Cracking time for different protocols Essay Example | Topics and Well Written Essays - 500 words

Cracking time for different protocols - Essay Example 2). This is because these protocols do not need the usage of encoded that could make sure the privacy or discretion of email messages. Another example of how different protocol designs affect the time needed to hack is intrusion hacking. Intruders use a range of attacking mechanisms to acquire access to networks. These mechanisms consists of password-cracking mechanisms, protocol cracking, and manipulation instruments (Miltchev et al., n.d., p. 7). Detection mechanisms used by intruders help identify alterations and alternatives that occur inside networks faster in TCP/IP than POP3 or SMTP protocols. An IT team called Nohl attempted to crack the OTA protocol in 2011 and realized its design is far more secure than any products by Microsoft or Linux. Hacking the OTA protocol took the team longer to get through by sending commands to a number of SIM cards than cards with other types of security protocols such as Java (Olson, 2013). Protocol performance affects cracking time by decreasing the number of surged weak points in the respective network. Protocols with significantly better performances have environments with few weak points. In such settings, a well performing protocol dos not timeout frequently (Miltchev et al., n.d., p. 7). For example, a study conducted on protocol HACK found out that it was better than SACK because of SACK’s continuous timeouts. On the other hand, HACK was able to maintain data stream to some degree. This performance was in fact six times better in terms of output than SACK in the existence of surge errors (Balan et al., 2002, p. 359). Another case of the cracking time of protocols depending on the frequency of weak points is 2013’s powerful supercomputer NUDT Tianhe-2Â  ability to crack a 128-bit AES code. Researchers estimated that the supercomputer would take over 333 million years to crack this key, which is

Film and Countless Alien Eggs Essay Example for Free

Film and Countless Alien Eggs Essay I was in the middle school. I still remembered the feeling when I first watched this film. It was so scary that I couldn’t even breathe, and I once dreaded that these aliens would come to our planet and destroy our humanity. There is no doubt that this film is a masterpiece in the Sci-Fi/horror film history. The director Ridley Scott made an amazing film. The story mainly tells about a commercial towing spaceship, which carries seven crew members, and receives a beacon form a planet, so they decide to check it out. Three of crew member Dallas, Kane and Lambert discover a derelict spaceship which contains countless alien eggs; one of these attacks Kane and makes him unconscious. After Kane is brought to the ship, the strange thing happens. An alien bursts from Kane’s’ chest and kills all the crew members except Ridley. By her intelligence and braveness, she finally kills the alien and escape from the spaceship. Films about UFO and spaceships are extremely popular in the film industry especially in America, but in other countries it’s not popular at all. I think it is because schools in United States focus more on educating students’ imagination and creativity. People love to see films about future world and extraterrestrial life. As we know, our universe is extremely large; a lot of people believe that aliens do exist somewhere. Some rumor says they visited us and government knew it, but for some reason they didn’t want people to know. The more government wants to conceal the existence of alien, the more people want to know the truth. That’s why Sci-Fi movies can succeed in the box office so well. The Alien is one of the most successful Sci-Fi movies in the history. Some people think it also can be categorized as a horror movie too. There are so many scary moments in this film; some are really gross and disgusting. The effect of chest bursting of Kane is still amazing; even it was a movie that filmed 30 years ago. Director created a very scary creature, the alien. They have no gender, or you can say they are hermaphrodite. They have no womb and reproduce really fast, and their blood is made by strong acid, which can penetrate several floors of the giant spaceship. It makes them hard to kill, and the scariest thing is they use human body to reproduce. Once the baby alien ready to go from its host, they will burst out from their father/mother’s chest and instantly kill him/her. The alien grabs all the audience’s attention. Its giant body and gross drooling mouth creates the scary atmosphere, which make audience dread and anxiety. The success of Alien was quite closely linked to the background of America at that time. The Alien was born in the era of the Cold War. People were living under the tremendous pressure from the other countries. The feeling of the panic to the uncertainty just like an alien was hiding in the darkness, which was going to kill someone. By watching this film, audiences can release the pressure and forget the pain of real life. The Alien is an amazing film, which blends elements of Sci-Fi and horror to create a very horror and fantastic film. I would love to watch this movie again and recommend to all the people who like Sci-Fi and horror movies.

Freedom from Religion: Perversion of the U.S. Constitution Essay

In the two hundred and thirteen years since its ratification, the U.S. Constitution has been the very spine of America—the single-most effective element in the preservation of her sacred liberties. Contained therein are the revolutionary ideals of its framers, influenced by the precepts of Enlightenment and spurred on by their own experiences in the perils of tyrannical oppression. Thus the preservation of America’s sacred freedoms has been the result of a strict adherence to the forefathers’ insights. It stands to reason, then, that the perversion of these freedoms would be the result of a deviation from the original intents of the Constitution’s framers. An attack on any amendment or clause of the Constitution is an attack on the whole. Such an attack has begun to deteriorate religious freedom in America in the name of â€Å"separation of church and state.† In a sense, the United States Supreme Court has dually perverted the First Amendment, making religious expression a federal matter and establishing agnosticism as a national religion. Throughout the history of the world, many types of government have been formed, and can be distinguished by the manner of their religious dealings. In Biblical times, the Israelites were under a theocracy; that is to say their God was their government. Partially due to the restrictions of freedom this imposed, the Israelites became desirous of a kingdom like the other nations had. The type of government they wanted represents one form of autocracy, the monarchy. Monarchies like that in England often adopted a single form of religion, and those who did not agree were put to death. Monarchies generally did not have a â€Å"wall of separation.† A second form of autocracy is exemplified b... ... Communicom. Online. Internet. 5 November 2001. Available WWW: http://www.aclu.org/news/n120997a.html. Gibbs, David C. Jr. â€Å"Defending Christian Freedom in America’s Public Schools.† CLA 1999. Communicom. Online. Internet. 28 October 2001. Available WWW: http://www.christianlaw.org/defending_schools.html. Hamilton, Alexander, James Madison, and John Jay. The Federalist Papers. New York: Penguin Books, 1961. Robinson, B. A. â€Å"Conflicts Between Government and Individual Religious Freedom in the U.S.† Religious Tolerance.org 26 September 2000. Communicom. Online. Internet. 5 November 2001. Available WWW: http://www.religioustolerance.org/govt_con.htm. â€Å"U.S. Constitution: First Amendment.† FindLaw.com 2001. Communicom. Online. Internet. 30 October 2001. Available WWW: http://caselaw.lp.findlaw.com/data/constitution/amendment01/.

Tulare Township Essay -- Artificial Irrigation, Northern California

C-Irrigation The familiar rural landscape of today’s Tulare Township is the artificial creation of irrigation. The modern eye—accustomed to the regularity of shaded orchards and the linear furrowed fields of row crops—finds it difficult to imagine the countryside before irrigation, much less the arid, barren grassland that existed until the 1860s. One has a tendency to see this landscape as eternal. But the current rural scene is not yet a century old. Although Tulare Township residents had long recognized the need for irrigation, irrigation on a mass scale came late to the district. The reasons for the delay—politics, geography, technology, and economics—tell, in microcosm, the San Joaquà ­n Valley irrigation story. It did not take long for California’s small farmers to realize that dry farming, which depended on winter and spring rains, was not trustworthy. The first two decades of California’s Wheat Bonanza era—the 1860s and 1870s—saw wide variation in crop yields as the state alternated between drought and â€Å"normal rainfall† years. While the large bonanza ranchers could survive the droughts of 1863–1865, 1870–1871, and 1873–1875, the small ranchers often failed. The Diablo Range’s â€Å"rain shadow† worsened the challenges for West Side grangers; even â€Å"below normal† rainfall elsewhere could seriously jeopardize the West Side harvest. By 1870, the need for extensive irrigation in the San Joaquà ­n Valley was clear, but how should Californians carry out the task? The earliest Northern California tries at large-scale irrigation were entrepreneurial ventures. Investors fashioned commercial irrigation companies that owned the canal system but not the irrigated lands. In the 1870s, land speculators regularly used this arrangement to st... ... to approve the bond sale. Although some accused Crittenden of defecting to the cattle interests, his reluctance may have reflected the general loss of enthusiasm by West Side farmers for irrigation in the late-1870s. The drought of the 1870s had ended, and the wet years brought good West Side harvests. It no longer felt urgent to spend money to avert crop failures. Besides, some farmers believed the district could not sell its bonds without state backing. The second Westside authorization act had not included such a provision after Bay Area interests had objected. As later experience would prove, the lack of state backing often placed a serious handicap on marketing irrigation securities. By 1880, the West Side Irrigation District, authorized but never implemented, had collapsed. Tulare Township would wait another thirty-five years for large-scale irrigation.

Planning and Enabling Learning †Pel Essay

Wilson (2008:01) asserts that – â€Å"A learner can be aged from 14 upwards and learning can occur in any suitable environment. Learners in the sector may be funded by government bodies, by their employers, by funding councils or by their own finances. Some are supported by student loans, bursaries or scholarships. In a nutshell, lifelong learning covers everything that is not compulsory education. † Theory – Initial assessment Initial assessment happens at the time of a learner’s transition into a new learning programme. It is a holistic process, during which a teacher/ trainer starts to build up a picture of an individual’s achievements, skills, interests, previous learning experiences and goals, and the learning needs associated with those goals. This information is used as a basis for negotiating a course or programme. TASK 1 – (i)b: Which services are available for learners who need extra help and support? Venue evaluation case study The College welcomes students with additional learning needs on to its courses and seeks to ensure that whenever possible those needs are met. The selection criteria and procedures are kept under review to ensure that all applicants and students are treated fairly. Students are selected and treated on the basis of their relevant merits and abilities. TASK 1 – (ii). Evaluate ways of planning, negotiating and recording appropriate learning goals with learners Theory – Planning and negotiating learning goals â€Å"If you don’t know where you are going, it is difficult to select a suitable means for getting there†, Mager (1955). A learning goal is what a learner wants to achieve, by attending a relevant programme of learning with his/ her teacher/ tutor. The learning programme will be determined by the qualification content, published by an Awarding or Examining Body. The teacher/ tutor need to know what he/ she is going to teach, and their learners need to know what they are going to learn. These should be formally negotiated and agreed. A supportive and respectful relationship between the learners and the teacher/ tutor will ensure realistic goals and targets are agreed, along with how the learning progress will be assessed and recorded. Recording learning goals A teacher/ tutor should encourage his/ her learners to take ownership of the process of planning their learning journey. To help promote them to be independent learners, the teacher/ tutor will need to negotiate and agree their goals and targets, and assess their progress along the way. It is important that all targets are recorded whether they are hard targets, i. e. directly based on the curriculum or soft targets, i. e. personal and social goals. If the teacher/ tutor is teaching a programme, which does not lead to a formal qualification, he/ she will still need to record learner progress. This is known as recognising and recording progress and achievement in non-accredited learning (RARPA). TASK 2 – SCHEME OF WORK TASK 2 – (i). Devise a scheme of work in your own specialist area for a minimum of 4 weeks or eight sessions, ensuring that it includes all the information indicated on the Performa on p21 Theory – Scheme of Work Every teacher/ tutor has a scheme of work, but it may exist only inside her head, and it may be incomplete. Just as the curriculum is the answer to the learner’s question, â€Å"Why do we have to learn this? † the scheme of work is the answer to the teacher’s question, â€Å"What am I going to do? †. It is the teacher’s equivalent of the builder’s plan and the engineer’s blueprint. Scheme of Work is a working document. It is not immutable, just as building plans can be changed up to a point. It is made to be messed with, to be annotated and scrawled all over. It is the most useful evaluation tool you can have, because given that most of us repeat courses year on year, reference to last year’s well-worn Scheme (and the year before’s) is the best guide to how to change things for this year (particularly if the teacher/ tutor are conscientious enough to enter in the findings from your evaluation exercises). TASK 2 – (iii)a. Justification – The selection and sequencing of topics, and, when relevant, how this met curriculum/ syllabus requirements Theory – Brief introduction to Marketing and Marketing mix Marketing is at the heart of every organisation’s activity. Its importance is also growing in the non-commercial, public and voluntary sectors. Also, at the heart of marketing is the customer. This unit will introduce learners to some of the tools and techniques all types of organisations use to achieve their objectives. â€Å"Marketing refers to the social and managerial processes by which products, services and value are exchanged in order to fulfil individuals’ or group’s needs and wants. These processes include, but are not limited to, advertising, promotion, distribution, and sales. The marketing mix is a broad concept, which includes several aspects of marketing which all, inquires to obtain a similar goal of creating awareness and customer loyalty. The marketing mix is not only an important concept, but a guideline to reference back to when implementing the price, promotion, product, and distribution†, (wikipedia. com). Justification – Selection and sequencing of topics, and, when relevant The selection and sequencing of the topics is based upon the learning aims, purpose and objectives that the unit involves. The aim and purpose of this unit is to give learners an understanding of how marketing, research and planning and the marketing mix are used by all organisations. The five units delivered in the five weekly sessions enable the tutor to cover the unit of ‘Marketing mix’, which is part of the module ‘principles of marketing’, besides covering the focused subject area, the other significant advantage is that it can also be used as a basis for further study of specialist marketing units depending on interest and availability of the unit as specialist subject area. The ‘Marketing mix’ unit is a mandatory syllabus requirement, delivered through the 5 weeks classroom sessions providing a comprehensive understanding of the practical issues involved in Marketing using 4Ps tool of marketing mix. From this unit, Firstly, learners will explore how different types of organisations use marketing principles to meet the needs of their customers and achieve their objectives. The constraints under which organisations operate are important and learners will study the legal requirements and voluntary codes that affect marketing. Secondly, Learners will examine how a marketing mix is developed to meet the needs and aspirations of a targeted group of prospective customers, before going on to develop a marketing mix for a new product or service. How the tutor’s scheme of work plan met curriculum/ syllabus requirements: †¢Selected and adapted, a range of inclusive learning activities to enthuse and motivate learners, ensuring that curriculum requirements are met. Analysed the strengths and limitations of a range of resources, including new and emerging technologies, showing how these resources can be used to promote equality, support diversity and contribute to effective learning. †¢Identified literacy, language, numeracy and ICT skills, which are integral to own specialist area, reviewing how they support learner achievement. TASK 2 – (iii)b. Justification – The use of resources and how they promoted inclusive learning Theory – Inclusive learning Inclusive teaching means re cognising, accommodating and meeting the learning needs of all the students. It means acknowledging that the students have a range of individual learning needs and are members of diverse communities: a student with a disabling medical condition may also have English as an additional language and be a single parent. Inclusive teaching avoids pigeonholing students into specific groups with predictable and fixed approaches to learning. TASK 2 – (iii)c. Justification – Differentiation Theory – Differentiation in practice in the curriculum â€Å"The key to the differentiated curriculum is the flexible use by teachers of a wide range of activities and lesson organisations†, Janet Spillman (1991). Differentiation is about teaching and learning styles and teachers should be using all three types of differentiation in order to have a variety of teaching approaches to accommodate the different learning styles in the classroom. Teachers who only organise in the ‘ability group’ way are limiting the learning of many pupils in their classes, particularly those with special educational needs. All pupils should experience all three types of differentiation in order for teachers and pupils to maximise the teaching and learning that occurs in the classroom. Accelerated Coverage of Material promote interactive methodology for learner tutor involvement, Supplementary Materials provided as the course subject material for developing understanding and highlighting key issues, Graphic diagrams provided for visual assessment and absorption by the learners of the concepts and theory, Group and independent Study held for working cooperation and discussion of diverse views from the mass participation, Recommendation of relevant Books from various expert in the field – it is important to read specialised book from a pool of books available from the same subject area which is not easy for the learners to identify. TASK 2 – (iii)d. Justification – How the minimum core (literacy, language, numeracy and ICT) supported learning Theory – Minimum Core Since September 2000 it has been expected that initial teacher education programmes should equip all trainee teachers to develop inclusive approaches to addressing the language, literacy and numeracy needs of their learners’. The requirement for all trainee teachers to meet the minimum core of literacy, language, numeracy in all post-16 teacher initial teacher education (ITE) programmes was first defined by FENTO in 2004. Coverage of the minimum core is intended to provide a teacher with the minimum level of skills in language, literacy, numeracy and ICT that are essential to teachers who work in the lifelong learning sector. Justification – Minimum core (literacy, language) supported learning Speaking and listening – Learners make a range of contributions to classroom discussions and make effective presentations in a wide range of contexts by carrying out individual and/ or group work investigating organisations and their marketing working with others in investigating businesses (employees, olleagues, teachers, class mates). Reading – Learners are able to compare, select, read and understand texts and use them to gather information, ideas, arguments and opinions reading about organis ations and their marketing reading about organisations to obtain data to compare businesses marketing activities Writing – Learners are able to write documents, including extended writing pieces, communicating information, ideas and opinions, effectively and persuasively writing materials to provide information about organisations marketing activities producing labelled charts and diagrams. Justification – Minimum core (numeracy and ICT) supported learning By introducing various ways of interaction with and using ICT and Web ICT systems independently, learners can research organisations and their marketing activities, enabling them to understand approaches to complex classroom task needs. Calculation techniques, formulas and tabulating information about organisations allow learners to use numerical methods of learning and assessment. Exploration, investigation and evaluate of the relevant marketing topics from the provided information and case studies, and data from the from websites about business organisations and their marketing activities help the learner get involved with the key issues of the subject area. TASK 3 – LESSON PLANNING TASK 3 – (i). Design and include a lesson plan on the Greenwich proforma (p 19-20), which you would use in your specialist area, completing all aspects of this proforma (150 words limit) â€Å"To fail to plan is to plan to fail†, (Petty, 2004:422, cited by Wilson, 2008). According to a definition at Wikipedia. com, a ‘lesson plan’ is a teacher’s detailed description of the course of instruction for one class. A daily lesson plan is developed by a teacher to guide class instruction. Details will vary depending on the preference of the teacher, subject being covered, and the need and/or curiosity of children. TASK 3 – (v). Discuss the reasons for the inclusion of aspects of the minimum core (literacy, numeracy and ICT) in this lesson plan (150 words limit) Justification – Minimum core (literacy, language) supported learning Speaking and listening – Learners make a range of contributions to classroom discussions and make effective presentations in a wide range of contexts by carrying out individual and/ or group work investigating organisations and their marketing working with others in investigating businesses (employees, colleagues, teachers, class mates). Reading – Learners are able to compare, select, read and understand texts and use them to gather information, ideas, arguments and opinions reading about organisations and their marketing reading about organisations to obtain data to compare businesses marketing activities Writing – Learners are able to write documents, including extended writing pieces, communicating information, ideas and opinions, effectively and persuasively writing materials to provide information about organisations marketing activities producing labelled charts and diagrams.

Free Essays on Marty

Lonely Marty Minor characters can often play major roles in the outcome of a play or tale. In Paddy Chayefsky’s play Marty, there are several minor characters that contribute to Marty’s life in a major way. The play without these characters would decrease the motivation and purpose shown by the main characters of the story. With each interaction with one of these minor characters, the main character learns more about his situation, human nature, and perhaps even the opposite sex in general. The most important minor character role in Marty would have to be the young man who tries to offload his date onto Marty. This slight individual creates an extraordinary situation for the main character which affects severely the outcome of the play. Although the play never mentions this character’s name, his shallow and superficial acts contribute greatly to Marty’s continuing relationship with Clara. His presence represents a major role that contrasts Marty’s character traits and reflects more of what the audience knows about Marty. This person also sets the scene for the internal conflict within the main character when he approaches Marty with a proposition. â€Å"I got stuck onna blind date with a dog, and I just picked up a nice chick, and I was wondering how I’m gonna get ridda the dog. [. . .] I be glad to pay you five bucks if you take the dog home for me.† (2.16). Without this minor character, Marty probably would have never met Clara and the emotion displayed at the end of the play would be changed significantly. The lead in of his family and friends remarks about his lack of a wife would be bare and not foreshadow as much to the great change in Marty’s life. â€Å"Well, Marty, when you gonna get married? You should be ashamed. All your brothers and sisters, they all younger than you, and they married, and they got children.† (1.9). With no severe change in Marty’s life, these comments would predict nothi... Free Essays on Marty Free Essays on Marty Lonely Marty Minor characters can often play major roles in the outcome of a play or tale. In Paddy Chayefsky’s play Marty, there are several minor characters that contribute to Marty’s life in a major way. The play without these characters would decrease the motivation and purpose shown by the main characters of the story. With each interaction with one of these minor characters, the main character learns more about his situation, human nature, and perhaps even the opposite sex in general. The most important minor character role in Marty would have to be the young man who tries to offload his date onto Marty. This slight individual creates an extraordinary situation for the main character which affects severely the outcome of the play. Although the play never mentions this character’s name, his shallow and superficial acts contribute greatly to Marty’s continuing relationship with Clara. His presence represents a major role that contrasts Marty’s character traits and reflects more of what the audience knows about Marty. This person also sets the scene for the internal conflict within the main character when he approaches Marty with a proposition. â€Å"I got stuck onna blind date with a dog, and I just picked up a nice chick, and I was wondering how I’m gonna get ridda the dog. [. . .] I be glad to pay you five bucks if you take the dog home for me.† (2.16). Without this minor character, Marty probably would have never met Clara and the emotion displayed at the end of the play would be changed significantly. The lead in of his family and friends remarks about his lack of a wife would be bare and not foreshadow as much to the great change in Marty’s life. â€Å"Well, Marty, when you gonna get married? You should be ashamed. All your brothers and sisters, they all younger than you, and they married, and they got children.† (1.9). With no severe change in Marty’s life, these comments would predict nothi...

History of Xander Harris essays

History of Xander Harris essays He's a lanky fellow, dark-haired and self-effacing. He uses sarcastic humor to hide his insecurity (no one's told him it doesn't work). Even when he's being chased by a 100 feet serpent, he still manages to find the humor in the situation. He's been in a complicated love triangle and lives to tell about it. A friend, lover and slayerette......He's Xander Harris. Good afternoon/morning Ms. Rosteing and fellow students. As you can see, my speech is on Xander Harris. If you don't watch "Buffy the Vampire Slayer", which you should because it's the best show on TV, you're probably thinking, "who the hell is Xander Harris?". Well for the next 3-4 minutes sit back, relax and get ready for a "goofy" good time (as Xander would say). His full name is Alexander LaVelle Harris. He's 17 and hails from Sunnydale with its renown Hellmouth. Mishap after mishap, Xander is always there with a witty remark or funny joke. Xander is not exactly popular with the guys or the girls. He's the class clown and has much more important things to do than study homework namely study girls. He hangs out with Buffy Summers (this generation's slayer), Willow Rosenburg and Oz; otherwise known as the "Scooby Gang". He's been friends with Willow as long as they can remember. Before Buffy came along, it was just him, Willow and Jesse, his best friend. When Buffy showed up in Sunnydale, Jesse was turned into a vampire and he fell for everyone's favorite slayer. Buffy joined their group, and with her, they started hanging out in the library with Giles, Buffy's watcher. In terms of relationships, this is where it gets a little complicated. At the beginning of the show, Xander fell instantly in love with Buffy. But at the time, Xander and Willow were best friends, and Willow had a sizable crush on the X-man. So there was this love triangle deal going, and the fact that Buffy had no interest in Xander made it one big unrequited love angst-fest. Cord ...

Al-Khwarizmi, a Pioneering Astronomer and Mathematician

Al-Khwarizmi, a Pioneering Astronomer and Mathematician Al-Khwarizmi​ was also known as Abu Jafar Muhammad ibn Musa al-Khwarizmi. He was known for writing major works on astronomy and mathematics that introduced Hindu-Arabic numerals and the idea of algebra to European scholars. The Latinized version of his name gave us the term algorithm, and the title of his most famous and important work gave us the word algebra. What Professions Did Al-Khwarizami Have? Writer, scientist, astronomer, geographer,  and mathematician. Places of Residence Asia, Arabia Important Dates Born:  c. 786Died:  c. 850 About Al-Khwarizmi Muhammad ibn Musa al-Khwarizmi was born in Baghdad in the 780s, around the time Harun al-Rashid became the fifth Abbasid caliph. Haruns son and successor, al-Mamun, founded an academy of science known as the House of Wisdom (Dar al-Hikma). Here, research was conducted and scientific and philosophic treatises were translated, particularly Greek works from the Eastern Roman Empire. Al-Khwarizmi became a scholar at the House of Wisdom. At this important center of learning, al-Khwarizmi studied algebra, geometry, and astronomy. He wrote influential texts on the subjects. He appears to have received the specific patronage of al-Mamun, to whom he dedicated two of his books: his treatise on algebra and his treatise on astronomy. Al-Khwarizmis treatise on algebra, al-Kitab al-mukhtasar fi hisab al-jabr waÊ ¾l-muqabala (â€Å"The Compendious Book on Calculation by Completion and Balancing†), was his most important and well-known work. Elements of Greek, Hebrew, and Hindu works that were derived from Babylonian mathematics of more than 2,000 years earlier were incorporated into al-Khwarizmis treatise. The term al-jabr in its title brought the word algebra into western use when it was translated into Latin several centuries later.   Although it sets forth the basic rules of algebra, Hisab al-jabr wal-muqabala had a practical objective: to teach. As al-Khwarizmi put it: ...what is easiest and most useful in arithmetic, such as men constantly require in cases of inheritance, legacies, partition, lawsuits, and trade, and in all their dealings with one another, or where the measuring of lands, the digging of canals, geometrical computations, and other objects of various sorts and kinds are concerned. Hisab al-jabr wal-muqabala included examples as well as algebraic rules in order to help the reader with these practical applications. Al-Khwarizmi also produced a work on Hindu numerals. These symbols, which we recognize as the Arabic numerals used in the west today, originated in India and had only recently been introduced into Arabic mathematics. Al-Khwarizmis treatise describes the place-value system of numerals from 0 to 9 and may be the first known use of a symbol for zero as a place-holder (a blank space had been used in some methods of calculation). The treatise provides methods for arithmetical calculation, and it is believed that a procedure for finding square roots was included. Unfortunately, the original Arabic text is lost. A Latin translation exists, and though it is thought to be considerably changed from the original, it did make an important addition to western mathematical knowledge. From the word Algoritmi in its title, Algoritmi de numero Indorum (in English, Al-Khwarizmi on the Hindu Art of Reckoning), the term algorithm came into western usage. In addition to his works in mathematics, al-Khwarizmi made important strides in geography. He helped create a world map for al-Mamun and took part in a project to find the Earths circumference, in which he measured the length of a degree of a meridian in the plain of Sinjar. His book Kitab surat al-ará ¸  (literally The Image of the Earth, translated as Geography), was based on the geography of Ptolemy and provided the coordinates of approximately 2,400 sites in the known world, including cities, islands, rivers, seas, mountains, and general geographical regions. Al-Khwarizmi improved on Ptolemy with more accurate values for sites in Africa and Asia, and for the length of the Mediterranean Sea.   Al-Khwarizmi wrote yet another work that made it into the western canon of mathematical studies: a compilation of astronomical tables. This included a table of sines, and either its original or an Andalusian revision was translated into Latin. He also produced two treatises on the astrolabe, one on the sundial and one on the Jewish calendar, and wrote a political history that included the horoscopes of prominent people. The precise date of al-Khwarizmis death is unknown. Sources Agarwal, Ravi P. Creators of Mathematical and Computational Sciences. Syamal K. Sen, 2014th Edition, Springer, November 13, 2014. OConnor, J. J. Abu Jafar Muhammad ibn Musa Al-Khwarizmi. E. F. Robertson, School of Mathematics and Statistics, University of St Andrews, Scotland, July 1999. Surhone, Lambert M. (Editor). The Compendious Book on Calculation by Completion and Balancing. Miriam T. Timpledon, Susan F. Marseken, VDM Publishing, August 10, 2010. The Editors of Encyclopaedia Britannica. Al-Khwarizmi. Encyclopaedia Britannica, July 20, 1998.

Experimental economics summary paper Essay Example | Topics and Well Written Essays - 500 words - 15

Experimental economics summary paper - Essay Example information regarding quality and to ensure quality control is through the use of a third party that certifies and endorses products to comply with certain standards. A total of 21 buying sessions with 20 trading periods per session were conducted having 5 sellers and 6 buyers per period. The sellers could sell two super or two regular grade products per session. They had to pre-commit to quality in secret prior to any selling taking place. The fact that regular costs less to produce is a universal fact and all subjects were aware of it. They did not however know the actual difference. Offers were posted up on a whiteboard and at the end of each period, the grades of goods sold revealed. The reputation-only phase of the experiment kept the identities of sellers and hence their sales records revealed. The cheap-talk signaling phase gave sellers the option of either displaying a grade to buyers, or displaying no grade and just the pricing information and numbers up for sale. The certification part entailed ‘paying’ a fixed amount by the seller to certify their goods. The findings hence are in the categories of reputation, perception cr eated by â€Å"cheap-talk† and third-party certification and endorsement. It was discovered that reputation alone may not be enough to satisfy buyers of the quality they were paying for. The number of goods sold increased when compared to the baseline model where no information regarding quality was available. In the second part of the study, sellers were asked to label their goods with vague environmental quality claims. These also were discovered to be not enough in increasing efficiency or the number of high-quality units. This sort of cheap-talk signaling was found to be effective only when buyers were experienced. In the final part of the study dealing with certification, it was found that verifiable claims where a third party was introduced to monitor quality can help consumers find the information they need before buying.

Question for analysis 2 Assignment Example | Topics and Well Written Essays - 250 words - 1

Question for analysis 2 - Assignment Example Many people have become victims of distracted and cursory thinking that the internet poses. The fragmented information on the Internet tends to disrupt the readers’ concentration. In essence, the online environment promotes the superficial and hurried search for information, which the readers spend less time to internalize and think comprehensively. The alternatives to becoming critical information consumers and questioners are printing and people questioning whatever content they read on the internet. The advantage of publishing a tangible publication is that the readers will have time to internalize and engage with the content as they embrace intensive reading (Robin and Power 35). Readers can concentrate on the content without distraction as pointed out by the author. However, the challenge of printing is the increased automation of books and the environmental fears about depleting the natural resources. Alternatively, the readers can take charge of whatever they read on the internet. In this respect, behavioral change is critical in transforming people from mere decoders of information to critical questioners of the content. The change in the reading habits is a viable solution because everybody can decide to embrace the comprehensive interaction and critical acquisition of

Management 3000 Essay Example | Topics and Well Written Essays - 3250 words

Management 3000 - Essay Example In addition, the book is not only crucial for a manager and an aspiring manager but also to any individual willing to effectively learn important lessons crucial to their lives. The main theme of the book revolves around interpersonal skills on a broader perspective. However, I would divide the book into three, no actually four narrow categories, based on the achievement of the essential interpersonal skills to a manager. Of these four categories, the first one is the importance of self-awareness before seeking to understand others. Consequently, self-awareness is not something that you wake up one day and claim to have accomplished, something I have learned from the book. Apparently, self-awareness is an important and crucial skill that individuals need to conceptualize and acquire through a four-pronged approach. This covered the first unit and essentially the first four chapters in the book. I answered all the questions in these four chapters and I must say, although I read the chapters before answering the questions, there were instances that I found myself marking the wrong answer based on my personal biases. The second important thing I read pertains the need for individuals seeking to acquire interpersonal skills to learn how to work well with others in diversity. This unit covers the next four chapters of the book, that is, chapters five all the way to chapter eight. The questions are crucial to answering an individual’s perceptions about diversity. Thirdly, I read the other six chapters in the book based on the unit I would classify as understanding the team and its dynamics. This is essential for a manager who works with a team in their day-to-day operations, which effectively requires them to be knowledgeable of the dynamics controlling the team. Finally, the last unit I would call it the leadership unit. This is the actual unit that I would

I.R Essay Example | Topics and Well Written Essays - 500 words - 1

I.R - Essay Example This is clear in the theory of comparative advantage attributed to David Ricardo as well as in the â€Å"standard theory of international trade† that are both discussed in many of the undergraduate and graduate books of economics. One of the books discussing the two topics, for example, is that one by Krugman and Obstfeld (2003). A policy of trade liberalization adopted by policy makers through the political process commit a country to an economic environment that requires the conversion of tariffs to quota as well as the reduction of tariffs which are the standard policy prescriptions under the World Trade Organization (WTO). On the other hand, a policy of autarky emphasizes on the policy of â€Å"self-reliance† wherein nations produce all what they need. In contrast, the policy of trade liberalization emphasizes on interdependence among nations wherein self-reliance is achieved through domestic production as well as trade with other nations. In other words, the forego ing emphasizes that policy regimes that are adopted through the political process determine trade policy and, consequently, policy regimes or politics determine people’s access to higher welfare levels. Second, the discipline of economics recognizes that there is a definite and solid political economy dimension in the adoption of protectionism rather than trade liberalization. For example, this is clear in Salvatore (2001, p. 293-298).

Criminological Theories Case Study Example | Topics and Well Written Essays - 1000 words

Criminological Theories - Case Study Example Society reacts by punishment, treatment, or prevention. These sequences of events come together to comprise the object matter of criminology (Sutherland, 1947). Theories are logical constructions that explain natural phenomena. They are not in themselves always directly observable, but can be supported or refuted by empirical findings. Theory and empirical research are connected by means of hypotheses, which are testable propositions that are logically derived from theories. The testable part is very important because scientific hypotheses must be capable of being accepted or rejected. Theories can be simple or complex, it depends on how relationships are made in formulating them. Human behavior tends to be very complex, almost abstract. Theories on crime causation are complex, too. Theories not only provide a framework for us to interpret the meanings of observed patterns but they help us to determine when these patterns are meaningful and when they are not (Sutherland, 1947). The case under analysis here is Cecilia's inclination to embezzle funds from her employer. Her behavior can be best explained using two sociological theories of criminology namely, Social Disorganization and Institutional Anomie. The Institutional Anomie is sometimes also called the 'American Dream' theory. This theory comes under the more widely known 'Strain theory'. Strain refers generally to the processes by which inadequate regulation at the societal level filters down to how the individual perceives his or her needs. Strain also refers to the frictions and pains experienced by the individual as they look for ways to meet their needs (the motivational mechanism that causes crime) (Messner & Rosenfeld, 1994). This theory talks of a state in which sometimes material success is evaluated as success in life. Achieving such a success might mean relieving the strain the person is under. When a person is in this state, economic success takes a very high priority in life. Contentment a nd satisfaction in life are rated only based on how much money they make or how well placed they are in society. As in the case of Cecilia, as long as she was economically stable, for example during the initial period of working, she did not resort to any type of deviant behavior. Social Disorganization theory basically refers to the failure of social institutions or social organizations (e.g., schools, family, group networking) in certain communities and/or neighborhoods. Organization can be defined as definite and enduring patterns of complementary relations and social disorganization as the weakening or destruction of the relationships which hold together a social organization such as a family (Sutherland, 1947). The lack of a proper childhood leads to a feeling of imbalance which in turn leads to the need to procure this balance. In Cecilia's case, the death of her father at an early stage and the lack of a close personal bond with her mother caused in her a feeling of detachmen t and desolation. Since she also did not have close friends, social networking was totally lacking leading to a very strong need to feel attached to something or someone. This craving leads to a depression which if not identified leads to deviant behavior which could lead to the individual developing into a

I.R Essay Example | Topics and Well Written Essays - 500 words - 1

I.R - Essay Example This is clear in the theory of comparative advantage attributed to David Ricardo as well as in the â€Å"standard theory of international trade† that are both discussed in many of the undergraduate and graduate books of economics. One of the books discussing the two topics, for example, is that one by Krugman and Obstfeld (2003). A policy of trade liberalization adopted by policy makers through the political process commit a country to an economic environment that requires the conversion of tariffs to quota as well as the reduction of tariffs which are the standard policy prescriptions under the World Trade Organization (WTO). On the other hand, a policy of autarky emphasizes on the policy of â€Å"self-reliance† wherein nations produce all what they need. In contrast, the policy of trade liberalization emphasizes on interdependence among nations wherein self-reliance is achieved through domestic production as well as trade with other nations. In other words, the forego ing emphasizes that policy regimes that are adopted through the political process determine trade policy and, consequently, policy regimes or politics determine people’s access to higher welfare levels. Second, the discipline of economics recognizes that there is a definite and solid political economy dimension in the adoption of protectionism rather than trade liberalization. For example, this is clear in Salvatore (2001, p. 293-298).

Christianity and Philosophy Essay Example | Topics and Well Written Essays - 500 words

Christianity and Philosophy - Essay Example The fundamental method of western philosophy is the use of reasoning to evaluate arguments. Christianity has contributed to Western thoughts and beliefs. Greek philosophy has a great influence on Christianity, so much so that the characteristics, manner, and ethics of the Church came from Greek philosophy. Greek philosophers believed in one God. They were Monotheists. This has led to the main method of western philosophy which is to use reasoning in order to evaluate arguments. Throughout the world, people from various cultures argue which philosophy method is correct. As stated by McCabe and Kalthoff (1907, p. 60), "Since Xenophanes wrote in the sixth century of the one God, supreme above all gods and men, not to be compared to mortals either in shape or thought, all eye, all ear, all mind, the idea of God's unity became an essential part of Greek philosophy." In other words, the ancient Greeks (the Hellenes) are key contributors to Christianity's impact on philosophy. In return, Ch ristianity owes its debt to the Greeks. Western philosophy is influenced by Greco-Roman philosophy which consisted of philosophers such as Socrates, Plato, and Aristotle. Then the Medieval philosophy came about and this was when Augustine of Hippo and Albertus Magnus, Christian philosophers who were also scholars, started their writings.

Quality Special Education Program Essay Example for Free

Quality Special Education Program Essay Recent reforms in education have emphasized the need for sensitivity and responsiveness to students social contexts. This is to increase not only the effectiveness of educational programs but also to create individual relevance to the student learning. Behavioral management is critical in special education programs because students behavior are often used by the public to determine the social roles and value of special-needs children. This can prove to be challenging for special education programs since social standards may vary in communities and therefore behavioral and social integration requirements will vary as well (Kopelowicz et al, 2006). Therefore, there is a need for special education teachers to have the means to evaluate individual student socialization requirements to ensure that they accomplish not only academic and behavioral educational goals but also to enhance their social integration and empowerment. Proposal The development of academic and behavioral programs that highlight socialization requires educators access to relevant research and the capacity to both research and their individual experience in developing interventions. In either case, Williams and Reisberg (2003) point out that teachers depend greatly on institutional support of such objectives and often have little direct participation in program development. This may be because of the need to develop general policies, procedures or methodologies but it also limits social context input thus diminishing the social relevance of interventions (Sailor et al, 2007). Therefore, there is a need for individual educational programs to develop their own evaluation methods to determine the socialization and social integration requirements of their students Recognizing the limitation on resources and manpower common to special education initiatives in public schools, the researchs target population will be limited to its existing students and extent of integration will only range from family to the school community interactions (Kopelowicz et al, 2006). It should be noted that the project should emphasize community and professional collaboration to create awareness and collect to multi-dimensional perspectives in improving socialization components to currently implemented academic and behavioral programs. Moreover, the evaluation or assessment programs must be easy to replicate so that it can be utilized in other educational settings and provide a baseline for socialization component evaluation. Rationale The assessment will then serve to develop high-impact low cost interventions, each intervention or program having a duration of twelve weeks. According to the studies conducted by Barry and Burlew (2004), Smith and Gilles (2003) and Koh and Robertson (2003), educators level of commitment to educational programs is often used as an indication of institutional commitment and concern to an issue. Thus, it is important for educators to take an active role in initiatives particularly where external stakeholders are involved. This is not only to utilize the social recognition of teachers role in education but also to utilize their professional practical experience. This becomes even more critical in special education programs since there is a limitation to public awareness and understanding of the socialization requirements of special needs students (Sailor et al, 2007). Even more critical is that without direct involvement in the evaluation or assessment program, educators will diminish their capacity to rational research and study results which in turn will impair the development of individual interventions and programs. Considering that the component of concern is socialization, the degree of sensitivity and relevance of the programs to specific social contexts will directly impact the level of social competency developed by students (Kopelowicz et al, 2006). More importantly, the assessment or evaluation program will be able to create a means to discuss perceived limitations in special education programs in addressing social stigmas and misconceptions regarding special education students, curriculum and requirements (Sloan et al, 2003). This will afford educators insights to the socialization impediments not only in education settings but society as a whole. In addressing such issues, programs will not only be able to sustain the relevance of programs after school but also initiate long-term social support systems for students. Conclusion In the case special education, this has become even more critical as the advocacy for social recognition and participation become critical to policies and treatments (Kam et al, 2004). Furthermore, research suggests that social skills development has been linked directly with perceived quality of special education and overall social acceptance of conditions being addressed by special education curriculum (Koh Robertson, 2003). This has translated to the inclusion of social integration objectives in both academic and behavioral interventions. This has increased the demand for collaborations between schools, parents and community (Sailor et al, 2007). However, to be able to fully meet this need, education stakeholders must not only develop programs but also institute evaluation and feedback systems to ensure the fulfillment of not only program objectives but also create opportunity to develop competencies, collaborations and public knowledge about special education concerns and issues. References Barry, Leasha M. and Burlew, Suzanne B. ( 2004). Using Social Stories to Teach Choice and Play Skills to Children With Autism.Focus on Autism and Other Developmental Disabilities, Jan; 19: 45 51. Kam, Chi-Ming, Greenberg, Mark T. and Kusche, Carol A. ( 2004). Sustained Effects of the PATHS Curriculum on the Social and Psychological Adjustment of Children in Special Education. Journal of Emotional and Behavioral Disorders, Jan; 12: 66 – 78. Koh, Myung-Sook and Robertson, Janna Siegel ( 2003). School Reform Models and Special Education. Education and Urban Society, Aug; 35: 421 442. Kopelowicz, Alex, Liberman, Robert Paul and Zarate, Roberto ( 2006). Recent Advances in Social Skills Training for Schizophrenia. Schizophr Bull, Oct; 32: S12 S23. Sailor, Wayne, Stowe,Matthew J. , Turnbull, H. Rutherford and Kleinhammer-Tramill, P. Jeannie ( 2007). A Case for Adding a Social—Behavioral Standard to Standards-Based Education With Schoolwide Positive Behavior Support as Its Basis Remedial and Special Education, Dec; 28: 366 376. Sloan,Morris, Hughes, Marie Tejero, Elbaum, Batya and Sridhar, Dheepa ( 2003). Social Skills Interventions for Young Children with Disabilities: A Synthesis of Group Design Studies. Remedial and Special Education, Jan; 24: 2 15. Smith, Stephen W. and Gilles, Donna L. ( 2003). Using Key Instructional Elements to Systematically Promote Social Skill Generalization for Students with Challenging Behavior. Intervention in School and Clinic, Sep; 39: 30 37. Williams, Gregory J. and Reisberg, Leon ( 2003). Successful Inclusion: Teaching Social Skills Through Curriculum Integration. Intervention in School and Clinic,

Personality Of The Crisis Worker

Personality Of The Crisis Worker I agree that not everyone is suitable to do crisis intervention work as there are many factors that need to be considered when doing crisis work. The main factor that is essential for any crisis intervention work is the characteristics and personality of the crisis worker. James Gilliland (2001, p.17) claim that effective crisis workers share a number characteristics and such workers demonstrate competency in their professional skills. Before we analyze the crisis worker, we need to understand crisis, crisis intervention and the difference between other therapies and crisis intervention because of the need to understand how the role of the intervener differs from other therapies and what are the characteristics that is needed specifically for the crisis intervention. There are many definitions of crisis but a summarized definition would be that crisis is a perception or experiencing of an event or situation as an intolerable difficulty that exceeds the persons current resources and coping mechanisms, (James Gilliland, 2001, p.3). A similar definition of crisis is by Roberts (2000) who views crisis as a period of psychological disequilibrium, experienced as a result of a hazardous event or situation that constitutes a significant problem that cannot be remedied by using familiar coping strategies (p.7). There are many types of crisis and crisis is not simple but is complex and difficult to understand. It is essential that the individual is able to get relief from the crisis because the crisis causes disruption and breakdown to an individuals ongoing pattern of everyday functioning. If the crisis is not handled, the situation would tend to immobilize them and they will be unable to control their lives. Apart from that, a crisis can cause individua ls to have affective, behavioural and cognitive malfunctioning. Crisis intervention is an internal helping response and is defined as methods used to offer short term immediate help to individuals who have experienced an event that produces mental, physical, emotional and behavioural distress, (Mitchell, n.d. para.1). The ultimate goal of crisis intervention is reducing the dangers of the crisis and allow it to be resolved positively allowing the individual to go on and thrive in life (Echterling, Presbury, McKee, 2005, p.25). This intervention will focus on resolving the immediate problem to prevent further deterioration and to prevent negative outcome. An article by Center for School Mental Health Assistance (2002) states that, crisis intervention will restore a sense of equilibrium for the individual in crisis and give them the ability to creatively problem-solve and feel efficacious. Crisis intervention differs from other therapies and traditional counselling because it focuses on short term strategies to prevent damage during and immediately after the experience of trauma, (Mitchell, n.d. para.5). This intervention is oriented in the present and focuses on the immediate problem which disrupts people from controlling their life. The interveners role is to offer immediate assistance to the individual who is struggling with a complex situation and assist them to go on and achieve a meaningful resolution (Echterling, Presbury, McKee, 2005, p.25). In comparison to crisis intervention, other therapies deal with the totality of the individuals personality and life issues and tend to be long term as they aim to improve the clients mental health and personal wellbeing with an attempt to remediate more or less ongoing emotional problems. This only escalates to a crisis when there are threats to fulfilment, safety or meaningful existence (James Gilliland, 2001, p.8-9) an d this is where the crisis worker takes over. To be a crisis worker, the helper has to have certain qualities to be able to intervene during the crisis and life experiences of the intervener are an important aspect to handle a crisis. These life experiences serve as a resource for emotional maturity that combined with training, enables workers to be stable, consistent and well integrated not only within the crisis situation but also in their daily lives (James Gilliland, 2001, p.13). When a worker has previous experience of going through a crisis and comes across another individual who is in the similar crisis, they will be able to use their background as a resource to deal with the crisis. For example a crisis worker has previously made suicide attempts and has dealt with it, now has a client who is on the verge of attempting suicide. The crisis worker will be able to help the client overcome the issue because of the first hand experience of the crisis. James Gilliland (2001) suggest that people who usually do crisis interven tion are products of their own crisis environment and they have chosen to work with people experiencing the same kind of crisis they themselves have suffered, and they use their experiential background when working with people in crisis (p.13). Apart from this, life experiences means the helper has emotional maturity and it can enhance the dept and sensitivity with which the clients are treated. One other characteristic that is essential for a crisis helper is remaining poised because the nature of crisis intervention is that the worker is often confronted with shocking and threatening materials from clients who are completely out of control, (James Gilliland, 2001, p.14). When a helper remains poised in a situation where the client is out of control, there are chances that the stress level of the client will not be escalated. As the helper models this trait to the client, soon a stable atmosphere and a state of composure can be achieved. Eventually the situation will be brought into control and any immediate danger will be diffused. This trait of calming the victim and the situation has to be deeply abided within the helper and cannot be taught. Aguilera Messick (1982) stated that creativity and flexibility are major assets to those confronted with perplexing and seeming unsolvable problems (p.24). All crisis helpers are equipped with many skills and these skills have to be used in specific and creative ways personalized to the clients needs and crisis. Sometimes to solve the crisis, untraditional and unconventional approaches need to be used. Helpers also cannot approach a crisis with a fixed and rigid formula but instead should have a tentative plan for how to address it, combined with a readiness to let go of that approach if it does not work, (Miller, 2012, p.6). Creating solutions is time sensitive and by being flexible to try and use different approaches, the helper will be more effective to lead the client through a comfortable intervention. Energy and resiliency are required for crisis intervention as crisis situations can be very demanding. Being energized is largely dependent on the worker themselves to take care of their own physical and psychological needs so that their energy level remains high (James Gilliland, 2001, p.15). Resilience on the other hand is also essential because it is natural for helpers to face failure no matter how capable or committed they were and when times of failure arise, helpers need be able to move forward and not face a meltdown. As mentioned previously, crisis intervention compared to other therapies is time critical and helpers must have quick mental reflexes to deal with the constantly emerging and changing issues that occur in the crisis, (James Gilliland, 2001, p.15). Helpers need to be able to think quickly on their feet and make quick evaluations and decisions as there is no time to reflect and slowly mull over the crisis. There is also a need for the helper to be comfortable in making decisions on their own because most of the time, they do not have another person supervising them. Finally, one of the other trait a crisis helper should posses is the potential and desire to grow and change. Doing crisis intervention is not a static work as there is constant and rapid change in this field. The helper needs to change after each contact with a client because successful resolution of the crisis results in two products, the first is helping the client overcome the crisis and second, effecting positive change in the helper as a result of the encounter, (James Gilliland, 2001, p.15). In conclusion, I agree that not everyone is suitable to do crisis intervention because a crisis requires helpers who share a number of characteristics to demonstrate competency in their professional skills. Helpers ought to maintain poise when confronting a situation, to be creative and flexibility in their approach to deal with the situation, to be able to have energy and resilience, to be able to have quick mental reflexes and also have the potential to grow from each encounter of crisis. All of these characteristics are of enormous value to the helper and to the client and without them it is unlikely to be able to assist the client to reduce the dangers of crisis and facilitate a positive resolution. (1471 words)

Smallpox Blankets during the French Indian War :: Smallpox Disease

A different perspective on a smallpox epidemic during the French and Indian War appears in Andrew J. Blackbird's History of the Ottawa and Chippewa Indians of Michigan. Blackbird, Chief Mack-e-te-be-nessy, was a member of a distinguished Ottawa family from the northwest shore of the Michigan lower peninsula. He wrote his History late in life, after a long career in education, politics, and public service. Blackbird's book, like many similar autoethnographic texts, is a combination of autobiography, history, ethnography, and polemic. He opens with a conventional reference to inaccuracy in current histories. In the course of correcting the record he relates the story, preserved by elders of his nation, of a smallpox epidemic during the height of the French and Indian War, about 1757. Blackbird's story is unique because of the unusual disease vector. It was a notable fact that by this time [1763] the Ottawas were greatly reduced in numbers from what they were in former times, on account of the small-pox which they brought from Montreal during the French war with Great Britain. This small pox was sold to them shut up in a tin box, with the strict injunction not to open the box on their way homeward, but only when they should reach their country; and that this box contained something that would do them great good, and their people! The foolish people believed really there was something in the box supernatural, that would do them great good. Accordingly, after they reached home they opened the box; but behold there was another tin box inside, smaller. They took it out and opened the second box, and behold, still there was another box inside of the second box, smaller yet. So they kept on this way till they came to a very small box, which was not more than an inch long; and when they opened the last one they found nothing but mouldy particles in this last little box! They wondered very much what it was, and a great many closely inspected to try to find out what it meant. But alas, alas! pretty soon burst out a terrible sickness among them. The great Indian doctors themselves were taken sick and died. The tradition says it was indeed awful and terrible. Every one taken with it was sure to die.

Corporal Punishment :: essays research papers

Dear Sir, I am writing in reply to the recent publication of an item on the topic of corporal punishment. I do not agree that it is needed to bring discipline back into our schools. It is assumed that a child who has been caned would be less likely to commit another offence , but this was never proved and , in fact , one theory holds that severe corporal punishment increases the likelihood of future offences. There are better ways to discipline students than hitting them. Some parents may believe that spanking a child may be beneficial but apart from being potentially dangerous physically, it can lower their self esteem, hinder their academic abilities and may even contribute to disruptive and violent behaviour. Some pupils may feel so afraid to go to school that they are tempted to play truant. Over the past few years we have become more and more obsessive over bringing our lives into the twenty first century and now , here you are telling us that we should bring back corporal punis hment, a system which is looked upon as old fashioned ! Discipline should begin in the home . Parents have and should accept the task of instilling in their children respect for right and wrong, respect for others and all the other basic lessons of living, working, playing and learning with others. They should try to teach him to control himself and take responsibility for his actions and their consequences .Unfortunately, because some parents find it difficult to do this from infancy , the teachers role is all the more difficult. Still, restoring this rule is not the way to resolve theses difficulties. Get to children in infancy and their early years and their lives will be shaped more fully for future growth. Restoring their teachers’ power to hit them across the bottom or knuckles doesn’t fit that picture. Forget corporal punishment. Roald Dahl’s book entitled â€Å"Boy† tells about the times when corporal punishment was allowed to take place in all sc hools. A passage from the book tells of how , aged nine, Dahl was caned six times for talking during prep. Even though he had had a perfectly good excuse he got the same punishment another child would probably have got for defacing school property or stealing. I think that this reinforces my earlier suggestion that teachers may take advantage of their authority and harass pupils they may have taken a dislike to.

Why the Maglev (Magnetic Levitation) Train

Levitating Trains The Maglev trains â€Å"A train is a connected series of rail vehicles propelled along a track to transport cargo or passengers. † -Wikipedia Trains now days are most commonly used for the transport of passengers across long distances, they are fast enough to reach a constant speed between 65 km/h to around 120km/h, although the record speed of a conventional train is of 575 km/h, held by the French TGV. It needed some modifications (shorter and higher voltage) and had passengers in it.Although, the record for non-conventional train is held by the JR-Maglev, a Japanese experimental train reaching the 581km/h without passengers (precaution) on a Magnetic-Levitation track. Answering how a train works is a very hard question, assuming we are talking about locomotives; they all have a generator behind the crews cab about half the size of a Volkswagen Beetle that powers the train with electricity by spinning, but the electrical output requires a lot of energy, tha t’s why there is a huge and powerful diesel engine that provides this power.Ignoring what the possible price of putting down a rail could be, I am going to calculate the price of having to get wheels and how long they last. A single axle 2 wheels costs $33, on the average commercial train there is about 636 wheels, so there is 318 axles, which adds up to total of $10,494 . There isn’t an exact schedule on how often they change train wheels, it all depends on the rail and how much braking the train does, for example, if it’s a very curvy â€Å"road†, more braking is applied and the more the wheels get wasted, and eventually, this slows down the entire vehicle.Regular trains also suffer from bumps and weather can play a difference in the performance of the train, the fact that the train is connected to the rail and to the floor deteriorates the materials and can make a huge sound, and if it’s a train that goes by a big town, there might be noise comp laints. Since friction seems to be the root of all problems, why not remove it? Friction is a natural force that occurs when an object or more encounter moving over each other or two objects rubbing against each other. How can a train overcome this?If only it could levitate†¦ well, needless to say, as I have mentioned a few paragraphs back, there is such a train, one that levitates with magnetism, the Maglev train, which by the name might sound Russian, but the mastermind behind it is Alfred Zehden (German), although he gave it a name in English: Maglev (MAGnetic LEVitation). The train levitates with electromagnetic (the interaction of electric currents with magnetic fields) C-shaped arms, with the top part of the arms connected to the train and the inside part holding the magnets, so the rail is situated in the space within the C.Since friction was the factor that was creating the problem, now that there is a clear (15mm) space between the rail and the train â€Å"wheels† there is no friction involved, so now the train speeds up faster to its average speed of 430km/h and it also slows down easier without any sound, and it goes unaffected by non-extreme weather, if the town has a power there is no problem because it has its own generator and also let’s not forget it is super cool because it is a LEVITATING TRAIN!Another feature it has is that regular locomotives can only run at a minimum speed of about 30km/h, with electromagnets there is no such problem, the train can cruise around at whatever it’s chosen speed is. The price of a regular (and might I add, boring) locomotive is around $2,300,000 with an added $35,000 for fuel and repairs, whereas the maglev has a more expensive staring price of 1. 2 billion, although it is expected for the price to fall to 1,800,000 in the next 30 years.In the long run and in this case a very long run because trains are one of the vehicles that last the longest, the maglev is more profitable than regu lar locomotives Cultural: As far as I am aware, culturally there shouldn’t be any problem with the maglev unless there is some cult out there that I’m not aware of that hate electromagnetism. Political: If anything, on the long run the government profit from this investment, considering it’s the fastest commercial train in the world, it gets a lot of attention. On the other hand, only 4 countries have patented the idea and of those only 2 (Aichi, Japan and Shanghai, China) have constructed the rains and 2 other under construction in Seoul, South Korea and a second one in China, which leads to think that other governments are afraid of bringing these ideas to their country and then end up being an absolute failure. Environmental: The maglev train actually does benefit the environment since there is less friction and therefore less fuel is used, and also less resources to replace train and rail parts since they won’t deteriorate because there is no friction involved. Social: Everyone is going to want to ride the super cool levitating train because it’s a SUPER COOL LEVITATING TRAIN!In conclusion, I think I have stated my point very clearly and we have solved the friction problem thanks to our friend electromagnetism. -August Paloluoma P. S please ignore Social, I still don’t know why I wrote that down†¦ Bibliography: URL: http://en. wikipedia. org/wiki/Maglev#Technology Title: Maglev Latest date modified (LDM): 3 November 2012 at 18:01. URL: http://en. wikipedia. org/wiki/Shanghai_Maglev_Train Title: Shanghai Maglev train LDM: 31 October 2012 at 14:51. URL: http://science. howstuffworks. com/transport/engines/maglev-train. htm Title: How the Maglev train works LDM: 26 January 2012

Statement of Academic/ Career Goals

Being fond of pharmacy and with a desire to be a pharmacist, I m currently an undergraduate student in College of Arts and Science with my majors in Chemistry. I’ve always dreamt of becoming a pharmacist while studying in USA for which I am eager to work hard and whole heartedly. I was also in Letters Dean’s list in 2007-fall semester and joined the Chemistry school department symposium in 2008. I am also a social servant and have been a lifelong volunteer in Taiwanese Social Organization that took take care of impoverished patients in persistent vegetative state (PVS) suffers in nursing home environment. By serving there I gained experience in cost reduction and acquired leadership and managerial skills. I always wanted to achieve something high in academics due to which I have high spirits and faith in me. The reason for selecting United States among the numerous choices was the excellent learning environment found there which is the only way to fulfill my academic aspirations and for which I am ready to strive as much as possible. The way of teaching and inspiration that comes from United States attracts me the most which unfortunately, I wasn’t able to find in my country Taiwan. The learning environment at United States positively reinforces and encourages the students to think, express and be creative whereas in other countries punishments are used to push students along with cramming studies. In the United States, I believe that EMU is the platform where I can pursue my highly spirited goals and where my skills can be enhanced and polished because of the learned science faculty available there. I’ve been enrolled at this grand institute for more than a year and through my hard work have been able to complete 50 credit hours up till now. Even though I was faced with a lot of problems and financial constraints, I never compromised on my result and attained an overall GPA of 3. 07 and maintained an excellent GPA of 3. 4 in my major. This institute opened me to a new world of science where I saw my dreams coming to be true. This period holds strategic importance in further nurturing my interest and convincing me with the passing time that EMU is the right place for me for providing quality learning. EMU not only played a role in increasing my knowledge and skills but also made me learn other important things. The first thing that I learnt at the place was the significance of honesty. The institute explained me new definitions of cheating and plagiarism which had been never taught before and I eventually realized their importance in building my personality once I began to study at EMU. It made me more creative, self dependent and work harder since I learnt to complete assignments and reports with the help of my own ideas and information acquired through hard work from different sources. This also helped in nurturing my grammar and composition skills which were tremendously improved. Moreover, my interpersonal skills improved drastically in the university’s environment which was previously hidden in the Chinese culture I came from. My introvert nature disappeared and I was able to interact freely with my professors and classmates while frequently raising questions which was not so in my old country school. EMU has taught me to be individualistic and self-reliant while at the same time made me affluent and interactive. By studying at EMU, I’ve been able to acquire a professional knowledge through the courses and lectures taught by my learned professors. I had to take a lot of science courses since I was in the pre-pharmacy program. This was the point where my interest in Chemistry developed and eventually I became fond of it. Previously, I had an impression that Chemistry is a tough subject but the professors and learning environment at EMU made everything easy for me and my interest in Chemistry was further nurtured. In the initial semesters I learned about the basic principles and laws of Chemistry while in the last semester this knowledge became more profound and in-depth. All this knowledge and courses are adding up to my skills which will make me appropriate to pursue a career in pharmacy. Moreover, at EMU I’ve learnt to collaborate and work as a team. This skill was acquired by working in labs where I gained not only practical skills but also attained the spirit of a team. I am now experienced at handling chemical apparatus and equipments for the purpose of using them in experiments. This demanded considerable hard work because of the language barriers due to which I had to preview lab manuals and practice a lot before coming to the lab. But since I am not afraid of hard work I did everything that it took to acquire complete knowledge. Breaking the language barriers was one of the greatest achievements for me and that built in me self confidence and strength to face challenges. This actually allowed me to help my classmates with their problems related to labs, equations and graphs. The language obstacles instead of serving as a hindrance actually motivated me to strengthen my English skills and communication power due to which I started being careful on every detail. Besides Chemistry, I also focused on Biology and Physics which advanced my researching and citation, and measurements and calculations respectively. I also felt the warmness of American culture at EMU since my classmates understood that I came from a different cultural background and helped me in every way in understanding the language and accommodating into an American culture. Studying at EMU has changed my life, and I truly think that EMU is the right place for me to accomplish my dream of being a pharmacist. The promising environment and the learned faculty encouraged me to take a further step towards my goal. Delving more into my career aspirations I assimilated more and more knowledge which made me more eager to learn. For all these reasons I have made my decision to complete my bachelor degree of Chemistry at EMU and then apply for pharmacy schools. I have high aspirations to pursue what I yearn for and want to live up to my dreams in order to be proud and self-satisfied. I am also aware of the fact that behind every dream there are hardships and I am ready to strive and work hard for achieving what I plan to. My philosophy in life is the belief in hard work because this can earn me what I strive for and I look forward to develop my specific skills and competences for achieving my long-term goals. For this my bachelor degree from EMU is very important for my future. I have financial troubles but your scholarship can serve as a blessing to me and help in fulfilling my long awaited dreams. Statement of Need I am a Taiwanese student working hard to achieve a career in my field of interest. Like all other students, I am also striving to attain the skills and knowledge for expanding my horizons of intellectual abilities. In order to accomplish this, I have decided to shift to US since it is a land of excellent education which can quench my thirst for knowledge. Though adjusting in American culture is difficult but I have tried my level best to handle all the obstacles and have been able to adjust quite well. I want to pursue career in pharmacy so that I can help people in their pain and sufferings which has always touched me. I come from a single family since my dad passed away when I was 13 and my mom was the only person who had to work to earn a living for the whole family. She is now a 70 year old retiree and the whole family has to live on her pension plans. To date, I have completed my education from my previous savings and help from my family. Since I have a younger brother and an elder sister, I cannot use much of the savings of my family and therefore, I am left with a meager amount which is not enough to complete my under graduation. My family income is my mother’s pension plan and her whole life savings which have almost exhausted. She has mortgaged her only house to a bank so that I continue studying in US in order to seek the dream of becoming a pharmacist. I am in a strong need for scholarship which is the only way through which I can make my future. Since I am categorized as an international student I have to pay a higher sum of money than the US residents which further worsens the problem. Moreover, the US government does not permits international students to work and regards it as illegal therefore; I don’t have any source of income at present. My annual tuition fee is around $32000 apart from living, renting, transportation, books, eating etc. Since I am living without my family members therefore, I have no family support and have to manage all the expenses myself. The total expense of tuition and living becomes enormous and cannot be managed with the loaned amount and my mother’s pension plans. This is why I am in a dire need of your scholarship so that I can continue my education and get the degree I promised my mother and myself. All these factors are a hindrance towards my academic progress therefore, I m writing this with great hope and faith in your scholarship program which can help in removing my worries and troubles. I need this scholarship desperately because I have exhausted my savings and family income on previous tuitions in US. My request for financial help is well intentioned and your scholarship can provide me with a relief after which I can devote my maximum attention to my dreams and aspirations of becoming a successful pharmacist.

Policy Paper Essay Example | Topics and Well Written Essays - 2000 words

Policy Paper - Essay Example In Texas, two-year old Riley Ann died on the spot when she was supposedly flung to the other side of the room during an â€Å"obedience training session† with her mom and stepfather. (Callebs, S., 2007) According to the mother, the toddler was having difficulty saying â€Å"please† and â€Å"yes, sir†. Obviously, this situation has gone beyond reasonable. Riley Ann’s parents were sent to jail for parricide. In Montreal, Quebec, a 9-year old autistic boy was found lifeless in his classroom on April 17, 2008 due to suffocation from a therapeutic blanket wrapped around his head by his teacher as a punishment for being disruptive. (Glocwood, R., 2009) Corporal punishment for children is not a new thing. It has been practiced even before civilization as we know it. Since ancient times, corporal punishment on children has been recorded in literature, art and science. (Ten Bensel, Rheinberger, Radbill, 1997) In ancient Rome, corporal punishment was seen as both necessary and virtuous: â€Å"Most of the ancient philosophers and law-makers were in favour of flogging children, not only as a means of inducing them to conduct themselves well and tell the truth, but also an aid to education itself† (Scott, G.R., 1951). Even now some people even refer to the Bible which contains phrases such as Proverbs 23:13 that talk about disciplining children: â€Å"Withhold not correction from the child: for it thou beatest him with the rod, he shall not die.† According to early Christian sources, children’s obedience was a necessary element of family life. Didache 4-9 and Barnabas 19-5 warned parents not to withhold corporal punishment from son or daughter but to â€Å"teach [didaxeis] them the fear of God† from their â€Å"youth† (neotetos). (Horn, C. and Martens, J., 2009) For decades the right to punish or discipline children as families saw fit was considered a parental privilege. (Marotz, L., 2009) Different forms of punishment have

Technology in our Lives Essay Example | Topics and Well Written Essays - 500 words

Technology in our Lives - Essay Example However I still believe that technology has a big impact on our lives nowadays. The newer generations can’t think about living without technology. Ask a teenager what their most prized possessions are and you will come up with answers such as laptop, iPod, digital camera, PlayStation and many more such technological devices that have taken the world by storm and have become a necessary part of many people’s lives. Many of the technological inventions such as cars, airplanes and bullet trains have made transportation easier. Gone are the days when people commonly used horses and camels as modes of transportation. With the invention of modern modes of travel it is possible to reach far off places in a very short time. Most of us use these modes while travelling to work or school. A person travelling on a horse to go to their office is a rare sight now thanks to technology as people prefer faster modes of travel. With technological advancements came the inventions such as television, cell phones, and internet. All these inventions have led to the world becoming a global village. With their help we can communicate over long distances and know what is happening anywhere in the world just by clicking a button. Technology has even led to advancements in medicine. With the help of technology new medicines are being developed that can cure many diseases. As a result many lives can be saved. Electricity is another invention without which we cannot dream to live now. Imagine if there is no electricity the country. There is a total blackout. The world will come to a halt. Most of people’s work requires electricity. Be it as simple as for running the AC or as complex as running a power plant both require electricity to function. I believe that now it is impossible to live without technology. We are so dependent on some of the technology that we use today that it

White Paper- Software Testing Essay Example | Topics and Well Written Essays - 1250 words

White Paper- Software Testing - Essay Example This section recommends the application of alpha testing to solve the issue in question as it allows the developers to see the test software working in real time in a practical setting. The involved number of test clients should be limited when the software is not yet ready for release either commercially or for open source purposes. The online application under the alpha test is a web-server application that has been a victim of frequent hacks. As a result, the cost of maintenance has been on the rise and this has lead more time loss which would otherwise have been used developing better versions of the same application. This alpha test utilized prototypes, to test the application in its beta stage, on a weeklong correction meant to regain the faith from the users who feared that their data could be compromised. However, there were no expectations of the software’s full possession in functionality for which it was developed for and specifically for this stage. The reason is because alpha testing is normally conducted to make sure that the application is developed on all core functions and proper acceptance of input to provide output as expected without errors. Before the customers cloud receive the improved version free of security risks, the developers had to ensure that they provided sufficient improvements as pertains to robustness and sustainability. Such a final product in an application was meant to deliver a positive image for the app. This would lay a strong foundation for the beta testing to confirm acceptability. Alpha testing was chosen for the sole reason in that it handles the procedure that would meet the expectations of eliminated security risk that was easily conducted by the application developers on a test environment that was controlled to avoid losing code to external competitors who could use it for competition, maliciously.

Land law Essay Example | Topics and Well Written Essays - 1500 words - 2

Land law - Essay Example in respect of the land., these can be express covenants agreed between the parties or implied covenants as a matter of law (implied could be the obligation of the tenant to pay rent under the equitable lease. (Shiloh Spinners v Harding)1). Lord Templeman in Street v Mountford2 said that the essential feature of a lease is that exclusive possession of the property is given to a person for specified term, in return of rent. The most important issues in respect of exclusive possession is the fact that it gives ownership to the person for a specified period of time, and because of it being a proprietary interest, it can be assigned, and may be binding on subsequent owners of reversion. In the case of a license it is more of a personal right, binding on parties who created it. (Lloyd v. Dugdale)3. Furthermore, in the case of leases the landlord’s right is restricted to remove tenants and to set rent, this is contrary to what happens in the case of licences. Therefore the distinctio n of lease and licence is of the essence. The deciding factor in respect of lease and licence is that of exclusive possession. Exclusive possession is determined by the facts and surrounding circumstances and other factors. Labels in themselves are therefore not decisive, and so the intention of the parties are not relevant, but the substance of rights that have been created have been construed to be relevant. There are certain exemptions where even if the occupier is in exclusive possession a lease is not created ( Lord Denning in Facchini v Bryson)4. In accordance with Lord Templeman in Street, the fact that the substance of agreement and not the label, is what is important, restricts the situations whereby a license would be construed. From the facts, it can be construed that exclusive possession was granted to Tom. The next element that is important is the fact that it must be for a certain term. This is clearly the case as Lionel agreed to grant Tom a lease for five years. The next element of tenancy is that of rent as specified by Lord Templeman in Street. Clearly Tom was under an obligation pay the rent as well as the premium. Thus in the current situation a lease has been created. As far as creation of a lease is concerned, that is done in two stages, the first being the contract being concluded so as to grant a lease between the landlord and tenant, and the next step is that of the execution of the contract by grant of lease by deed. For the existence of a legal lease of more than three years or where a premium is charged are legal only if they are executed by deed, a requirement under section 52(1) of the Law of Property act 1925. A deed has been defined as a formal written document and in accordance with section 1 of Law of Property (Miscellaneous) Provisions Act 1989, a said document is construed to be a deed only if it expressly declared itself to be a deed and is witnessed by one other person. As far as equitable leases are concerned, they tend t o exist when an enforceable contract is entered into between the landl

What were the major characteristics of the urban culture that Essay

What were the major characteristics of the urban culture that developed in late nineteenth-century America - Essay Example Earlier, in the ages of slavery and racial isolation, diversity was far away from the limelight of urban cultural life. But the urban cultural scenario in the late nineteenth-century inculcated diversity to its core by showing acceptance without considering one’s culture, ethnicity, race, color and gender. Besides, diversity is the base of the urban culture of America. The African Americans, people from different parts of Asia makes the American society more diverse. The urban culture that developed in late nineteenth-century America helped the society to be well prepared for further development in following centuries. Another important characteristic of the urban culture that developed in late nineteenth-century America was ward politics or importance gained by local politics in national political scenario. As the urban society was more diverse, ward politics helped the diverse population to gain representation in national politics. Besides, restrictions upon voting franchise, like qualification on property and tax were lifted. This helped the people to participate in local, state and national levels without any pressure from the side of major political parties. Popular culture of simply ‘pop culture’ is one of the major characteristics of the urban culture that developed in late nineteenth-century America. Popular culture originated in 19th century and developed in 20th century. The urban culture in the 19th century provided enough space for popular culture to express emotion, views, ideas and perspectives of lower class people. Still, popular culture deeply influences urban culture in America. Summing, the unique characteristics of urban culture in late nineteenth-century America added a lot to its development in following centuries. The racial, lingual and cultural diversity in the urban culture was helpful to inculcate innovation to the core of American society. Besides, ward politics in local

The New Technology of War Essay Example for Free

The New Technology of War Essay Tanks: Tanks were massive killing machines, which could hold many goods and many men. This was an advantage because before tanks were invented, the soldiers had to walk to and from different battlefields under the risk of shellfire. The tanks were obviously bullet proof and protective and could move through the battlefield. They could go through wire entanglements and cross enemy trenches. This was useful to make a space for friendly soldiers to attack and could push back the enemy frontline a few miles. The tanks were strong enough to carry massive guns capable of blowing down enemy trench walls from a 100 metres away. Ties meant that the enemy would be open so the friendly soldiers could shoot in. Because the tanks were so massive, they tear up mud by their caterpillar tracks, which make it a disadvantage for friendly troops to run and walk over. Many of the German trenches were too wide so the tanks front fell into the trenches instead of going over. Consequently if the machine gunners were close to the tank, they could put sticky bombs on the side of it. The tanks were sometimes unreliable and most broke down at the start. This meant that lots of them would be a waste of money. There were still many mechanical problems with tanks, but they proved themselves to be a weapon of the future. In the event, the full potential of the tank was not to be realised until it had been from its infantry support role. Once it appeared, backed by air power, the age of battlefield domination was over. Wars of movement were once possible. With machine guns the tanks were killing machines that were lethal. Machine guns: It provided rapid and sustained fire so you wouldnt waste valuable time reloading the weapon. This also meant that the enemy could be mowed down easily so that it could hold the frontline and was a very valuable defensive item. They were useful in planes because it was very hard to hit enemy planes so machine guns could fire randomly and fast so there would be a definite hit. The machine guns were very expensive and when in a time of war, countries were strapped for cash so they were very rare. They also used a lot of ammunition. Around 120 bullets were fired per minute so it would cost lots and lots of money to fuel it. The machine guns could not be used to attack because they were too heavy. Also if their own troops were going across, then the machine gunners would have to stop because they would kill their own men. The machine guns were a great invention and provided a fresh new start for some future technology. It proved useful in many battles. These machines mainly won some of these battles. Gas: The gas method was deadly and had never been seen before. It could spread through walls and trenches and went as far as it could until it diffused. This meant that you didnt always have to hit the right spot while releasing the gas. The gas could also kill people fast and could cloud the vision of many people so they would wander out, linking it to the tanks and so the tanks could move across without being seen or heard if the soldiers had gas masks on until the tanks came close. Usually to attack you would need to lose a few men at least but this new method meant that no friendly soldier would be hurt in the process. Although gas could kill quickly, it took a long time to get to its destination just like a zeppelin. Lots of gas was really needed to kill the enemy soldiers because the gas needed to be dense. This meant that it was expensive to use the gas and it wasnt always effective because most of the soldiers had gas masks after a few months. This meant that gas could be totally ineffective and so it would be such a waste of money on the gas. Gas, of course, could accidentally come back to your own trenches from wind coming your way. Gas was highly feared by many humans throughout Europe because many rumours had gone around that it was the work of the devil and could kill anything so when gasmasks were introduced it meant that many people were rushing around for them like they were a saviour. Planes and Zeppelins: Planes and zeppelins were very useful because there was warfare everywhere. On land, under ground and on water but now in the air. It was useful because no guns were able to fire up at 180à ¯Ã‚ ¿Ã‚ ½ so planes were very unlikely to get shot down. They could drop bombs straight down on the enemy. This meant they could be accurate. Planes are linked with machineguns because of the use of them in planes so you didnt have to be accurate to shoot fighter planes. Zeppelins could be massive transport carriers of weapons and other goods. These sorts of machines would take a lot of time to make and be expensive which makes them like tanks. They were not always in the air and so had hangers and such where lots of bombers could easily blow them up before they could get into the air. Like most of technology, both sides would always find out the secret of the new machine so battles in the sky would always take place and would normally be a long battle or a stalemate. Planes were lightweight because they could not fly if they werent so this meant they had no armour so were unreliable. Planes and zeppelins were not used until the Second World War because earlier planes were unsuccessful and zeppelins hadnt been invented yet. But planes were found to be useful and they evolved around the war. The zeppelins were massive airplanes like air tanks ready to drop massive bombs. Modern Technology These modern methods were more effective, accurate and much more reliable. The older methods included horses, which were fast, but as animals they needed feeding, looking after and they needed rest so that meant they would have to wait prolonged periods for the chance to attack. It would cost money to feed the horse. They needed medicine to look after the horse as well. Dogs and pigeons were also used in the war for communication. Pigeons could fly distances of up to 60 miles and 80% of messages got through. But radio messages and telegraph wires were much more useful and would have direct contact with HQ and all messages would get through. So the older methods were fine for the time. Most battles did not take place and were stalemates so the newer technology was needed to break the stalemate and reach a quicker end of a battle, meaning a quicker war. But machine guns were meant to defend trenches and so were effective that they caused most of the stalemates. Many people had good ideas but tanks were the best and this pushed back enemy lines because enemy machine guns could not shoot them and waves of soldiers followed behind them. But tanks were for blowing up artillery not soldiers. So the army needed a weapon for killing masses of soldiers. The answer was gas. At first gas was used to knockout enemy soldiers but gradually more lethal gases were introduced. To kill, blind, maim and blister the enemy. Gas broke stalemates easily 178,500 British were hurt and 7,500 killed by gas. The Germans had 101,650 hurt and 5,350 killed. But then gas masks were invented and gas became so useless that some other machine was needed. Planes were used in earlier wars but were not effective but now new types were available so armies tried them and they seemed unstoppable by guns because they were so fast and there were battles in the air but as per usual there were guns to shoot down planes. So many new inventions were made and were, as you can see from my evidence, much more effective then old fashioned methods but there was always something to stop the new technology. The best defensive weapon is apparent to be the machinegun out of the new and old technology. This is because of the way it mowed down the enemy soldiers coming towards the trench. They could also be far apart because the gun could rotate up to 360à ¯Ã‚ ¿Ã‚ ½. Even though it is a defensive weapon, it was most useful in attacking machines such as planes because of its quick fire. The best technology for attack was the planes because of their ability to pass over anything and have no boundaries unlike tanks, which cant pass over some trenches. They were able to break the stalemate by bombing front trenches and pushing the enemy back. New Technology and inventions were vital in breaking the stalemate in the war on the western front and completely replaced older fashioned methods. To discuss this we need to look at different parts of the sentence. To start off with New technology and inventions were vital to break the stalemate in the war can be discussed easily. It says that they were vital but they were not only used to break the stalemate they were used also to keep the stalemate (machine guns). Some were not vital to the breaking of the stalemate but some were just used to destroy the trenches but not actually cause enough damage to break the stalemate and push the enemy back. The second part of the sentence is and completely replaced older fashioned methods. The word completely should not be used because if all the modern technology failed then the soldiers would have to rely on the older methods. So the word completely should be changed to parts. The fact is that nothing is ever totally replaced or exterminated. For example small pox is still around in the world today but not in Europe and that is why it is like the new technology. It may have replaced the older fashioned methods in Europe but it still did not replace it in the whole world. For example in China at that time, many horses were still used at the time. This sentence only complies with the positive side of the effect of modern technology. It uses two main facts to present the idea that the modern technology was only good. Coming into the new century was a big time for the old 19th century people. They were a new generation of invention lovers who were not afraid of the new technology unlike the generation before them. So they welcomed the new machines not fearing what damage they could do because they had only experienced mostly good things from new machines. Conclusion: The whole point of the essay was not to find out both sides of the modern weapon findings. As I went over the project I found different ideas and views on how technology was good and needed and how European Warfare would have been better off without it. I found out which machines were useful and which caused more hassle than good. I found why people views were what they were and whether they were good enough or not. At first before I came into this project fully, my views were that all technology was for the best but some were not and some were vital for peace. Weapons can be used for peace but they are mostly used for war. I found that tanks, if not invented, would surely effect the damage felt on Britain. Most probably increasing it because of the way the British used it so much. I had also found that if the German machine gun had not been invented, that the Germans may have lost the war much quicker because of the way they fiercely mowed down enemy soldiers heading towards the trenches. I found that many people had to put their trust in the machines and use them because of the inevitable increase in use of them. Many people I have read about have pushed for an technological advance in weapon warfare where others have the sure belief that it will all end up wrong.