Hacking Exposed Essay Example | Topics and Well Written Essays - 500 words - 1

Hacking Exposed - Essay Example viewing the Defense Threat Reduction Agency server, the agency of the Department of Defense; and â€Å"downloaded the proprietary environmental control software for the International Space Station — the programming that controlled the temperature and humidity in the station’s living space† (What’s the latest, 2010, par.1). Initially, James was â€Å"banned from recreational computer use and was slated to serve a six-month sentence under house arrest with probation. However, he served six months in prison for violation of parole† (IT Security, 2010, par.7). It was clearly indicated in the article that James hacked computers for fun. He was exposed to computers at a very young age. His father remembers James as â€Å"a passionate computer geek, who started playing with the family PC at the age of 6, and switched his own computer from Windows to Linux in middle school† (What’s the latest, 2010, par. 8). Due to the tender age of James, at 16, when he was sentenced for the crimes committed, what could have been a 10 year sentence of incarceration for an adult for the crime, he was only restricted from using the computer and was on house arrest with clear probation. Given the sensitivity of the organizations he hacked, he should have been given a more stringent punishment in terms of an extended period of incarceration (or house arrest, for that matter). Or, since he has proven to have the intelligence and the capacity to intrude sensitive softwares of top organizations, one of these organizations could have used his potentials to productive use. By merely letting him go after the punishment, he was again suspected of â€Å"being part of the conspiracy responsible for the largest identity theft in U.S. history. He was found dead of a self-inflicted gunshot wound in his home on May 18, 2008, less than two weeks after agents raided his house in connection with a hacking ring that penetrated TJX, DSW and OfficeMax, among others† (Whats, 2010, par.6). Ultimately,

Discuss Jane Austens presentation of the theme of marriage in Pride & Prejudice Essay Example for Free

Discuss Jane Austens presentation of the theme of marriage in Pride Prejudice Essay It is the truth universally acknowledged that a single man in possession of a good fortune must be in want of a wife. The opening sentence in Jane Austens novel Pride and Prejudice is so important given the social context and the notion of marriage at that time: it was the one fundamental purpose of most girls to marry. Moreover, the motives and the attitudes towards marriage were far more complex in the 19th century than nowadays since love marriages were rare and marrying for advantages were the obvious. Jane Austen explores all the different outlooks on marriage through the characters and reveals her views towards marriage by the consequence of each type of marriage. The novel is quite clichà ¯Ã‚ ¿Ã‚ ½ and follows the love conquers all platitude, however- still manages to be quite enjoyable read due to all the drama and upheaval concerning marriage. The novel, which tells the story of a commonplace 19th century family whose 3 daughter came of age and therefore were in search for a suitable husband. Furthermore, the sense of drama is heightened by the fact the aging alpha-male of the Bennet family was unfortunate to bear only daughters and could therefore not pass on his belongings- including the property he and his family lived in to either his wife or his children as the law stated woman were unable to inherit. Therefore, everything the Bennet family owned would be given to Mr. Collins- a cousin of Mr. Bennets. Mrs. Bennet is well aware of this and therefore has made it the main business of her life to get her daughters married. She herself has married Mr. Bennet for advantages as she was born poor and managed to ensnare him with her good looks. Consequently, she believes its highly likely her daughters will have the same good fortune, and as Mr. Bennet was getting older, her determination to marry her daughters off to rich men became stronger. Along with Mrs. Bennets determination, the pressure increased for her daughters to secure a man sufficient enough to please Mrs. Bennets views. Jane austen presents the theme of marriage as a comprehensive one, since she presents each character with a different view of marriage. I will compare the different views towards marriage in the novel and discuss Jane Austens presentation of the theme of marriage in the novel Pride Prejudice in this essay. Enhancing the amount of money, the class of social connections, security and social status seem to be the grounds on which the ill-fated marriage of Charlotte Lucas and Mr. Collins are established. Charlotte Lucas is introduced as an intelligent, twenty-seven year old woman whom concerned her family as they were scared she would die an old maid. Even though Charlotte knows she will never love Mr. Collins, she would much rather marry him than be a cause of embarrassment to her family due to her life-long bachelorhood. She believes love is not a necessity and financial ambitions should be the main priority for a woman, as it increases not only the wealth of the woman in question- it also increases the importunacy of her voice- essentially making them more powerful and prone to change. Furthermore, there are several quotes to back up her argument including. Otherwise the other woman thought flirtatious behaviour and humongous booby muscles did the trick. Furthermore, there are several devious competitors whom love in repetition of all sorts off material find it hard to believe that there are several cases of weird and odd behaviour created by an environment of hard parents giving daughters evil looks in order to keep her in check. Also, theyll stretch the time of their appearance downstairs in order to find that perfect balance of animism and scrim. Furthermore, they find themselves so perfect and deem their voice as an alpha voice with steps pounding with such verbosity it shakes even the soft padded couch imp sitting on! It is scary, it is wild, it is my father. He is not so nice and honest. However, I find it irrational he has to find his stay downstairs and pray downstairs because of all the trouble he has to go through going up the furthermore, there are several objects of admiration staying up at night merely to control a daughter is too cautious behaviour implying an untrustworthy presence of an ordering and a sophisticated alpha male in the presence of an untrustworthy.

Personal Communication as Assessment

Personal Communication as Assessment Good communication is as stimulating as black coffee and just as hard to sleep after, Anne Morrow Lindbergh. When I read this quote I was so much fascinated by the great effect personal communication in classrooms. Although, the question is: How can I best use my direct personal communication with my students during teaching to afford a feed back about their achievement? How can I use assessments based on personal communication to tap information and understanding, as well as evaluating critical thinking and application skills? In fact, personal communication as assessment can be fulfilled through many forms such as instructional questions and answers, class discussions, oral exams, student journals, diaries, conferences and interviews, and learning logs. Instructional questions and answers: Throughout my explanations of different scientific topics in my classes, I watch the expressions on my students faces. Besides, the various questions that the students ask tell me whether they are learning the material or not. But on the other hand, I always pose questions that help me figure out how well are they really learning and, perhaps more significantly, what can I do to improve their learning? Afterwards, data on student learning are analyzed and consequently the results inform me how instruction should most effectively proceed. Therefore, throughout my lesson plan the suggested questions must be designed to serve the diverse objectives of the lesson carefully such as analysis, comparisons, classification, etc. The most serious mistakes are not being made as a result of wrong answers. The truly dangerous thing is asking the wrong question, Peter Drucker. Whereas, I as a teacher need to broaden my listening so that I dont listen only to correct answers that I want to hear but also push further to listen to reasoning behind the answer. Moreover, sometimes correct answers mask confusions therefore I have to probe students answers to pick up misconceptions. Instructional questions and answers have much strength such as providing me with an ongoing feedback about my students achievement, probe reasoning and deepen their understanding and serves to give me insights into how my students think. On the other hand, instructional questions and answers have some weakness as it is time consuming and also it needs an experienced teacher as unclear and prolonged questions can hinder students focus on a relatively narrow range of acceptable responses. Conferences and interviews: Despite of the fact that our subject area science is not a healthy media that enrich the use of this form of personal communication, sometimes I do ask my students to perform interviews. For example, I asked them to make an interview with the school doctor or any other doctors as an application on the digestive system. I together with my students plan the questions in advance where, I guide them to ask questions that help connect what we have studied to real life applications. For example, I didnt include in the list of questions what are the parts of the digestive system or what are the functions of each on the other hand, I direct them to questions such as what is the suggested menu for a diabetic, hepatic or pregnant woman? If we have an athletic person, what do you advice him to do regarding his meals and nutritional habits? Of course from the strengthens of conferences and interviews in classrooms is that it helps teachers to show friendship, trusts, and interest in students and also helps students to perform additional work and enjoy the class as it motivate both the teacher and the students. The main weakness of conferences and interviews is that it consumes great amount of time that is why I always perform these types of communication assessment during the activity classes. Another drawback in such way of assessment is that the teacher cant help being biased to the interview points that appeals more to her interest. Class discussions: As cited in chapter 8 in Stiggins (2008): class discussions have the simultaneous effect of promoting both student learning and their ability to use what they know. Throughout my experience, I discovered that for classroom discussions to be effective, the teacher must act like a maestro that guide and lead an orchestra. In other words, the teacher has first to illuminate the purpose of the discussion, lead the students speech, identify the roles and prepare them for the discussion with questions, which they have to share in their preparation, and assignments. Second, the teacher has to clarify for the students the criteria or the rubric with which she is going to evaluate the discussion as this will minimize as much as possible the weakness of classroom discussions as a form of personal communication which are the difficulty in grading, avoiding being biased to one way of the conversation and students competing with one another rather than cooperate on learning tasks, as emphasized b y Stiggins (2008) Be sure the students are aware of your focus in evaluating their contribution. Are you judging the content of students contribution or the form of their contribution? On the other hand from the main strengths of class discussions are: opening a way of testing and exploring new ideas, students acquire information and insight from diverse points of view, they recognize and investigate their assumptions and consequently these conversations provide practice with problems and concepts. A teacher who is attempting to teach, without inspiring the pupil with a desire to learn, is hammering on a cold iron, Horace Mann (1796) Oral examinations: Despite of the precious and valuable academic and social skills that are gained by the students in practicing oral examination, not all find oral exams as easy, as to write. Some find it harder to express themselves. I believe that it is the teachers role to train the students on this type of personal communication assessment because both the pressures and time factor can cloud the mind with stress, and it is only with practice that the mind will relax and be able to think clearly. I think this can be achieved by starting with easy questions that act as ice breaking and afterwards I as a teacher can smoothly go deeper into the subject. As cited in Stiggins (2008) Clearly, the major argument against this assessment format is the amount of time it takes to administer oral exams. However, within my classes I overcome this problem by informing my students since the beginning of the school year that I am going to start each lesson by choosing four to five students to be asked oral questio ns on the previous lesson and the graded mark represent one of the three quizzes that I have to do every month. As the time passes and through the relaxing learning atmosphere the students acquire the hidden strengths behind oral examinations such as, the practice in structuring answers and organizing the material and the understanding of it. Journals and logs: As cited in Stiggins (2008) written records accumulate over time, you can use them to help students reflect on their improvement as achievers- the heart of assessment FOR learning. In spite of the great importance of reflective journals and logs in education, I as a science teacher cannot make use of it as a helping tool in assessment as ca do the English teachers. Whereas, I do ask my students to reflect in a very different and unique way that are related to our subject area for example, I always ask them to write down their observations, conclusions and their suggestion in various scientific topics that we go through in the lab. Putting hands on activities and reflecting on these experiences, highlights the strengths of this type of communication assessment such as: summarizing ideas, experience and opinions besides, viewing the academic and personal growth by reading past entries. On the other hand I cant see any weak points in writing journals except that I feel jealous of the En glish teachers because they can make perfect usage of this assessment tool. Throughout my own experience one of the merits of the AUC course is that it gives me the opportunity to go into the habit of writing reflective journals. Ways in which a teacher can maintain quality control when using personal communication as assessment in the classroom Using personal communication in combination with other methods can deepen our perceptive of student learning. By exposing our students to assessments that depend on personal communication, we can set them up for dynamic and successful education. Together with other methods, assessment based on personal communication is a victim to avoidable sources of bias that can misrepresent results if we are not careful. To circumvent the challenges of personal communication and ensure validity and reliability of the assessment, the questions must be on the spot to cover the decided achievement targets, and choose appropriate measures of evaluating answers which are clear for both the teacher and the students. There are three problems that represent limiting factors against the usage of personal communication as assessment which are: first the problem of forgetting, second the problem of filters and third the challenge of sampling. As emphasized by Stiggins (2008) in chapter 8 (Personal Communication as Assessment), to defeat the first problem the first reason for caution is that we must remain mindful of the fallibility of the human mind as a recording device. I trust that the only way to overcome this problem is to keep a written record for each student that reflects his achievement in a register form. Regarding the second problem, I was really impressed by Stiggins (2008) as he said if we establis hed norms of student performance according to gender, ethnic heritage, cultural backgrounds, physical appearance, linguistic experience, our knowledge of the students prior achievement, or any of a variety of other forms of prejudice all potentially unrelated to actual achievement we allow bias to creep into assessment, resulting in unreliable scores. I think that the best way to avoid these bias problems is to set a rubric for every single detail that we are going to assess. As for the last point which is the challenge of sampling, to overcome it and ensure the reliability of personal assessments, we have to set the targets clear and create the warmth atmosphere of the classroom in which we ask clear sufficient number of questions that enhance the students the opportunity to express their thoughts and ideas in a fair way.

Free College Essays - Eliezer Wiesels Night :: Eliezer Wiesel Night Essays

Eliezer Wiesel's Night      Ã‚  Ã‚  Ã‚   The Book Night was the autobiography of Eliezer Wiesel.   This was a horrible and sobering tale of his life story.   The story takes place in Sighet, Translyvania.   It's the year 1941 and World War II is occurring. Eliezer was 12 at this time and wasn't really aware of what was occurring in the world concerning the Jewish people.   He had a friend who went by the name Moshe the Beadle.   Moshe was very good friend of Elezers'.      Ã‚  Ã‚  Ã‚   One day it was ordered that all foreign Jews in Sighet be deported by German troops.   They were told they had to wear yellow stars to identify themselves.   Eliezers friends Moshe was also a foreign Jew, which meant he had to be deported.   Eliezer did not see his friend Moshe for months.   When he finally saw him, Moshe was weeping.   Eliezer asked him what was wrong. Moshe told him he was in a concentration camp.   He said they threw him in a pit and shot his leg, but he managed to escape to worn him to flee for his life.   Eliezer didn't listen to him anyway.      Ã‚  Ã‚  Ã‚   About three days later, German troops entered Sighet.   They order the people of Sighet to surrender to them or die.   The people surrendered and had to give up all their possessions.   Moshe was right, it did happen.   All the people of Sighet were jammed into train cars and shipped to the concentration camp of Aushcwitz.   At that point Eliezer was separated from his family forever with the exception of his father.   There was a large crematory in Aushcwitz.   You could smell the burning flesh in the air. Eliezer was ordered to the crematory.   He came within two paces of it, but then was ordered to the barracks.   He was saved for that night only.   After that incident, he lived with fear of when was he going to die.      Ã‚  Ã‚  Ã‚   Eliezer later went to other concentration camps in Bakenau and Buna. During these years in the camps he lived through great suffering. Starvation, and survival.   He also witnesses thousands of people die and murdered including his own father.   Eliezer was finally shipped to Buchenwald.   Which would end up being his last stay at any concentration camp.   It was now the year 1945 and this ordeal was finally over.

Atkins or “Fadkins”

Proteins †¢made of amino acids †¢main functions – cell synthesis and repair, energy as needed †¢examples – soy, beans, legumes, nuts, seeds, animal products (milk, meats, cottage cheese, etc. ) b. Carbohydrates †¢made of carbon, hydrogen, oxygen †¢main functions – primary energy source, fat and protein metabolism, energy reserves in stored glycogen, blood glucose fuels brain and CNS †¢examples – starch, sugars (breads, pasta, starchy vegetables, fruit sugars, simple sugars, etc. ) c. Fats †¢made of fatty acids glycerol †¢main functions saturated sources (dairy products, meat, margarine, chocolate, coconut oil, etc. ), unsaturated/MUFAs/PUFAs sources (safflower/olive/soybean oils, tuna, salmon, etc. ) 2. The CNS always needs a constant feed of gluclose form the blood because it needs energy much more than any other cells in the body and is unable to used stored gluclose. 3. When the body needs energy and there’ s not enough carbs, then the body turns to stored fat for energy. Ketone Bodies are needed for utilizing fat stores for energy. This can be damaging to organs such as the kidneys.Excess proteins are also damaging to the kidneys. 4. Calorie – is a measure of energy released by food as it is digested by the human body Energy – all activities of the body require energy, and all needs are met by the consumption of food containing energy in chemical form This is misleading because calories ARE the energy. So if the drink is supposed to give you energy, then it has calories in it no matter what the label says. 5. Carbs fats and proteins all contain calories so they all have energy. Part 2 1. Obesity really means having a BMI of 30+.Taking more calories in than the body is able to burn will lead to weight gain. Other contributing factors are medical conditions, medications, and emotional issues. 2. The set point theory says that the body has a natural weight that it likes to be and no matter how much physical activity you have or what your diet is, it will always want to revert back to that comfy-spot. The body achieves homeostasis through maintaining a consistent weight. This homeostasis is controlled by individual fat cells and when they get smaller it sends a signal to the brain to eat. 3.Metabolism is the sum of all chemical reactions that take place in the body and how fast the body utilizes the calories that we put into it. Body weight increases and decreases based on the amount of calories put in and the amount of energy we burn. 4. Increasing muscle mass does increase metabolism because all muscles have a resting energy requirement and more muscle utilizes more energy. 5. A diuretic is any substance that increases the amount of fluid excreted as urine. This can have a negative effect on homeostasis because it can make the fluid that the body actually needs leave too. . Exocrine glands, the liver and the kidneys remove toxins. A toxin is a biolog ical poison. Some toxins are known to be stored in fat cells so it could be true that the more fat we have in our body the more toxic our body may become. 7. Yes, Mitchell has a body image problem.More health risks that can result from this are irregular heartbeat, heart failure, gastric rupture in a case of binging, dehydration, tooth decay, irregular bowel movements or constipation, peptic ulcers and pancreatitis. Part 3 1. Carbohydrates are made up of sugars. . Blood carries sugar in its stream for energy. Diabetes is a metabolic disease in which carbohydrate use is reduced and that of lipid and protein enhanced. Caused by a deficiency of insulin or an inability to respond to insulin. More sever cases are known as hyperglycemia, glycosuria, water and electrolyte loss, ketoacidosis, and coma. 3. A low carb diet can cause fatigue and headaches because carbs are an amazing source of energy. Without carbs, you tire more easily and the sugar in your blood is lower causing the headache s.

Countable and Uncountable Nouns - Proofeds Writing Tips Blog

Countable and Uncountable Nouns Countable and Uncountable Nouns You might not have heard of countable and uncountable nouns before. However, it is useful to know the difference, as they work slightly differently with certain words. In this post, we explain how to use them correctly. Countable Nouns Quite simply, countable nouns are things that can be easily separated or counted. For example, we can refer to three apples, five people, or six guitars. These are also referred to as count nouns. When a noun can be counted, we can use words like number (e.g., a large number of eggs) and fewer (e.g., I have fewer eggs than you) with it. We can also say an egg or some eggs, depending on the number described. Uncountable Nouns Certain things, such as butter or water, cannot be counted as they are typically an undifferentiated mass. Other examples include sand, milk, and coffee. Many abstract concepts are uncountable nouns, too, including music, love, happiness and sadness. Uncountable nouns are also known as mass nouns. As with countable nouns, we have specific words we use with uncountable nouns. For example, amount (e.g., a large amount of sand) instead of number and less (e.g., there is less sand here than I thought) instead of fewer. We can also say some butter, refer to a certain weight, such as 100g of butter, or say the butter, but we never say a butter. Countable or Uncountable If in doubt about a particular word, ask whether it easily be counted or separated into distinct units. If it can be, it is probably a countable noun. Professional Proofreading To get your paper professionally proofread, upload it today at Proofed!