Computer Upgrade Essays - Classes Of Computers, Digital Electronics

Computer Upgrade With increasing popularity of computer games, and multimedia home PC users often need an unexpensive computer system upgrade. By building a custom computer one is able to combine componenets, and operating system to provide maximal gaming performance. Computers are often called number manipulators, because of their ability to run millions of mathematical operations per second (White 43). Computers use binary system of numbers, which allows them to operate system of microscopic switches called transistors found inside of computer chips. Binary system is defined as counting system that uses two digits one and zero (Gookin 49). A transistor is a basic building block of microchips; transistors are combined in formations called logic gates (White 39). "Transistor can only create binary information: one if current passes through or zero if current does not, to work with transistors"(White 39). Computer software uses Boolean logic, which is based on selecting true or false values used in computer programming (White 39). All personal computers have BIOS, which is an acronym for Basic Input Output System. The BIOS runs every time the computer is started, and it basically tells the computer how to act (White 19). The BIOS is a part of the boot up process, or a complex set of operations checking hardware that components are working properly. Besides BIOS and several other operations there is power?on self-test - POST being ran. POST test runs at the start up, and if it finds an error, it sends a warning message (White 5). Central processing unit ? CPU is the most important part of the personal computer, all other components work as a bridge to CPU (White 59). The speed of the processor is usually defined by using units called megahertz (MHz, also million frequency waves per second). CPUs are generally divided into two categories- CISC and RISC. CISC ? complex instruction set computing, uses many small instructions to carry out a single operations. CISC is a standard in today's processors. RISC ? reduced instruction set computing, uses less complicated instructions with simpler design. RISC microprocessors are cheaper, they produce less heat, and they are generally smaller in size compared to CISC. With less heat and smaller size RISC processors have great advantage in reaching higher frequencies with less danger of overheating. The major disadvantage and also reason why RISC microprocessors are not widely used, is less compatibility with available software. The earlier programs were written for CISC chips. In order to reach maximal speed, and compatibility the major manufacturers of microprocessors such as Intel, use some advantages of RISC technology, to improve the performance of their CISC compatible microprocessors (White 55). Computer microprocessor is the most important part of the PC, but it can not work by it self. One of the few primary components is BUS, also called a highway of the computer. BUS transports data among the processor, random access memory, and hard disk. Speed of the BUS depends on the type of motherboard where it is installed (White 119). Random access memory- RAM is also attached to the motherboard- base of all the components, but unlike BUS, RAM can be easily removed and changed. Random access memory works as a staging area for the central processing unit (White 43). Capacity of random access memory is very important for the performance of a computer. In case there is not enough RAM the software can create space on the hard drive to be used as temporary operating memory (White 31). Random means that any part of the memory can be accessed at any time, it is not necessary to read all of the memory to find one location. RAM is usually fast, temporary memory where data is saved until removed or power is turned off on the computer (White 43). "A hard drive is the workaholic of a PC system."(White 87)) It is based on using magnetic plates; spinning at extreme speeds up to 7,200 rotations a minute, which are 120 spins every second. Even with extreme speed and microscopic accuracy modern hard drives are unlikely to fail. The hard disk is a combination of electronic and mechanical portions, which makes it the one of the slowest parts of the computer (White 87). A graphic card is usually plugged into one of the expansion slots, which are metallic contacts on the motherboard (White 119). One of the most common expansion slots is PCI ? peripheral components interconnect. PCI are most commenly white slots used to attach a graphic or sound card, also modem or network card (White 120). Latest expansion slot used for

What Are Good SAT Scores for Colleges 101 Schools + Advice

What Are Good SAT Scores for Colleges 101 Schools + Advice SAT / ACT Prep Online Guides and Tips As you apply to college, it's important to understand how high of an SAT score you will need to aim for on test day. This raises the question:what aregood SAT scores for colleges? And notjust any colleges, but your colleges specifically? In this article, we’ll examine the SAT scores needed for college and how these scores can varydue todifferences in factors such as school prestige and competitiveness. We’ll then show you how to look for average SAT scores for colleges and how to set your own SAT goal score. What Are Good SAT Scores for Colleges? First off, what are good SAT scores for colleges? In reality, there's no single answer to this question because good SAT scores for universities vary depending on where you’re applying. For some schools, an SAT score of 1400 will be significantly high, whereas for others (i.e., top-20 colleges) it’ll be fairly low. As you might've guessed, ultra-competitive,top-ranked schools typically look for some of the highest SAT scores in applicants. Below is a chart containing thetop 25 US schools (as ranked by US News) and their ranges of SAT scoresfor incoming students. This data highlights the SAT score you'll need to get in order to give yourself the best shot at securing admissioninto ahighly competitive school.For each school, we give you theaverage SAT score, 25th percentile score, and 75th percentile score of incoming students. A 25th percentile score means that 25% of students scored at or below this threshold, while a 75th percentile score means that 75% of students scored at or below this threshold. Thus, the 25th and 75th percentiles represent the middle 50% SAT scores of admitted applicants- the average SAT score range for a particular school.GoodSAT scores for universities are usually those in the 75th percentile or higher (i.e., anything above the middle 50%). Note:For those curious about what kinds of SAT scores are required for Ivy League schools, I’ve bolded all eight Iviesin the table below. This should make it easier to compare the SAT scores of Ivies with those of non-Ivies. SAT Scores for Top 25 US Schools School US News Ranking 25th %ile SAT Score 75th %ile SAT Score Avg SAT Score Princeton 1 1430 1570 1500 Harvard 2 1460 1590 1520 Columbia 3 (tie) 1450 1580 1515 MIT 3 (tie) 1490 1570 1528 UChicago 3 (tie) 1480 1580 1530 Yale 3 (tie) 1420 1590 1505 Stanford 7 1390 1540 1465 Duke 8 (tie) 1390 1580 1485 Penn 8 (tie) 1420 1560 1490 Johns Hopkins 10 (tie) 1460 1580 1520 Northwestern 10 (tie) 1420 1560 1490 Caltech 12 (tie) 1530 1590 1560 Dartmouth 12 (tie) 1430 1560 1478 Brown 14 (tie) 1405 1570 1488 Vanderbilt 14 (tie) 1400 1550 1475 Cornell 16 (tie) 1390 1550 1470 Rice 16 (tie) 1490 1580 1535 Notre Dame 18 1370 1520 1445 UCLA 19 (tie) 1240 1490 1365 WUSTL 19 (tie) 1470 1570 1505 Emory 21 1350 1520 1435 Georgetown 22 (tie) 1350 1520 1435 UC Berkeley 22 (tie) 1330 1530 1430 USC 22 (tie) 1300 1500 1400 Carnegie Mellon 25 (tie) 1430 1560 1495 UVA 25 (tie) 1290 1470 1365 As you can see from this chart, the SAT scores you’ll need for top 25 schools vary slightly but are overall quite high.Of these schools, UCLA has the lowest SAT scores: the middle 50% of its incoming students scored between 1240 and 1490, or the 80th and 98th percentiles. By contrast,Caltech maintains the highest SAT scores:only 25% of incoming studentsscored at or below 1530- an extremely impressive SAT score in the 99th percentile! Even more impressive, a whopping 75% of Caltech students scored at or below a near-perfect score of 1590. Top schools are like center brownies: lots of people compete for them, but only a few will win access to one. But what if you’re not interested in applying to only top-25 schools? To lend you a hand, we've gathered SAT score information for 76 additional schools.All of the schools selected for this listare relatively well known- some more so in their respective regions- andvary from large public institutions to small liberal arts colleges. Whereas some are extremely competitive, others are more laid-back. But all are definitely worth considering for college! All schools below areorganized alphabetically.To find a specific school, use ctrl + F to type in the name of the school you're searching for. Note that University of California schools are listed using "UC." SAT Scores for 76 Popular Schools School 25th %ile SAT Score 75th %ile SAT Score Avg SAT Score American University 1180 1350 1260 Amherst College 1430 1560 1492 Baylor University 1190 1360 1275 Binghamton University 1290 1431 1361 Boston College 1320 1490 1405 Boston University 1300 1480 1380 Bowdoin College 1290 1510 1390 Brigham Young University (BYU) 1210 1410 1310 California Polytechnic State University (Cal Poly) 1220 1400 1293 Chapman University 1190 1360 1270 Claremont McKenna College 1420 1560 1490 College of William and Mary 1300 1480 1390 Drexel University 1160 1360 1260 George Washington University(GWU) 1280 1440 1355 Georgia Institute of Technology (Georgia Tech) 1090 1520 1295 Harvey Mudd College 1470 1570 1520 Indiana University Bloomington 1140 1350 1246 Lehigh University 1270 1430 1347 Loyola Marymount University 1180 1360 1269 Miami University 1190 1380 1285 Michigan State University(MSU) 1100 1320 1204 Middlebury College 1320 1510 1404 New York University (NYU) 1290 1490 1382 Northeastern University 1370 1520 1445 Ohio State University(OSU) 1260 1450 1344 Pace University 1070 1240 1137 Pennsylvania State University (Penn State) 1160 1340 1247 Pepperdine University 1200 1390 1294 Pitzer College 1310 1490 1394 Pomona College 1370 1530 1450 Rensselaer Polytechnic Institute(RPI) 1320 1500 1399 Rutgers University 1190 1400 1300 Scripps College 1290 1460 1384 Stony Brook University- SUNY 1210 1410 1304 Syracuse University 1160 1350 1255 Temple University 1130 1310 1221 Texas AM University 1140 1360 1252 Texas Christian University (TCU) 1130 1330 1230 Trinity College 1190 1440 1320 Tufts University 1410 1540 1475 Tulane University 1330 1490 1410 UC Davis 1120 1360 1240 UC Irvine 1170 1410 1286 UC Riverside 1090 1300 1179 UC San Diego(UCSD) 1140 1380 1257 UC Santa Barbara(UCSB) 1270 1500 1385 UC Santa Cruz 1160 1370 1263 United States Military Academy(West Point) 1185 1400 1300 United States Naval Academy 1250 1450 1410 University of Alabama 1050 1280 1177 University of Arizona 1100 1340 1182 University of Cincinnati 1120 1340 1233 University of Colorado Boulder(CU Boulder) 1150 1345 1248 University of Connecticut (UConn) 1110 1390 1250 University of Florida 1240 1410 1318 University of Georgia (UGA) 1200 1370 1281 University of Illinois at Urbana-Champaign(UIUC) 1340 1500 1420 University of Iowa 1100 1400 1240 University of Massachusetts Amherst (UMass) 1180 1360 1269 University of Miami 1220 1410 1316 University of Michigan 1330 1500 1415 University of Minnesota, Twin Cities 1270 1480 1358 University of North Carolina at Chapel Hill (UNC) 1260 1440 1347 University of Pittsburgh 1240 1418 1330 University of Rochester 1250 1490 1370 University of Texas at Austin (UT Austin) 1160 1390 1275 University of Texas at Dallas (UT Dallas) 1220 1430 1315 University of Vermont 1180 1350 1259 University of Washington 1190 1420 1310 University of Wisconsin- Madison 1280 1450 1359 Vassar College 1370 1510 1420 Villanova University 1250 1440 1345 Virginia Polytechnic Institute and State University (Virginia Tech) 1180 1360 1268 Wake Forest University 1260 1440 1350 Wellesley College 1360 1530 1437 Williams College 1400 1570 1468 School 25th %ile SAT Score 75th %ile SAT Score Avg SAT Score The list above is only a fraction of the length of Santa's naughty-or-nice list. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! How to Find Average SAT Scores for Colleges With these two charts, we've given you- in addition to the 25th and 75th percentile SAT scores for each school- the average SAT scores of admitted applicants. These averages tell us what kinds of SAT scores you shouldaim for in order to match (or even possiblyexceed!) the qualifications of previously admitted students. But where can you findaverage SAT scores for colleges? The two best resources to look for SAT averages are ourPrepScholar database andofficial school websites. Method 1: Use the PrepScholar Database We at PrepScholar maintain a robust databaseyou can use to get more information onthe SAT scores needed for college. Start by typing in "[School Name] PrepScholar"or "[School Name] PrepScholar SAT"on Google. For example, here's the page I got when I searched for "university of oregon prepscholar": Click the link to either your school'sAdmission Requirements page orSAT Scores and GPA page in our database. I decided to look at the University of Oregon's Admission Requirements page(the first link in the screenshot above). Once on your school's PrepScholar page, scroll down to look for a section about its SAT scores. Straight away, you should be able to spot your school'saverage SAT score in a blue banner: If you'd like to see the 25th and 75th percentile SAT scores for your school as well, simply scroll down to look at the percentile chart: This is all you need to do to find the average SAT scores for colleges. However, if you’re having trouble locating a specific school in our PrepScholar database, move on to Method 2. Method 2: Use Official School Websites This method involves lookingfor SAT score information on aschool's official website.The easiest way to do this is to hop on Google, search for "[School Name] average SAT scores," and then click any links to official pages discussing SAT scores for your school. Another (slightly less convenient) method is tobrowseyour school'swebsite and intermittently usectrl + F to look for anymentions of SAT scores. The best pages to searchare those offering information onadmission statistics, the new freshman class, and facts and figures. That said, not allschools report average SAT scores. Whereas some won't release any SAT score information at all,other schools might report SAT scores of admitted applicants in the form of 25th and 75th percentile scores. One example of this is Princeton, whichoffers middle 50% SAT score ranges for both sections on the SAT. According to this Ivy League school, the middle 50% is 730-790 for Math and 700-770 for Evidence-Based Reading and Writing. In other words,25% of students scored1430 or below and 75% of students scored 1560 or below. Although this range isn’tthe same as an average, it does give us the information we ultimately want to know:what kind of SAT scores are considered better than average (and below average) at this particularschool. This freakishly beautiful kitten is anything but average. How to Set an SAT Goal Score We've seen how widely SAT scores for universities can vary; now, it’s time to figure out what score you'll need for your colleges specifically. In other words, what shouldyourSAT goal score be? A goal score is the SAT score most likely to get you into at least one of the colleges you're applying to (excluding safety schools). Ideally, it'll get you into all of them! Because SAT expectations can vary greatly by school and because there's such an enormous array of colleges you can apply to,your SAT goal score will be yours and yours alone.Other students might have higher or lower goal scores than you- but none of that matters. In the end, what does matter is your goal score’s likelihood of getting you into the college of your dreams! To find your SAT goal score, follow these three simple steps. Step 1: Make a Chart First off, make a table for the schools you're applying to and their 25th/75th percentile SAT scores. You may download our worksheet or draw a table similar to the one below. On the left, list all the schools you plan to apply to (excluding any safety schools you’re about90% certain you’ll get into). Here's an example: School 25th Percentile 75th Percentile UT Austin Texas AM Baylor TCU Step 2: Find SAT Score Info Online Your next step is to look for SAT score information for each of the schools in your table.To do this, follow the same steps as outlined in Method 1 for finding average SAT scores for colleges. Once again, here are the steps you'll need to take: Step 1: Search for "[School Name] PrepScholar SAT" on Google and click on the PrepScholar page for your school (either the Admission Requirements page or SAT Scores and GPA page will work). Step 2: Scroll down to the SAT section on this page to find a chart listing the 25th percentile, 75th percentile, and average SAT scores for this school. Step 3: Recordthe 25th and 75th percentile scores in your chart. In addition to using our database, you can search for "[School Name] SAT scores" on Google and look for official web pagesfor your school. Many schools will report either average SAT scores or the middle 50% of SAT scores(which is what you'll want for your chart). As a reminder, the minimum score in a 50% range is the 25th percentile, and the maximum is the 75th percentile. Once you've found SAT score information for all your schools, your chart should look like this: School Name 25th Percentile 75th Percentile UT Austin 1160 1390 Texas AM 1140 1360 Baylor 1190 1360 TCU 1130 1330 Step 3: Find Your Target Score Now, you’ll use the information in your chart to findyour target SAT score. To do this, simply look for the highest 75th percentile score in your chart.This will be your SAT target score. You must hit this (or near this) score in order to give yourself the best chance of admission to all the schools you're applying to. In this case, my goal score would be 1390 (for UT Austin), as this is the highest score in my chart. To figure out your (estimated) goal scores for each section (Evidence-Based Reading and Writing + Math), you candivide your goal score by 2.So a composite 1390 goal score would come out to a 690-700 EBRW goal score and a 690-700 Math goal score. My goal score? 100% completion in Breath of the Wild. (Brett Chalupa/Flickr) Summary: What Are Good SAT Scores for Colleges? Simply put, there is no one definition for good SAT scores for colleges. On the contrary, the SAT scores needed for college can vary significantly depending on schools' SAT expectations and where you’re applying. While some institutions might look for scores in the 99th percentile, others might accept scores closer to the national average. In general, good SAT scores for colleges are those that arein the 75th percentile or higher for your schools.Such a scoreshould elevate you well above the average SAT scores for yourschools, ultimately allowing you tostand apartfrom other applicants. Tofind average SAT scores for colleges, we recommend perusingeither our PrepScholar database or your schools' official websites. Finally, to set an SAT goal score, just follow these three easy steps: Step 1: Make a chart with all of the schools you're applying to(excluding safety schools) and their 25th and 75th percentiles. Step 2: Find SAT score information online by using either our database or your schools' official websites. Record the 25th and 75th percentilesin your chart. Step 3: Locate the highest75th percentile score in your chart.This will be your SAT goal score, as it's the one most likely to get you accepted to all the schools you're applying to. What’s Next? Still curious about good SAT scores for colleges?Read all about average SAT scores to see how they vary for different groups of test takers and learn what great, good, and poor SAT scores look like. Need additional help with setting an SAT goal score? Check out our step-by-step guide on how to seta target score for your schools. Readyto get the best SAT score you can get?With our completely customizable prep program, you can target your weaknesses and hone the skills you'll need most for test day. We also offer a ton ofexpert SAT tips and tricks to help you get the score you need for college! Disappointed with your scores? Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Article Summary Essay Example | Topics and Well Written Essays - 500 words

Article Summary - Essay Example Department of Education, 2002). It's important, though, to realize that learning disabilities (LD) vary from person to person. One person with LD may not have the same kind of learning problems as another person with LD. One may have trouble with reading and writing. Another may have problems with understanding math. Still another person may have trouble in each of these areas, as well as with understanding what people are saying. The diagnosis of learning disabilities is often a sticky issue. Of particular concern are the various methods used to test children suspected of having a learning disability and the differing eligibility criteria that states apply to decide whether or not a child qualifies for special education and related services. A lot rides on those decisions. Depending on the diagnostic process used, the resulting picture may vary as to the child's abilities and difficulties. And based upon the picture that emerges of the child, decisions are made about the education and special assistance that the child will receive (or not) and the resources that the state will commit to provide the child with special education (or not). This article reviews the historical basis and rationale for identifying children as learning disabled on the basis of a discrepancy between scores on measures of intelligence and achievement.

8 Week Forum Assignment Example | Topics and Well Written Essays - 250 words

8 Week Forum - Assignment Example In many societies, teenage pregnancy is a social problem. Most girls drop out of school due to pregnancies. Research shows that over 45% of teenagers in grade 9 to 12 engage in sex. Teen pregnancies are associated with low birth weight, premature labour and anaemia among other complications. In some societies, teenage pregnancy results to social stigma. Teenage girls get pregnant due to lack of knowledge about contraceptives and other safety measures. Sex education turns young people into sexually knowledgeable and responsible individuals (Stevens). STDs are illnesses, which are contracted through sexual activities. They can be contracted through oral sex, anal sex, and vaginal intercourse. In the USA, over 15 million cases are reported annually. Most teenagers are vulnerable to STDs due to lack of information. Some of the common STDs include herpes, syphilis, scabies, gonorrhoea, hepatitis B, HIV, and Chlamydia among others. These diseases can lead to an ectopic pregnancy and death if left untreated. Sex education is more likely to reduce the cases of STDs among young adults and teenagers. Research shows that societies with extensive sex education tend to record low cases of STDs among the young people. In sex education, teenagers are taught about dangerous of engaging in unprotected sex and other unsafe sexual practices. Teenagers need to access sex education in order to make healthy, loving, and intelligent decisions in their lives (Cotney).† The excerpt above is one of my greatest accomplishments in class. This is because I managed to incorporate all the skills I have learnt in class in writing an essay. First, in the first paragraph, I managed to focus on introducing my topics. This played a significant role in capturing the attention of the reader as well as stating the issue to be addressed in the body of the essay. Moreover, I managed to highlight the issues raised by dissenting voices on the topic. On

Mental Disorder Essay Example | Topics and Well Written Essays - 250 words

Mental Disorder - Essay Example Mental Disorder and Treatment Modalities Through media, the general public often conveys an image of mental disorders as patients who are unpredictable, violent, and dangerous (Flores, 2008, p. 1). However, not all mental disorders portrayed these signs and symptoms, as in the case of major depression. Major depression is a serious medical condition that affects thoughts, feelings, behavior, mood, and physical health of approximately 5-8 percent of United State’s adult population (NAMI, 2009, 3). Among all the mental disorders, major depression is the most responsive to treatment. There are three types of treatment available for depression: medication, psychotherapy, and electroconvulsive therapy (NAMI, 2009, p. 8). Psychotherapy has been shown to be effective in treating depression (NAMI, 2009, p. 11). Under this therapy is the Cognitive Behavioral Therapy (CBT). Cognitive Behavioral Therapy helps to modify the negative thinking of depressive patients by setting positive thou ghts and moods. Unlike any other method, CBT is considered to be the most rapid in producing obtained results. In fact, the average number of sessions the clients’ received is only 16 sessions.

Conventionally Broadcast Encryption (BE) Schemes

Conventionally Broadcast Encryption (BE) Schemes ABSTRACT Conventionally broadcast encryption (BE) schemes enable a sender to securely broadcast to any subset of members, however it requires a trusted party to circulate decryption keys. Group key agreement protocols authorize a group of members to negotiate a common encryption passkey through spread out networks so that only the batch members can decode the ciphertextsviz encrypted under the shared encryption key, but a sender cannot debar any particular member from decrypting the ciphertexts. This project infers two notions with a hybrid primitive referred to as Auxiliary Propagate encoding. In this new primitive, a common public encoding key is agreed by group members who hold a individual decoding passkey. A sender viewing the public group encoding passkey can restrict the decoding to a subdivision of members of his preference. The scheme is proven to be fully collusion-resistant under the decision n-Bilinear Diffie-Hellman Exponentiation presumption in the standard imitation. Of unaided interest, the project presents a new BE scheme that is aggregatable. The cumulative property is shown to be useful to construct advanced protocols. Keywords-Multicast encoding, Auxiliary Propagate Encoding, Provable Security, Group key agreement INTRODUCTION INTRODUCTION Along the rapidly leading and prevalent communion technologies, there is an increasing bid for handy cryptographic primeval to protect group conversations and ciphering platforms. These platforms include instant-messaging tools, collaborative ciphering, mobile ad hoc networks and communal net. These new applications call for cryptographic primitives allowing a sender to soundly encrypt to any subdivision of the users of the services without relying on a fully credible dealer. Broadcast encoding is a well-studied primeval intended for secure group-oriented communications. It allows a sender to soundly broadcast to any subdivision of the group members Nonetheless, a BE system heavily relies on a fully trusted key server who produces classified decoding passkeys for the members and can read all the communion to any members. Group key agreement is another well-defined cryptographic primeval to secure group-oriented communions. A traditional GKA enables a group of members to setup a common secret passkey through spread out networks. However, whenever a sender wants to share an information to a group, he must first join the group and run a GKA protocol to share a classified passkey with the intended members. More recently, and to overthrow this limitation, Wu et al. popularized asymmetric GKA, a common public encoding key is agreed by group members who hold a individual decoding passkey. However, neither traditional symmetric GKA nor the newly introduced asymmetric GKA enables the sender to unilaterally exclude any particular member from reading the plaintext. Hence, it is necessary to find several adjustable cryptographic primeval en abling dynamic broadcasts without a fully credible dealer. The Auxiliary Propagate Encoding primitive, viz a hybrid of GKA and BE. Compared to its preliminary Asia crypt 2011 version, this project provides complete security proofs, elaborates the necessity of the aggregatability of the hidden BE building block and shows the practicality of the scheme with experiments. The main contributions are as follows. First, the primitive and explains its security definitions. Auxiliary Broadcast Encoding incorporates the elemental ideas of GKA and BE. A group of members interact through free networks to agree a public encoding passkey while each member holds a different secret decoding key. Using the public encryption passkey, anyone can encode any message to any subdivision of the group members and only the intended receivers can decrypt. Unlike GKA, Auxiliary enables the sender to exclude some members from reading the ciphertexts. Compared to Broadcast Encryption, Auxiliary Propagate Encoding does not need a fully credible third party to set up the system. Characterize collusion resistance by defining an attacker who can fully control every member farther the affianced receivers but cannot extract useful message from the cipher text. Second, the notion of aggregatable broadcast encoding. Coarsely speaking, a Broadcast Encoding scheme is aggregatable if its secure instances can be aggregated into a new secure instance of the BE system. Specifically, only the aggregated decoding keys of the same user are valid decoding keys corresponding to the aggregated public passkeys of the hidden Broadcast Encryption examples. The aggregatability of AggBE schemes is beneficial in the manufacturing of scheme and the BE schemes in the literature are not aggregatable. A detailed AggBE system tightly proven to be fully collusion-resistant beneath the decision BDHE assumption. The proposed AggBE system offers effectual encoding/decoding and short ciphertexts. Certainly, create an effectual Auxiliary Broadcast Encoding scheme with AggBE scheme as a building block. The Auxiliary Broadcast Encoding construction is proven to be semi-adaptively secure under the decision Bilinear Diffie-Hellman Exponentiation assumption in the standard model. Only one round is needed to form the public group encoding passkey and set up the Auxiliary Broadcast Encoding system. After the system set-up, the storage cost would be O(n) for sender as well as for group members, where n is the number of group members taking part in the setup stage. Although, the online complexity (which dominates the practicality of a Auxiliary Broadcast Encoding scheme) is very low. Post trade-off, the variant has O(n2=3) complexity in communion, calculations and storage. This is comparable to up-to-date regular Broadcast Encoding schemes which have O(n1=2) complexity in the same performance metrics, but system does not require a credile passkey dealer. Execute a chain of experiments and the experimental results verify the practicality of scheme. Potential Applications A potential application of Auxiliary Propagate Encoding is to secure data exchanged among friends via social networks. Since the Prism scandal, people are desperately concerned about the privacy of their personal data shared with their friends over social networks. Auxiliary Propagate Encoding can provide a feasible solution to this problem. Indeed, Phan et al underlined the applications of Auxiliary Propagate Encoding to social networks. In this scenario, if a group of users want to share their data without letting the social network operator know it, they this Encoding scheme. Since the setup procedure of Encoding only requires one round of communication, each member of the group just needs to broadcast one message to other intended members in a send-and-leave way, without the synchronization requirement. After receiving the messages from the other members, all the members share the encryption key that allows any user to selectively share his/her data to any subgroup of the members . Furthermore, it also allows sensitive data to be shared among different groups. Other applications may include contemporary messaging among family members, protected scientific research tasks jointly conducted by scientists from different places, and disaster rescue using a mobile ad hoc network. A common feature of these scenarios is that a group of users would like to exchange sensitive data but a fully credible third party is unavailable. Encoder provides an efficient solution to these applications. AIMS OBJECTIVES 2.1  AIM The Auxiliary Propagate Encoding primitive, viz a hybrid of GKA and BE. Compared to its preliminary Asia crypt 2011 version, this project provides complete security proofs, elaborates the necessity of the aggregatability of the hidden BE building block and shows the practicality of the scheme with experiments. The main aim are as follows. First, the primitive and explains its security definitions. Auxiliary Broadcast Encoding incorporates the elemental ideas of GKA and BE. A group of members interact through free networks to agree a public encoding passkey while each member holds a different secret decoding key. Using the public encryption passkey, anyone can encode any message to any subdivision of the group members and only the intended receivers can decrypt. Unlike GKA, Auxiliary enables the sender to exclude some members from reading the ciphertexts. Compared to Broadcast Encryption, Auxiliary Propagate Encoding does not need a fully credible third party to set up the system. Characterize collusion resistance by defining an attacker who can fully control every member farther the affianced receivers but cannot extract useful message from the cipher text. 2.2  OBJECTIVE The Auxiliary propagate Encoding primitive, which is a hybrid of GKA and BE.It provides complete security proofs, illustrates the necessity of the aggregatability of the underlying BE building block. ConBE incorporates the underlying ideas of GKA and BE. A group of members interact via open networks to negotiate a public encryption key while each member holds a different secret decryption key. Using the public encryption key, anyone can encrypt any message to any subset of the group members and only the intended receivers can decrypt. The collusion resistance by defining an attacker who can fully control all the members outside the intended receivers but cannot extract useful information from the ciphertext. The notion of aggregatable broadcast encryption (AggBE). Coarsely speaking, a BE scheme is aggregatable if its secure instances can be aggregated into a new secure instance of the BE scheme. Specifically, only the aggregated decryption keys of the same user are valid decryption keys corresponding to the aggregated public keys of the underlying BE instances. An efficient ConBE scheme with our AggBE scheme as a building block. The ConBE construction is proven to be semi-adaptively secure under the decision BDHE assumption in the standard model. LITERATURE SURVEY LITERATURE SURVEY 3.1 Paper on Broadcast Encryption: Several schemes that allow a center to broadcast a secret to any subset of privileged users out of a universe of size nso that coalitions of k users not in the privileged set cannot learn the secret. The most interesting scheme requires every user to store O(k log k Several schemes that allow a center to broadcast a secret to log n)keys and the center to broadcast O(k2 log2 k log n) messages regardless of the size of the privileged set. This scheme requires every user to store O(log k log(1/p)) keys and the center to broadcast O(k log2 k log(1/p)) messages. Algorithm: Step 1: Takes as input the number of receivers n, Setup(n) outputs private keys d1 , à ¢Ã¢â€š ¬Ã‚ ¦, dn and public-key PK. Step 2: Takes as input a subset, Encrypt (S, PK, M): Encrypt M for users S à ¯Ã†â€™Ã‚  {1, à ¢Ã¢â€š ¬Ã‚ ¦, n} Output ciphertext CT. Step 3: Takes as input a subset, Decrypt (CT, S, j, dj, PK): If j à ¯Ã†â€™Ã… ½ S, output M. The key K can then be used to decrypt the broadcast body CM and obtain the message body M 3.2 Paper on Collusion Resistant Broadcast Encryption With Short Ciphertexts and Private Keys: This system describe two new public key broadcast encryption systems for stateless receivers. Both systems are fully secure against any number of colluders. This construction both ciphertexts and private keys are of constant size (only two group elements), for any subset of receivers. The public key size in this system is linear in the total number of receivers. Second system is a generalization of the first that provides a trade-off between ciphertext size and public key size. The system achieves a collusion resistant broadcast system for n users where both ciphertexts and public passkeys are of size O(à ¢Ã‹â€ Ã… ¡n) for any subset of receivers. Algorithm: Step 1: Let G be a bilinear group of order p. Pick a random generator g of G and random ÃŽÂ ±, ÃŽÂ ³ à ¢Ã‹â€ Ã‹â€  Zp and, as usual, define gi = g(ÃŽÂ ± i ) and v = gÃŽÂ ³Ãƒ ¢Ã‹â€ Ã‹â€  G. Step 2: Output the public key PK = {g, g1, , gn, gn+2, . . . , g2n, v} , it generates m shares of ÃŽÂ ³. Secret sharing generates the shares. Let f à ¢Ã‹â€ Ã‹â€  Zp[x] be a random polynomial of degree t à ¢Ã‹â€ Ã¢â‚¬â„¢ 1 satisfying f(0) = ÃŽÂ ³. For j = 1, , m the jth share of ÃŽÂ ³ is defined as sj = f(j) à ¢Ã‹â€ Ã‹â€  Zp. Step 3: User k à ¢Ã‹â€ Ã‹â€  {1, . . . , n} wants her private key dk = g ÃŽÂ ³kà ¢Ã‹â€ Ã‹â€  G. pick t administrator servers to help generate dk. To generate dk . For i = 1, . . . , it receives g si k from the ith administrator. It computes private key as dk = à ¢Ã‹â€ Ã‚ i=1(gk8)ÃŽÂ »i . Then dk = gkà ¢Ã‹â€ Ã¢â‚¬Ëœi=1 ÃŽÂ »i8i = g ÃŽÂ ³k as required. As usual all these messages are sent between the administrators and a user are over a private channel. 3.3 Paper on A Conference Key Distribution System: Encryption is used in a communication system to safeguard information in the transmitted messages from anyone other than the intended receiver. To perform the encryption and decryption the transmitter and receiver ought to have matching encryption and decryption keys. A clever way to generate these keys is to use the public key distribution system invented by Diffie and Hellman. The public key distribution system is generalized to a conference key distribution system (CKDS) which admits any group of stations to share the same encryption and decryption keys. The analysis reveals two important aspects of any conference key distribution system. One is the multi-tap resistance, which is a measure of the information security in the communication system. The other is the separation of the problem into two parts: the choice of a suitable symmetric function of the private keys and the choice of a suitable one-way mapping thereof. Algorithm : Step 1 : Consider A center chooses a prime p = ÃŽËÅ"(2cN), c à ¢Ã¢â‚¬ °Ã‚ ¥ 1 constant, and an element ÃŽÂ ± à ¢Ã‹â€ Ã‹â€  Zp of order q = ÃŽËÅ"(2N). If this has to be verià ¯Ã‚ ¬Ã‚ ed then the factorization of q is given. The center publishes p, ÃŽÂ ± and q. Step 2 : Let U1,,Un be a (dynamic) subset of all users5 who want to generate a common conference key. Step 3 : Each Ui, i = 1,,n, selects6 rià ¢Ã‹â€ Ã‹â€ R Zq, computes and broadcasts Zi=ÃŽÂ ±ri mod p . Step 4 : Each Ui, i = 1,,n, checks7 that ÃŽÂ ±q à ¢Ã¢â‚¬ °Ã‚ ¡ 1(modp) and that (zj)q à ¢Ã¢â‚¬ °Ã‚ ¡ 1(modp) for all j = 1,,n, and then computes and broadcasts Xi à ¢Ã¢â‚¬ °Ã‚ ¡(zi+1/zià ¢Ã‹â€ Ã¢â‚¬â„¢1)ri (modp), where the indices are taken in a cycle. Step 5 : Each Ui, i = 1,,n, computes the conference key, Ki à ¢Ã¢â‚¬ °Ã‚ ¡(zià ¢Ã‹â€ Ã¢â‚¬â„¢1)nri  ·Xin-1à ¢Ã‹â€ Ã¢â‚¬â„¢1  · Xi+1n-2  ·Ãƒâ€šÃ‚ ·Ãƒâ€šÃ‚ · Xi-2 (modp). 3.4 Paper on Key Agreement in Dynamic Peer Groups: As a result of the increased popularity of group- oriented applications and protocols, group communication occurs in many different settings: from network multicasting to application layer tele- and video-conferencing. Regardless of the application environment, security services are necessary to provide communication privacy and integrity. This paper considers the problem of key agreement in dynamic peer groups. (Key agreement, especially in a group setting, is the steeping stone for all other security services.)Dynamic peer groups require not only initial key agreement (IKA) but also auxiliary key agreement (AKA) operations such as member addition, member deletion and group fusion. We discuss all group key agreement operations and present a concrete protocol suite, CLIQUES, which offers complete key agreement services. CLIQUES is based on multi-party extensions of the well-known Diffie-Hellman key exchange method. The protocols are efficient and provably secure against passive adversaries. 3.5 Comparative Study SR NO Paper Title And Methods Used Authors Name Mertis Demerits Problem Solution Future Work 1. Broadcast Encryption ( Symmetric Encryptions, Secret key Distributions management) A. Fiat and M. Naor Provides secure group-oriented communications Existing GKA protocols cannot handle sender/member changes efficiently Requires a trusted third party to distribute the keys. Using Asymmetric group key agreement (ASGKA) to overcome this. Future work will concern the implementation of the ASGKA scheme to incorporate the following. 2. Collusion Resistant Broadcast Encryption with short Ciphertext and private keys (Parameterization) Dan Boneh , Craig Gentry Provides a collusion resistant system. Cannot handle large sets of groups. Collusion resistant is limited to a relatively small group. Using appropriate parametrization Future works will concern the reduction of collusion by constructing both Ciphertext and private key of constant size. 3. A Conference Key Distribution System (Security in digital systems ,Conference key distribution) I. Ingemarsson, D.T. Tang and C.K. Wong Provides a system using That distributes key using contributory key generation. It is immune to insecurities due to symmetric functions of degree two. As the key was a symmetric function of degree two, it was insecure. Using a asymmetric function instead of symmetric function. Future research will be devoted to methods that can use asymmetric function for higher security. 4. Key Agreement in Dynamic Peer Groups (Multi-party Computation) Michael Steiner, Can handle system with constantly changing members and senders. It is not efficient for relatedly large set of groups. Works only for relatively small and non-hierarchical groups. Using key transport mechanism. Future research Will including the methods adopted in this. 5. Broadcast Encryption ( Symmetric Encryptions, Secret key Distributions management) A. Fiat and M. Naor Provides secure group-oriented communications It requires a fully trusted third party and direct link It is more expensive as direct link has to be established Cost can be minimised using Contributory key generation schemes or using Conbe Scheme. Future research will be including plans to implement the schemes to cut down expenses. 6. Contributory Broadcast Encryption With Efficient Encryption and Short Ciphertexts Qianhong ,Bo Qin, Lei Zhang,Josep Domingo-Ferrer Doesnt require trusted third Party to set up the system. As it is more flexible , it compromises on some set of performances. Cannot handle changes in server/member efficiently Using auxiliary group Encoding EXISTING SYSTEM EXISTING SYSTEM PROBLEM STATEMENT PROBLEM STATEMENT The prevailing broadcast encryption scheme can provide reliable end to end encryption, however requires a trusted third party to distribute the keys. Also the BE scheme requires to set a direct link with the receiver to enable the flow of information. Existing GKA protocols cannot handle sender/member the changes efficiently with the growing technologies and ad hoc devices, it is essential for the system to address and resolve the issue.Using Asymmetric group key agreement (ASGKA) the system can overcome the shortcomings of the BE system. Collusion Resistant Broadcast Encryption with short Ciphertext and private keys methodology used a symmetric key of degree two to mitigate collusion for a relatively short system. It could not handle or further avoid collusion for a large set of system.Using appropriate parameterization can aid the drawbacks of the system. Also as the key was a symmetric function of degree two, it was insecure and worked only for relatively small and non-hierarchical groups. A Conference Key Distribution System which uses security in digital systems and conference key distribution provides a system That distributes key using contributory key generation. It is immune to insecurities as it uses symmetric function of degree two. Key Agreement in Dynamic Peer Groups which uses multi-party Computation can handle system with constantly changing members and senders but It is not efficient for relatedly large set of groups. Using key transport mechanism, the range of the system can work efficiently for relatively larger set of group. The system will not require the sender to be the part of the group. SCOPE SCOPE PROPOSED SYSTEM PROPOSED SYSTEM Diffie-hellman algorithm Diffie-Hellman key exchange (D-H) [nb 1] is a specific method of securely exchanging cryptographic keys over a public channel and was one of the first public-key protocols as originally conceptualized by Ralph Merkle and named after WhitfieldDiffie and Martin Hellman. Step 1: Let the users be named sender and receiver. First, they agree on two prime numbers g and p, where p is large and g is a primitive root modulo p. Step 2: Now sender chooses a large random number a as her private key and receiver similarly chooses a large number b. Step 3: Sender then computes, which she sends to Receiver, and Receiver computes , which he sends to sender. Step 4: Now both Sender and Receiver compute their shared key , which Sender computes as and Receiver computes as Sender and Receiver can now use their shared key to exchange information without worrying about other users obtaining this information. In order for an attacker to do so, he would first need to obtain knowing only , , and . This can be done by computing from and from . This is the discrete logarithm problem, which is computationally infeasible for large . Computing the discrete logarithm of a number modulo takes roughly the same amount of time as factoring the product of two primes the same size as . 7.2MATHEMATICAL MODEL Group Key Agreement. For 1 à ¢Ã¢â‚¬ °Ã‚ ¤k à ¢Ã¢â‚¬ °Ã‚ ¤n, member k doesthe following: Randomly choose Xi,k à Ã‚ µG, ri,k à Ã‚ µZpÃÅ' ½; Compute Ri,k = gÃâ€" ¾ÃƒÅ Ã‚ ³i,k, Ai,k = e(Xi,k, g); Set PKk = ((R0,k , A0,k),à ¢Ã¢â€š ¬Ã‚ ¦.,(Rn,k, An,k)); For j = 1,à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦., n ,jà ¢Ã¢â‚¬ °Ã‚   k, computeà Ã†â€™i, j ,k=Xi,khjri,kfor i = 0,à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦,n, with i à ¢Ã¢â‚¬ °Ã‚  j; Set dj,k = (à Ã†â€™0,j,k,à ¢Ã¢â€š ¬Ã‚ ¦.., à Ã†â€™jÃâ€" ¾1,j,k,à Ã†â€™j+1,j,k,à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦,à Ã†â€™n,j;k); Publish (PKk, d1,k,à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.,dkÃâ€" ¾1;k, dk+1,k,à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦., dn,k); Compute dk,k accordingly and keep it secret. Group Encryption Key Derivation. The group encryption key is PK = PK0 PKn = ((R0,A0),à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦,(Rn,An)) where Ri =à Ã… ¸nk=1Ri,k,Ai =à Ã… ¸nk=1Ai,kfor i =0,à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦,n. The group encryption key PK is publiclycomputable. Member Decryption Key Derivation: For 1 à ¢Ã¢â‚¬ °Ã‚ ¤ià ¢Ã¢â‚¬ °Ã‚ ¤ n 1 à ¢Ã¢â‚¬ °Ã‚ ¤jà ¢Ã¢â‚¬ °Ã‚ ¤ nand i à ¢Ã¢â‚¬ °Ã‚   j, member j can compute herdecryption key dj = (à Ã†â€™ 0,j,à ¢Ã¢â€š ¬Ã‚ ¦.., à Ã†â€™ jÃâ€" ¾1,j,à Ã†â€™j+1,j,à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦,à Ã†â€™n,j) where n n n à Ã†â€™i,j= à Ã†â€™i,j,jà Ã… ¸Ãƒ Ã†â€™i,j,k= à Ã… ¸Ãƒ Ã†â€™i,j,k= à Ã… ¸Xi,khrj k=1,kà ¢Ã¢â‚¬ °Ã‚  1 k=1 k=1 7.3 SYSTEM ARCHITECTURE Storage Server Upload File with privileges 1. Req File Search Files2.Access the file METHODOLOGY METHODOLOGY 8.1 FLOW CHART UML DIAGRAMS 8.2.1 Use Case Diagram Sequence Diagram Upload Files Upload File Response Register Register Confirmation Provide access Permission Request Search the file File request confirmation File sending response Req Sign Distribution Sign Res Status Class Diagram

Lord of the Flies, Coral Island and the Role of Adults

It is known that to fully appreciate the novel â€Å"Lord of the Flies† (1954) by William Golding (1911-1993) it is necessary to have read Robert Michael Ballantyne’s (1825-1894) â€Å"Coral Island† (1858), or at least to understand its theme and treatment. And so, since it was Golding’s intention to set himself to write an island story that deliberately challenged Ballantyne’s model in â€Å"Coral Island† -by inverting its assumptions and values- we can explore multiple angles from which the two novels can be compared and studied.An item which seems quite interesting when analysing both texts is that one related to civilization and its adult exponents. After a thorough reading and focusing on very clear and specific elements we happen to notice the differences -as well as some similarities- among the roles and the significance of these adult characters in each novel. We will first refer to Golding’s â€Å"Lord of the Flies†, in which there are various examples of the complexity of the adult figure. But we must first refer to Golding’s own experience at war in order to get a clearer picture of his position towards our central concern.From the first years of his life, he faced the atrocities of war when he took part in the Second World War by joining the British Navy at 1940. The war, as a physical result, changed a lot Golding's view of life. He could not believe in man's innocence any longer. He found that even the children are not innocent. No one is innocent. The ideas of W. Golding's view of human nature can be found in almost any of Golding's books and particularly, in his first and most famous book, â€Å"Lord of the flies† 1. So, let us now focus on the novel itself.At a moment of uncertainty-anguish the boys beg desperately for a signal from the world of grown-ups: (â€Å"Grown-ups know things† said Piggy. â€Å"They ain’t afraid of the dark. They’d meet and have tea and discuss. Then things ‘ud be all right—† â€Å"They wouldn’t set fire to the island. Or lose—-† â€Å"They’d build a ship—-â€Å" The three boys stood in the darkness, striving unsuccessfully to convey the majesty of adult life. â€Å"They wouldn’t quarrel—-† [†¦] â€Å"If only they could get a message to us,† cried Ralph desperately. â€Å"If only they could send us something grown-up†¦ a sign or something. 2) In the next chapter what they get is a dead body of a man hanging from a parachute, a corpse which gets rotten as the story advances. Is this the adult figure they were waiting for? Or, should the question be: Does this ‘gift’ from air help them in any way to strengthen their boundaries with civilization? The answer seems to be ‘no’. On the contrary, it makes them panic, slowly driving them mad and irrational. It unleashes violence, leads them to sa crifices and murder, and takes them back to a primitive stage.So up to now the adult figure does not seem to be associated with a positive role. However, there is another character in the novel who also becomes very important as regards our analysis of the adult figure. Finally, when on the last pages, Ralph is lying on the sand, ready to accept the blow which will kill him, and he hears the silence around him, and he looks up †¦ up†¦ , he can first see some emblems of power, some symbols of the grown ups’ world and also of his father authority, and only then he can see a man – a naval officer. This man happens to stop Ralph’s brutal chase just by chance. Grown-ups have been dropping bombs and planes, and it was an atomic war which had made the children’s evacuation necessary in the first place. Who have gone crazy and been having an atomic war but the grown-ups themselves? 3 Again, a new question should be made: Is this a real symbol of salvati on? Or, How can an ambassador of an atomic war stand for the parental protection or even a mature model to be followed? The naval officer’s ignorance, his lack of understanding of what has been going on, is ironical. Furthermore, what Golding is trying to make clear at this instance is the decadent figure of the human adult, and by extension, of the whole human civilized world. Let us now turn to R. M. Ballantyne’s â€Å"Coral Island†. Here, the concern about civilization, seems to be very well defined as well as good and evil are so clearly separated that there cannot be any conflict between them. 5 In spite of this, when we come to a closer look we find a special complexity within a number of characters. Everything about Ballantyne’s boys, who are older by some years than Golding’s boys, is confident and positive.The novel as a whole, pictures the assumptions and values of the Victorian period in affirming progress, imperialism, self-reliance, th e Creator, the goodness of nature and of human nature- when Christianised at least 6 Actually, this is quite an interesting item to focus on. On the one hand there are the dark-skinned people referred to as â€Å"the savages†, who are in fact the native inhabitants from the neighbouring islands. They are a kind of primitive adults, constantly characterised as cruel, uncivilised inferior beings.Their rituals, their form of life, the whole of their culture is described as barbarian and demoniac and Ralph, our young narrator, is deeply horrified at seeing them. They represented a menace to the boys, and they tried to escape from them or to stay in good – but distant- terms with them, so as to keep them away from their coral island. On the other hand there are the pirates, who, paradoxically, are –like the rest of the fair-skinned characters- superior ; their ways are civilised, their clothes being the main symbol of their superiority. What is interesting about thes e last ones is that they are at first described as representing a dangerous element –as had already been the shark or the very ocean. Nevertheless, as the novel goes on, we are made to think that this wandering adults who travel overseas, robbing ships, conquering all that they found at their pace and kidnapping people, are actually ‘not that bad’. Even the pirates are â€Å"better† than the natives, more intelligent, cleaner, etc.But also, as we reach the end of the novel, we suddenly meet some educated peaceful missionaries who work a miracle when they get to the island the boys are captured in and manage to convert the wild savages into Christians and they embrace our Lord’s Gospel. It must be understood that the priest’s reason for being there is to abolish the beliefs of an entire human group and the pirates are traditionally thought of as being thieves, kidnappers and violent conquerors. But, somehow, this is not the image Ballantyne de picts towards the end of the novel. Given, thus, the complex nature of these beings, a new different question arises.What is the true nature of adults-civilization for Ballantyne? How come that adults like the priest and the pirates can be representatives of good or salvation? Are the adults capable of completely changing their previous evil nature all of a sudden? Obviously, the answer seems to rely on the moral outlook, the Victorian ethos, which bathes the whole novel. The didactic intentions are clear. His intentions are to teach his readers, not only to inform them about the wonders and terrors of the Pacific Islands, but also to make them reflect on the power, goodness, glory of God and make them better people. As a result, by comparing and contrasting both novels from the opposed perspectives of the two authors , we identify the key elements inherent to each one as regards our main topic. Basically, while in Ballantyne’s â€Å"Coral Island† the prevalent view of man was that based on the confidence of the white man 9 in Golding’s â€Å"Lord of the Flies† the thesis is based on the man’s fallen nature myth, expressing through it his belief in man’s other nature, the dark and guilty nature. 0 Mainly, both Ballantyne and Golding’s perceptions about adulthood and civilization vary not only because of a completely divergent perception on the world -which derives from their personal experiences- but also because of the time when each novel was written and the totally different socio-political scenery in which they were developed. 1 Material obtained from http://www. geocities. com/Athens/Forum/6249/bio. htm 2 â€Å"The Lord of the Flies†, by William Golding (p. 117) Faber and Faber Limited (1954) 3 Notes provided by the teacher on â€Å"The Lord of the Flies† by William Golding. Notes provided by the teacher on â€Å"The Lord of the Flies† by William Golding. 5 Notes provided by the teacher on â€Å"The Lord of the Flies† by William Golding. 6 Notes provided by the teacher on â€Å"Coral Island† by R. M. Ballantyne. 7 Macmillan Master Guide, The Lord of the Flies, 1986 8 Notes provided by the teacher on â€Å"Coral Island† by R. M. Ballantyne. 9 Notes provided by the teacher on â€Å"Coral Island† by R. M. Ballantyne. 10 Notes provided by the teacher on â€Å"Coral Island† by R. M. Ballantyne. 11Macmillan Master Guide, The Lord of the Flies, 1986

Argyles Communication Cycle

This assignment will discuss two well known theories of effective communication. Firstly it will look at Michael Argyle (1972), the cycle of communication and then it will discuss Bruce Tuckman (1965) stages of communication. Michael Argyle (1972) looks at the cycle of communication which involves six stages this is about sending receiving and the decoding of messages between individual and also groups.An ideas occurs – when one has thought of an idea that they want to express with another person/sMessage coded – when the idea has been thought through, there is a thought process of how this idea is going to then be communicated. There is a thought as to how this message is going to express it, as it could be through language, writing, sign or symbols or whatever it may be.Message sent – articulate the message, may it be verbal, written, sign or use what would be most appropriate in order to communicate effectively.Message received – when the message has be en heard or seen, depending on how the message was sent in the first place.Message decoded – this is where the person who had received the message is starting to make sense of the message. As one tries to decode the message is received is at this point where they can miss interpret the message.Message understood – providing that all goes well the initial idea is then understood but sometimes this doesn’t always happen.Once there is understanding then Bruce Tuckman’s (1965), stages of communication looks at how a group of people have to develop their behaviour in order to become an effective group, all to reach a common goal.His sequential theory has four stages of communication. Forming – has been considered to be the introduction stage, where it is not clear to the group what their purpose is. At the same time they put one another under scrutiny as they are not too familiar with each other, so there in not much in the way of trust either.So as a result of this some may not be happy with the idea. Some may be feeling frustrated where as others may just have some issues about working with particular people. There could be a lack of values and some prejudices may possibly be expressed initially to some members of the group.Storming – when putting certain characters together that usually don’t work with one another, it at this stage where the competition is rife as there is a power struggle within the group as some may try to change the team’s mission. This could result in arguments about how the group is going work and what roles each member will be having. Eventually the team itself could splint. As a result of putting different pe ople together, the group begins to form relationships with each other and can sometimes for smaller group. This causes the lack of motivation, anxiety and frustration resulting in the groups failure to complete the mission.Norming – during this stage the trust and respect is developing amongst the members of the group, since it becomes clear that each member has a role and they are aware of what their role will be. As a result of them coming together with a common goal they all have a shared expectation of each other, which is known as norm. They have fully established norm, a set of common beliefs and values. Individuals become more motivated and commitment is demonstrated with each member of the group, whilst the team is being creative.The group now have a fully defined purpose and so success begins to flow within the group.Performing – the group now demonstrates that actually they are able to perform the task effectively as members feel comfortable, at ease and have a sense of belonging to the group as a whole. There is a high sense of morale as the group experience high levels of trust, pride and support from each other and so now this group begin to feel that their performance has been of better-quality. More often than not I believe that the patterns of behaviour do actually arise in some individuals.There are those that are more extreme than others, whereas some are less extreme but none the less this does not suggest that people cannot work well together. According to Tuckman’s theory these stages can be very effective in breaking down the barriers of communication within a group of individuals that have a common goal. With Argyle’s theory it is agreed that this very process does actually taken place when communication but at the same time it could easily breakdown when the message has been misunderstood of misheard.

Van Goghs Use of Color

Van Goghs Use of Color The works of Van Gogh and his use of color have often been studied chronologically demonstrating the shift in his usage of colors from his early paintings, which were dark and pessimistic, to the paintings of his mature career, where he has used lighter tones and brighter colors.Advertising We will write a custom essay sample on Van Gogh’s Use of Color specifically for you for only $16.05 $11/page Learn More In the later stage, Van Gogh made a distinct use of complementary color scheme, which was a definite shift from the classical treatment of colors. This paper will compare and contrast two paintings, The Sower and The Night Cafà ©, and demonstrate the distinct style Van Gogh followed to use color for his paintings. Expressive use of colors in distinctive complementary schemes has dominated many of the masterpieces created by Van Gogh. His correspondences to his brother during the 1882-85 demonstrate his obsession with the use of color in his work. They demonstrate that Van Gogh’s concern and distinction between shades, tones, hue, and brightness of color, which formed the psychological basis of colors and themes of his paintings. The use of complementary colors, which became the signature of Van Gogh’s style, helped to intensify the mutual effect of the color scheme in the paintings. Van Gogh used basic colors and contrasting hues to increase firmness and depth of his paintings: These things that are relevant to complementary colors, to the simultaneous contrasting and the mutual devaluation of complementary colors, are the first and most important issue: the second is the mutual influence of two similar colors, such as carmine and vermilion, or a pink-lilac and a blue-lilac. (Van Gogh Letter # 428, dated Oct. 1885. (Bekker and Bekker) The use of primary colors and the use of their complementary colors, also known as secondary colors, is a basic technique used for impressionistic painting. When a primary color is put against a complementary color, it creates a contrasting color scheme, creating a powerful effect. Van Gogh exploited this technique of creating a strong effect in his painting through juxtaposition of primary and complementary colors. Van Gogh’s fascination for complementary colors intensified as he shifted his focus from Dutch style to paintings that are more impressionistic.Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More Gayford (179) demonstrates Van Gogh’s heightened interest in colors, which created a symbolic language for the maestro. In another correspondence to his brother Theo, Van Gogh expressed his increasing obsession with colors: â€Å"Yesterday evening an extraordinary beautiful sunset of a mysterious, sickly citron color – Prussian blue cypresses against trees with dead leaves in all sorts of broken tones without any speckling with bright gr eens.† (Gayford 179) Thus, colors create a symbolic language for Van Gogh, which helped his to determine the effect that wanted to create in his paintings. Given this understanding of Van Gogh’s philosophy of color, the essay then moves on to analyze two of his paintings and the treatment of colors in them. The Sower demonstrates a man striding across a wheat field, with outstretched arms, appear in many of Van Gogh’s paintings and sketches. Philosophically, it has often been interpreted as the renewal of life; however, in this essay we will discuss the use of complementary color scheme of the paintings. The particular picture that is discussed in this essay was painted in 1888, which stands out from all other paintings of sowers and creates a unique impressionistic creation of the cycle life in full summer (The Sower is shown in figure 1 below). Figure 1: The Sower, 1888 The Sower, painted predominately in yellow and violet demonstrates the use of complementary colors by Van Gogh. Yellow is a primary color that is positioned against violet, one of its complements, and a mix of the other two primary colors, red and blue. Even though artists had knowledge of the effect two complementary colors could create, no one before Van Gogh experimented with it.Advertising We will write a custom essay sample on Van Gogh’s Use of Color specifically for you for only $16.05 $11/page Learn More Primary colors, when juxtaposed with complementary colors, create a vibration and magnificence that is otherwise unattainable. Hence, when yellow is used against violet, it creates greater brightness and pureness of color than when painted with any other colors. Similarly, violet seems more lively and vigorous when put against yellow. The Sower was painted when Van Gogh was living in Arles, in June 1888. The original Sower by Millet from which Van Gogh drew inspiration or his Sower believed that Millet created a painting in â€Å"c olorless gray† and wanted to create a painting of the sower with colors (Bekker and Bekker). In order to understand color contrast, consider putting orange against blue and orange against green. Orange is blue’s complement where blue is a primary color and orange is a secondary color created through mixing of the other two primary, red and yellow. Hence, the effect of brightness when orange and blue are used together is greater than when orange and green are used, wherein both are secondary colors. Moreover, the orange when put with green seem darker, almost a different color. Hence, it can be observed that colors can change their hue and brightness depending on the colors with which they are used. Moreover, colors cannot be used singularly, without considering the other colors that are used. Colors cannot be judged in isolation. Hence, it is important to understand what colors are used along with the others and what affect it creates in the paintings. Knowledge of colo rs becomes the most important factor while studying Van Gogh’s form so impressionistic painting. The painting of the yellow and violet together as an expression of light and darkness in the field is an extreme example of use of complementary colors in paintings. This helped in intensifying the brightness, saturation, and depth of the painting. Van Gogh described his 1888 creation inspired from Millet’s painting, in one of his letters, as â€Å"painting from Millet’s drawings is more like translating them into another language than copying them† (Metzger and Walther 272). The colors used in the painting became reminiscent of his emotions and feelings. The colors demonstrated the dominant mood of the painter. The Night Cafà © is a poetic expression through colors, which demonstrates the harsher realities of modern life. Van Gogh’s obsession with colors intensified from 1885 until his death in 1890, resonant in his letters to his brother Theo. Each o f the letters is evocative of the saturation, hue, and intensity of the colors from his palette. In describing the Night Cafà © (figure 2) in his letter to Theo, Van Gogh associates passion with the use of two complementary colors – red and green:Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More I’ve tried to express the terrible passions of humanity with red and green. The room is blood red and dull yellow, with a green billiard table in the middle; there are four lemon yellow lamps casting an orange and green glow†¦ In my picture of the night cafà ©, I’ve tried to convey the sense that the cafà © is a place where one goes to ruin goes mad, commits crimes. I’ve tried to express the powers of darkness, in a way, in this dive of a bar, through contrasts of delicate pink, blood red, wine red, and soft Louis XV green and Veronese green, in contrast with hard green-yellows and blue-greens – all this amid an infernal furnace of pale sulphur. (Letter#533, Bekker and Bekker) The above description of the painting as expressed through Van Gogh’s words demonstrate the use of complementary colors in the painting, and the reason for the sue of the colors in their complementary best. Life’s juxtaposition is expressed through the oppositio ns of color that makes life as well as his paintings so pulsating. In the Night Cafà © Van Gogh has expressed the struggle of life through the juxtaposition of the two complementary colors – red and green. The violet and blue used in the painting depicts sadness and dreariness of modern nightlife, and Figure 2: The Night Cafà © The painting shows maximum saturation of colors, where colors like red and green has been used without any hint of tint or shade. In the Night Cafà ©, Van Gogh used color in its purest form against its equally pure complementary. This is not seen in The Sower, where the colors were used symbolically, but not its purest hue. The use of original hue in the Night Cafà © sets is apart from other paintings, even though the technique used in both the pictures are similar. Nevertheless, both the picture reverberates with the infernal furnace of life though the use of yellow, which has been used to depict the sun in The Sower and the lamps in The Night Ca fà ©. The difference between the two paintings is that the first is a depiction of continuity of life while that of the cafà © describes a hellish existence. Bekker, K.G. and A.Y. Bekker. 2009. Color and Emotion - a Psychophysical Analysis of Van Gogh’s Work. 15 December 2009. PsyArt. Web. psyartjournal.com/article/show/bekker-color_and_emotion_a_psychophysical_analy. Gayford, Martin. The Yellow House.:Van Gogh, Gauguin and Nine Turbulent Weeks Provence. New York: Houghton Mifflin Company, 2006. Print. Metzger, Rainer and Ingo F. Walther. Van Gogh. Berlin: Taschen, 2008. Print.

Free Essays on Poor Leadership

Poor Leadership is Responsible for Iraqi Prisoner Atrocities Donald H. McGannon once quoted that â€Å"Leadership is action, not position†. The author of a recently published Associated Press article titled â€Å"Troops Reprimanded For Abuse†, sited training as the reason for the abuse of prisoner in Iraq. I don’t believe training should be solely blamed as the cause for these atrocities. I believe that poor Leadership is the cause for the behavior US soldiers demonstrated against Iraqi prisoners. These atrocious deeds conducted by a few people have renewed the hatred toward American citizens and our military. As a recently retire Military Policeman from the United States Air Force, I find the actions of a few Army Soldiers to be an abomination against everything I spent twenty-two years protecting. Their actions have tarnished the reputation of every decent American trying to help the Iraqi people. This article sited Seven soldiers, six officers and one enlisted, who have received reprimands and been relieved of t heir duties for actions resulting from poor leadership. The article slanted the perception of the incident as the lack of training being the key in the actions taken by the guards. I believe even more apprehensible then the people who committed the acts, are the people placed in the leadership role that allowed it happen. In my view, poor command or leadership is the cause of this brutality, not inadequate training. As a military policeman I was assigned for four months as a guard at Camp X-Ray in Guantanimo Bay Cuba, watching Cuban Migrants. I can attest to the many hours of training that the Army provides its soldiers and anyone working with them, in regards to the protection of prisoners. The training I received from the Army consisted of: one week of book or instructor led lectures, followed by two weeks of hands on teaching inside a mocked-up camp. Once our initial training was complete, we received a... Free Essays on Poor Leadership Free Essays on Poor Leadership Poor Leadership is Responsible for Iraqi Prisoner Atrocities Donald H. McGannon once quoted that â€Å"Leadership is action, not position†. The author of a recently published Associated Press article titled â€Å"Troops Reprimanded For Abuse†, sited training as the reason for the abuse of prisoner in Iraq. I don’t believe training should be solely blamed as the cause for these atrocities. I believe that poor Leadership is the cause for the behavior US soldiers demonstrated against Iraqi prisoners. These atrocious deeds conducted by a few people have renewed the hatred toward American citizens and our military. As a recently retire Military Policeman from the United States Air Force, I find the actions of a few Army Soldiers to be an abomination against everything I spent twenty-two years protecting. Their actions have tarnished the reputation of every decent American trying to help the Iraqi people. This article sited Seven soldiers, six officers and one enlisted, who have received reprimands and been relieved of t heir duties for actions resulting from poor leadership. The article slanted the perception of the incident as the lack of training being the key in the actions taken by the guards. I believe even more apprehensible then the people who committed the acts, are the people placed in the leadership role that allowed it happen. In my view, poor command or leadership is the cause of this brutality, not inadequate training. As a military policeman I was assigned for four months as a guard at Camp X-Ray in Guantanimo Bay Cuba, watching Cuban Migrants. I can attest to the many hours of training that the Army provides its soldiers and anyone working with them, in regards to the protection of prisoners. The training I received from the Army consisted of: one week of book or instructor led lectures, followed by two weeks of hands on teaching inside a mocked-up camp. Once our initial training was complete, we received a...

Practicum Project Plan Term Paper Example | Topics and Well Written Essays - 1000 words

Practicum Project Plan - Term Paper Example The goal of this practicum project is to enhance learning. The goal statement, project objectives, evidence-based review of the literature, methodology, resources, formative evaluation, summative evaluation, and timeline of the project are outlined in this paper. There are two correlated goals that I will strive to accomplish in this practicum project. First, I will be able to demonstrate skills and competency in managing a diverse population of staff and patients at the end of the practicum experience. Secondly, I will be able to work within a complex system to develop leadership abilities appropriate for the management role of nursing coordinators or night supervisors. According to a Nurse Bedside Shift Report by the Agency for Healthcare Research and Quality (n.d), "Patient and family engagement creates an environment where patients, families, clinicians, and hospital staff all work together as partners to improve the quality and safety of hospital care" (p.3). In this regard, implementation of best practices that promote patient and family engagement is vindicated. Purposeful rounding, bedside reporting, and multidisciplinary rounding comprise of actions posited by the Agency for Healthcare Research and Quality (n.d) to support patient and family engagement. In a study aimed at scrutinizing the effects of communication cited by Dingley, Daugherty, Derieg, and Persing (n.d), open communication and teamwork were found to contribute significantly to the achievement of affirmative results. This shows that utilizing open communication and working in multidisciplinary teams in implementing best practices, in conformity with the project methods, is als o defensible. Conducting an evaluation will also be important in the practicum project. As explicated by Black (2010), evaluation helps distinguish practices that achieve their anticipated objectives from those that have failed. Evaluation will therefore help identify best practices that have

Social Media Application Program Interfaces Assignment

Social Media Application Program Interfaces - Assignment Example The emergence of the World Wide Web has made it possible to reach a large number of people from all over the globe with the simple touch of a button. As a result the social media came into existence which can be described as a virtual platform where individuals can interact with one another as well as seek or give information on various subject matters (Jacobson, Woods & Brail, 2011). The social media application interfaces were created in order to exploit this market segment. An API (Application Program Interface) can be described as a technological platform that allows different software components/programs to run in harmony with one another allowing for a type of connection to be made between them that allows for the sharing of information (Benslimane, Schahram & Amit, 2008). The social media application programs that have been developed have been designed in order to allow the different major social networking sites to run in harmony with one another. The development of these pro grams have allowed for the provision of a number of API services that are available to marketers who are interested in using the social media as a platform for the promotion of their products (Evans & Mckee, 2010). ...and some of more preferential ones that can be used for marketing purposes include: Sharing Features Photographs from one site can be shared onto another site by an individual and this can be said to be one of the most popular features of social media application program interfaces (Evans & Mckee, 2010). For example, a marketer is able to post a picture on their website and provide an option that allows for an individual to share the same photo onto their Facebook page. Information such as news items can also be shared in a similar manner where instead of a photo being reposted, an individual is able to post the link to whatever particular story he wants to share with others (Jacobson, Woods & Brail, 2011). The main reason for using this service would be to reduce the amount of work that a marketer has to do through the creation of such shortcuts where they are not only able to share things on other social networks faster and more easily (Benslimane, Schahram & Amit, 2008). The feature also encourages individuals to help with the marketing through providing them with the share option. Embedding This is a process that has similarities to that of the share feature and can be said to be slowly fading from the scene (Evans & Mckee, 2010). It still has its advantages however as one is able to embed any content they desire to share to the profile of a social media site making it accessible to everyone.