Classroom Assessment with Purpose in Mind †¢ 59 Assessment of Learning Record-Keeping Whichever approaches teachers choose for assessment of learning, it is their records that provide details about the quality of the measurement. Detailed records of the various components of the assessment of learning are essential, with a description of what each component measures, with what accuracy and against what criteria and reference points, and should include supporting evidence related to the outcomes as justification. When teachers keep records that are detailed and descriptive, they are in an excellent position to provide meaningful reports to parents and others. Merely a symbolic representation of a student’s accomplishments (e. g. , a letter grade or percentage) is inadequate. Reports to parents and others should identify the  intended learning that the report covers, the assessment methods used to gather the supporting information, and the criteria used to make the judgement. Feedback to Students Because assessment of learning comes most often at the end of a unit or learning cycle, feedback to students has a less obvious effect on student learning than assessment for learning and assessment as learning. Nevertheless, students do Ho w can I use the information from this assessment? Guidelines for Grading 1. Use curriculum learning outcomes or some clustering of these (e. g. , strands) as the basis for grading. 2.  Make sure that the meaning of grades comes from clear descriptions of curriculum outcomes and standards. If students achieve the outcome, they get the grade. (NO bell curves! ) 3. Base grades only on individual achievement of the targeted learning outcomes. Report effort, participation, and attitude, for example, separately, unless they are a stated curriculum outcome. Any penalties (e. g. , for late work, absences), if used, should not distort achievement or motivation. 4. Sample student performance using a variety of methods. Do not include all assessments in grades. Provide ongoing feedback on formative  performance using words, rubrics, or checklists, not grades. 5. Keep records in pencil so they can be updated easily to take into consideration more recent achievement. Provide second-chance assessment opportunities (or more). Students should receive the highest, most consistent mark, not an average mark for multiple opportunities. 6. Crunch numbers carefully, if at all. Consider using the median, mode, or statistical measures other than the mean. Weight components within the final grade to ensure that the intended importance is given to each learning outcome. 7. Make sure that each assessment meets quality standards (e.g. , there should be clear targets, clear purpose, appropriate target-method match, appropriate sampling, and absence of bias and distortion) and is properly recorded and maintained (e. g. , in portfolios, at conferences, on tracking sheets). 8. Discuss and involve students in grading at the beginning and throughout the teaching and learning process. (Adapted from O’Connor, How to Grade for Learning ) Resource: Marzano, Transforming Classroom Grading 60 †¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5 rely on their marks and on teachers’ comments as indicators of their level of  success, and to make decisions about their future learning endeavours. Differentiating Learning In assessment of learning, differentiation occurs in the assessment itself. It would make little sense to ask a near-sighted person to demonstrate driving proficiency without glasses. When the driver uses glasses, it is possible for the examiner to get an accurate picture of the driver’s ability, and to certify him or her as proficient. In much the same way, differentiation in assessment of learning requires that the necessary accommodations be in place that allow students to make the particular learning visible. Multiple forms of assessment offer multiple pathways for making student learning transparent to the teacher. A particular curriculum outcome requirement, such as an understanding of the social studies notion of conflict, for example, might be demonstrated through visual, oral, dramatic, or written representations. As long as writing were not an explicit component of the outcome, students who have difficulties with written language, for example, would then have the same opportunity to demonstrate their learning as other students. Although assessment of learning does not always lead teachers to differentiate  instruction or resources, it has a profound effect on the placement and promotion of students and, consequently, on the nature and differentiation of the future instruction and programming that students receive. Therefore, assessment results need to be accurate and detailed enough to allow for wise recommendations. Reporting There are many possible approaches to reporting student proficiency. Reporting assessment of learning needs to be appropriate for the audiences for whom it is intended, and should provide all of the information necessary for them to make reasoned decisions. Regardless of the form of the reporting,  however, it should be honest, fair, and provide sufficient detail and contextual information so that it can be clearly understood. Traditional reporting, which relies only on a student’s average score, provides little information about that student’s skill development or knowledge. One alternate mechanism, which recognizes many forms of success and provides a profile of a student’s level of performance on an emergent-proficient continuum, is the parent- student-teacher conference. This forum provides parents with a great deal of information, and reinforces students’ responsibility for their learning. The Communication System Continuum: From Symbols to Conversations (O’Connor, How to Grade for Learning ) Grades Report cards (grades and brief comments) Infrequent informal communications Parent-teacher interviews Report cards with expanded comments Frequent informal communication Student-involved conferencing Student-led conferencing Reflection: What forms do your reports of student proficiency take? How do these differ according to audience? Rethinking Classroom Assessment with Purpose in Mind †¢ 61 Assessment of Learning An Example of Assessment of Learning. Elijah was interested in assessing student mastery of both the modern and the traditional skills required for survival in the Nunavut environment where he teaches. The overarching theme of survival is taught in the early grades and culminates at the senior level in a course delivered in Inuktitut. Students learn how to take care of themselves and others, and how to adapt what they know to the situation at hand. Survival requires not only skills and knowledge, but also a concept the Inuit people call qumiutit, or the ability in an emergency situation to pull out of stored memory information that will enable a person to cope, not panic. Traditionally, this was learned in a holistic manner, grounded in Inuit traditional guiding principles that were nurtured and developed from birth, and taught and reinforced in daily living. Throughout the term, Elijah took his students to an outdoor area to practise on-the-land survival activities, using both traditional and modern methods. He always took with him a knowledgeable Elder who could give the students the information they needed to store away in case of emergency. The students watched demonstrations of a skill a number of times. Each student then practised on his or her own, as Elijah and the Elder observed and assisted. Elijah knew that students need to have a high level of expertise in the survival skills appropriate for the northern natural environment. Elijah assessed each student on each survival skill (e. g. , making fire the traditional way, tying the knots required for the qamutik cross-pieces on a sled). What am I assessing? I am assessing each student’s performance of traditional and modern survival skills. Why am I assessing? I want to know which survival skills each s tudent has mastered and their readiness to s urvive in the natural environment. 62 †¢ Rethinking Classroom Assessment with Purpose in Mind. Chapter 5 Elijah knew that the best way to determine if students have mastered the skills is to have them perform them. When students believed they were ready, Elijah created an opportunity for them to demonstrate the mastered skill to a group of Elders, who then (individually, then in consensus) determined if the performance was satisfactory. A student’s competence in a survival skill is often demonstrated by an end product. For example, competence in knot tying is demonstrated by a knot that serves its purpose, and competence in fire building is demonstrated by a fire that is robust. As the Elders judged each student’s performance of the skills, Elijah recorded the results. He shared the information with each student and his or her parents in a final report, as shown here. Ho w can I use the informatio n from this assessment? Now that I know which skills each of the students has mastered, I can report this information to the s tudents and their parents. I can use this information to identify a learning path for each s tudent. How can I ensure quality in this assessment process? Ensuring quality with this approach involves clear criteria: either the student performs the skill s uccessfully or does not. I need to provide adequate opportunities for the s tudent to demonstrate the skills under various conditions and at various times. What assessment method should I use? I need an approach in which students can demonstrate the traditional survival skills that they learned. The method I choose should also allow me to identify which skills they did not master. Rethinking Classroom Assessment with Purpose in Mind †¢ 63 Assessment of Learning Shelters: †¢ emergency shelters †¢ igloo building4 †¢ qamaq5 †¢ tents Transportation needs: †¢ making the knots required for the qamutik cross pieces on a sled †¢ building a kayak/umiak. †¢ fixing a snowmobile (spark plugs, repairing track, drive belt) †¢ keeping a boat seaworthy Navigational issues: †¢ reading the land †¢ reading the sky †¢ understanding seasonal variations †¢ reading inuksuit †¢ using GPS †¢ map reading Preparation for land travel: †¢ packing a qamutiq (sled) †¢ load, balance †¢ necessities: snow knife, rope, food, water, heat source †¢ letting others know where you are going †¢ necessary tools, supplies, snowmobile parts, fuel †¢ using communication devices Food sources: †¢ plants and their nutritional properties †¢ hunting, skinning, and cutting up seal, caribou, etc. †¢ kinds of food to take on the land,  and their nutritional properties ____________________ 4. Expertise in igloo building includes understanding of types of snow, the shape and fit of blocks, and the use of a snow- knife. 5. A qamaq is a rounded house, built of scrap wood or bones, and covered with skins, cardboard, or canvas. Report on Survival Skills Student: _______________________________________________ Date: _______________________ Traditional Survival Skills Modern Survival Skills Adaptability to the Seasons Attitude Success Next Steps 1) Skills Building a fire / means of keeping warm: †¢ fuel sources †¢ getting a spark †¢ propane heaters, stoves †¢ clothing. 2) Relationship to the Seasons Assessing conditions / recognizing danger signs: †¢ seasonal changes †¢ land changes †¢ water changes †¢ wind changes †¢ weather changes Climatic changes: †¢ weather changes and how this affects the land and water †¢ knowledge of animals and their characteristics and behaviours 3) Attitudinal Influences (Having the right attitude to learn) †¢ respect for the environment (cleaning up a campsite upon leaving, dealing with the remains of an animal, not over-hunting/fishing) †¢ respect for Elders and their knowledge †¢ ability to learn from Elders 64 †¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5. Elijah’s report identified which of the students had mastered the specified skills required to survive in the Nunavut environment. It outlined other areas (such as adaptability to the seasons and attitudinal influences) about which peers, parents, and family members would need to provide input before a comprehensive assessment could be made. The assessment also identified those students not yet ready to survive in the natural environment. But the Elders did not stop working with the students who did not reach mastery. Elders see learning as an individual path in which skills, knowledge, and attitudes are acquired along the way. If a particular skill was beyond the capability of a student, the Elders identified other areas where that person could contribute to the common good of the community, and was accepted for the gifts he or she brought to the group. In this way, the Elders helped Elijah differentiate the learning path for each of his students. SUMMARY OF PLANNING ASSESSMENT OF LEARNING Assessment for Learning Assessment as Learning Assessment of Learning Why Assess? To enable teachers to determine next steps in advancing student learning to guide and provide opportunities for each student to monitor and critically reflect on his or her learning, and  identify next steps Assess What? each student’s progress and learning needs in relation to the curricular outcomes each student’s thinking about his or her learning, what strategies he or she uses to support or challenge that learning, and the mechanisms he or she uses to adjust and advance his or her learning. What Methods? a range of methods in different modes that make students’ skills and understanding visible a range of methods in different modes that elicit students’ learning and metacognitive processes Ensuring Quality †¢ accuracy and consistency of observations and interpretations of student learning  Ã¢â‚¬ ¢ clear, detailed learning expectations †¢ accurate, detailed notes for descriptive feedback to each student †¢ accuracy and consistency of student’s self-reflection, self-monitoring, and self-adjustment. †¢ engagement of the student in considering and challenging his or her thinking †¢ students record their own learning Using the Information †¢ provide each student with accurate descriptive feedback to further his or her learning †¢ differentiate instruction by continually checking where each student is in relation to the curricular outcomes †¢ provide parents or guardians with descriptive feedback about student  learning and ideas for support. †¢ provide each student with accurate descriptive feedback that will help him or her develop independent learning habits †¢ have each student focus on the task and his or her learning (not on getting the right answer) †¢ provide each student with ideas for adjusting, rethinking, and articulating his or her learning †¢ provide the conditions for the teacher and student to discuss alternatives †¢ students report about their learning Rethinking Classroom Assessment with Purpose in Mind. †¢ 65 Assessment of Learning to certify or inform parents or others of student’s proficiency in  relation to curriculum learning outcomes the extent to which students can apply the key concepts, knowledge, skills, and attitudes related to the curricular outcomes a range of methods in different modes that assess both product and process †¢ accuracy, consistency, and fairness of judgements based on high-quality information †¢ clear, detailed learning expectations †¢ fair and accurate summative reporting †¢ indicate each student’s level of learning †¢ provide the foundation for discussions on placement or promotion †¢ report fair, accurate, and detailed information that can be used to decide the next steps in a student’s learning.   

What Are Probability Axioms

One strategy in mathematics is to start with a few statements, then build up more mathematics from these statements. The beginning statements are known as axioms. An axiom is typically something that is mathematically self-evident. From a relatively short list of axioms, deductive logic is used to prove other statements, called theorems or propositions. The area of mathematics known as probability is no different. Probability can be reduced to three axioms. This was first done by the mathematician Andrei Kolmogorov. The handful of axioms that are underlying probability can be used to deduce all sorts of results. But what are these probability axioms? Definitions and Preliminaries In order to understand the axioms for probability, we must first discuss some basic definitions. We suppose that we have a set of outcomes called the sample space S.  This sample space can be thought of as the universal set for the situation that we are studying. The sample space is comprised of subsets called events E1, E2, . . ., En.   We also assume that there is a way of assigning a probability to any event E. This can be thought of as a function that has a set for an input, and a real number as an output. The probability of the event E is denoted by P(E). Axiom One The first axiom of probability is that the probability of any event is a nonnegative real number. This means that the smallest that a probability can ever be is zero and that it cannot be infinite. The set of numbers that we may use are real numbers. This refers to both rational numbers, also known as fractions, and irrational numbers that cannot be written as fractions. One thing to note is that this axiom says nothing about how large the probability of an event can be. The axiom does eliminate the possibility of negative probabilities. It reflects the notion that smallest probability, reserved for impossible events, is zero. Axiom Two The second axiom of probability is that the probability of the entire sample space is one. Symbolically we write P(S) 1. Implicit in this axiom is the notion that the sample space is everything possible for our probability experiment and that there are no events outside of the sample space. By itself, this axiom does not set an upper limit on the probabilities of events that are not the entire sample space. It does reflect that something with absolute certainty has a probability of 100%. Axiom Three The third axiom of probability deals with mutually exclusive events. If E1 and E2 are mutually exclusive, meaning that they have an empty intersection and we use U to denote the union, then P(E1 U E2 ) P(E1) P(E2). The axiom actually covers the situation with several (even countably infinite) events, every pair of which are mutually exclusive. As long as this occurs, the probability of the union of the events is the same as the sum of the probabilities: P(E1 U E2 U . . . U En ) P(E1) P(E2) . . . En Although this third axiom might not appear that useful, we will see that combined with the other two axioms it is quite powerful indeed. Axiom Applications The three axioms set an upper bound for the probability of any event. We denote the complement of the event E by EC. From set theory, E and EC have an empty intersection and are mutually exclusive. Furthermore E U EC S, the entire sample space. These facts, combined with the axioms give us: 1 P(S) P(E U EC) P(E) P(EC) . We rearrange the above equation and see that P(E) 1 - P(EC). Since we know that probabilities must be nonnegative, we now have that an upper bound for the probability of any event is 1. By rearranging the formula again we have P(EC) 1 - P(E). We also can deduce from this formula that the probability of an event not occurring is one minus the probability that it does occur. The above equation also provides us a way to calculate the probability of the impossible event, denoted by the empty set. To see this, recall that the empty set is the complement of the universal set, in this case SC. Since 1 P(S) P(SC) 1 P(SC), by algebra we have P(SC) 0. Further Applications The above are just a couple of examples of properties that can be proved directly from the axioms. There are many more results in probability. But all of these theorems are logical extensions from the three axioms of probability.