Holocaust Essays (2284 words) - Eugenics, Applied Genetics

Holocaust The Lebensborn Project The topic of eugenics cannot be discussed without encountering the Holocaust, but this is as it should be. When contemporary geneticists, genetics counselors and clinical geneticists wonder why it is that genetics receives special attention from those concerned with ethics, the answer is simple and can be found in history. The events which led to the sterilization, torture and murder of millions of Jews, Gypsies, Slavs and children of mixed racial heritage in the years just before and during the era of the Third Reich in Germany were rooted firmly in the science of genetics (Muller-Hill, 1988). Rooted not in fringe, lunatic science but in the mainstream of reputable genetics in what was indisputably the most advanced scientific and technological society of its day. The pursuit of genetic purity in the name of public health led directly to Dachau, Treblinka, Ravensbruck and Auschwitz. As early as 1931 influential geneticists such as Fritz Lenz were referring to National Socialism as applied biology in their textbooks (Caplan, 1992). As difficult as it is for many contemporary scientists to accept (Caplan, 1992; Kater, 1992), mainstream science provided a good deal of enthusiastic scientific support for the virulent racism that fueled the killing machine of the Third Reich. When the Nazis came to power they were obsessed with securing the racial purity of the German people. The medical and biomedical communities in Germany not only endorsed this concern with negative eugenics, they had fostered it. Racial hygiene swept through German biology, public health, medicine and anthropology in the 1920s and 1930s, long before the Nazis came to power (Weiss, 1987, Muller-Hill, 1988; Proctor, 1988; Kater, 1992). Many in the medical profession urged the Nazi leadership to undertake social policies that might lead to enhancing or increasing the genetic fitness of the German people (Kater, 1992). Eugenics consumed the German medical, biological and social scientific communities in the decade before World War II. Many physicians and scientists were frantic about threats they saw to the genetic health of the nation posed by the presence of inferior populations such as Jews, Gypsies, and Slavs, with a lesser extent a distant threat which was, African peoples (Adams, 1990). The steps they took to protect against the public health disaster of a 'polluted' racial stock were so awful, so immoral, and so heinous that they have rightly, shaped all subsequent discussion of the ethics of both human genetics and eugenics. Steps to eliminate unfit or undesirable genes by prohibitions on sexual relations, restrictions on marriage, sterilization or killing, are all forms of negative population eugenics (Kevles, 1995). Nazi judges and scientists ordered children killed or sterilized who had parents of different racial backgrounds or were thought to have genetic predispositions toward mental illness, alcoholism, retardation or other disabilities. This was done to remove the threat such children posed to the genetic stock of the nation and to avoid having to pay the costs associated with institutionalization and hospitalization (Caplan, 1992). Laws were enacted prohibiting marriages between those whom Nazi race hygiene theory held were likely to produce degenerate offspring. Conversely, on a smaller scale, the Nazis tried to encourage those who satisfied Nazi racial ideals to have more children. The most extreme form of encouraging eugenic mating was the Lebensborn program which gave money, medals, housing and other rewards to persuade ideal mothers and fathers to have large numbers of children in order to create a super-race of Aryan children (Proctor, 1988). The provision of rewards, incentives and benefits to encourage the increased representation of certain genes in the gene pool of future generations constitutes positive population eugenics (Kevles, 1995). Nazi race hygiene theories were false. There is no evidence to support the biological views of the inherent inferiority of races or the biological superiority of specific ethnic groups, which underlay the eugenics efforts of the Third Reich. There is not even any firm basis for differentiating groups into races on the basis of genetics (Harding, 1993). The negative eugenics programs race hygiene spawned were not only patently unethical, since they were completely involuntary and coercive they were also based upon assumptions about genes and race that are not true. The Nazi drive to design future generations

How to Write Faster 10 Effective Strategies Finally Finish Your Book

How to Write Faster 10 Effective Strategies Finally Finish Your Book How to Write Faster: 10 Effective Strategies Finally Finish Your Book Learning how to write faster has many uses, whether youre writing a book or just want to get ahead in another writing field.â€Å"The faster I write, the better my output. If I’m going slow, I’m in trouble. It means I’m pushing the words instead of being pulled by them.†Ã‚  Ã¢â‚¬â€œ Raymond ChandlerWe’ve all been there: You finally squeeze in some writing time in between all your commitments but rarely have a solid writing habit built into your busy life.However, when you sit down to write, something odd happens. These are our strategies for how to write faster:Write every dayUse an outline to write fasterAvoid editing as you goResearch laterPractice your typing speedSit up properly to write fasterUse talk-to-textDo writing sprintsGet accountability buddiesChallenge yourselfYou thought that a torrent of words would flow out - after all, you haveso much to say.Yet, each word that comes out of you is dragged out. Writing feels less like fun, and more like bleeding.At the end of the hour, you find youve only written 100 words, and not the 500 words you budgeted.Any writer understands how frustrating it is to make time for writing, but to have almost nothing to show for that time. How to Write Well FastTheres a great debate over whether or not doing something quickly produces good quality. After all, fast food restaurants and known for their low-quality food being unhealthy.However, writing is not like the food industry.In fact, we have plenty of tips for maintaining that quality while learning how to write faster.So can you write well while doing so quickly?The answer is yes, and heres howHow to Write a FasterI have some good news: This doesnt have to be the case.You can set up your writing process in such a way that its guaranteed youll find your writing flow and have words stream out of you faster than you can catch them.You can make sure that your writing session is as efficient and effective as possible so that not a single minute is wasted.Writing faster will not only mean that you finish your book’s first draft, which can be a life-changing achievement, it’ll also mean that you’ll be quicker at anything you write.Your blog posts, emails, letters, and even your social media updates will be written faster.Here are all the practical tips Ive gathered over the years to help me and my students learn how to write a book in less than 30 days.NOTE: We cover everything in this blog post and much more about the writing, marketing, and publishing process in our VIP Self-Publishing Program. Learn more about it here#1 Write Every DayI’m going to start with an essential tip: If you want to write faster, you have to write every day and make that your primary writing goal.Writing, like any craft, gets better the more you do it. The more you practice your writing skills, the faster the words will come to your mind and your fingertips.You’ll get better and quicker at connecting diff erent pieces of knowledge, forming new ideas and improving your natural storytelling abilities.You’ll also get quicker at the mechanical process of writing. Youll develop muscle memory for your keyboard and your writing speed will go up. Soon you’ll wonder how you could have ever survived at your slower words-per-minute speed.What to write? You could update your WordPress blog every day, or a chapter of your book every day. It doesn’t matter, as long as you’re writing. How to Write Faster Action Step:1 Choose what you’re going to write about every day, whether it’s blog articles, chapters of your book or even a personal journal.2 Set your word count goal for each day.3 Track how many words you are writing per hour or day.However, even writing every day won’t stop you facing that feeling you get when you see a blank page. To avoid that and guarantee your words flow every time you see a new page you need to create an outline.#2 Crea te an OutlineHere’s the writing world’s worst-kept secret: outlines work to help you write faster!To achieve any goal, you need to plan first. The same can be said for writing.Even if you’re able to crank out 3000 words an hour, it won’t matter much if your content lacks direction, as readers will get confused and drop your book.A solid outline gives you the direction you need to keep your readers engaged and it also allows you to plan roughly how many words are in your novel, working backward from how many chapters and how many words in each chapter.This ensures you can plan and create your writing goal to succeed. Writing a book is a lot of work, but we can cut out a ton of obstacles with a well-written book outlinethat builds passion and purpose into your writing.Here’s how an outline can double or even triple your writing speed:1. Outlines Eliminate Writer’s BlockOne of the reasons writers experience  writer’s block is by not ha ving an outline, or having a poorly written outline. If your outline is well-organized and fleshed out with all the ideas, chapters, and sections flowing in a logical sequence, chances are writer’s block won’t be an issue.When you have to stop to think about what comes next, you’re no longer in writing mode. Instead, you fall into confusion and frustration and then default to book research mode.â€Å"I know I can get through this if I just it look up†¦Ã¢â‚¬ You start doing everything else but writing. The next time you hit a wall,check the flow of your outline. Revise what you need to and keep moving forward. Be sure to do as much research as you can before the initial writing begins.2. Outlines Provide an Organized Framework for Your Book’s StructureYour outline is the roadmap for your book, a place where your story structure is laid out in front of you. Without it, your writing time is slow and grueling, like running up a mountain with a ball and chain. Sounds tough, right?A well-organized outline boosts productivity throughout the writing phase.The secret to completing any big project, like a novel, is to break it into small manageable chunks, and an outline breaks this marathon project into small manageable writing tasks.You’ll write much faster when the chapters flow from one to the next and ideas are combined and clustered. When your outline flows with a well-organized structure you don’t have to stop to think about what to write next. Your fingers can keep moving in flow with the plan you created.3. Outlines Give You a Bird’s Eye ViewWhen you can see your book in its entirety on the page, you feel compelled to write as much as possible. Think of it as a race. You’ll perform much better knowing the exact distance you have to run - especially as you near the finish line and you have the  end in sight.Behind every great post and book is a bulletproof outline. Here are some steps you can take today to get started with this process. How to Write Faster Action Step:1 Spend some time today and go back and revise your book outline. If you don’t have one, make one.2 Look at areas that could be better researched. Review the chapters that have ideas that require deeper development.3 The aim is to make your outline the best it can be. Revise your outline as you go, but make sure your words keep hitting the paper.For other writing:Commit to this rule whenever you’re writing anything: Five minutes of outlining for every 500 words of content. Writing a 1,000-word article? Spend 10 minutes developing an outline.Writing a 100-word email? Spend a minute outlining your points. Every minute you spend outlining will save you a heap of time later.#3 Dont edit as you goWant to write better quality stuff? Then youre going to have let go of your inner perfectionist and stop your self-editing.Hemingway is often attributed with the quote, write drunk, edit sober. While Im no t advocating you become an alcoholic to produce content, you can adopt the figurative meaning of the quote.The largest obstacle to entering that zen state where the words zip out of us effortlessly is our tendency to censor ourselves. We continuously correct what were about to say before we put the words on the page.Us writers tend to be perfectionists, yet this self-criticism gets in the way of our creativity.A better strategy is to write a rough draft first. Think B- quality instead of A+. This is what Hemingway means when he says to write drunk. During the drafting phase you let go of caring about thequalityof your work, but instead focus on thequantity.Aim to finish your daily writing goal, no matter how bad the draft is. The goal is not to have a perfect manuscript.Once youve finished, then and only then, begin the â€Å"edit sober† phase. Here you can engage your inner critic. You can cut what doesnt work and polish what does. Its best to begin the editing phase with a fresh set of eyes, usually after youve taken a break.If its a short article, then sleep on your draft before editing.If its a book draft, then take at least a week off the project before looking back on it.Its hard to let go of that inner judge when drafting our work, but once you do, youll write significantly faster. Often when you look back on the draft that you thought was horrible, youll find its better than you thought. Not perfect, but better than you imagined.Youll also see that there were some ideas you put in there that couldnt have happened if you were writing as a perfectionist.Also, if youre still worried about the quality of your book draft, remember that youll hire an editor to polish your book to be the best it can be. How to Write Faster Action Step:1 When you begin writing a piece, throw perfection out of the window and aim for a rough draft. Think B- work and not A+.2 If you find it hard to lock up your inner perfectionist, set yourself a challenge to write a wor d count in a set time, like 500 words in 30-minute chunks.3 After you finish your draft, put it away for a bit of time before you begin editing.#4 Write Faster First, Research LaterHeres a piece of great advice many journalists receive: write first and research your book later. It might be counter-intuitive, but before you close this page and think I’m crazy, hear me out.When you begin writing you have one mission: enter flow. This is the state where the words come out of you effortlessly and you lose awareness of time flowing by. This is the key for quality and effective writing.Once you enter flow, your mission is to stay there.A sure way to get thrown out of the zone is to stop mid-sentence to find the capital of that countryyou want to reference, and then get sucked down a Wikipedia rabbit hole.Instead of interrupting your flow of writing, use a writer’s tip I’ve talked about before: TK your research point.TK is short for â€Å"to come† and is a han dy placeholder to use for research points you want to look up later. There are barely any words in the English language that have those two letters next to each other, making it easy to use the Command+F function to find these placeholders.For example, lets say you were writing about the Golden Gate bridge and couldnt remember the date it opened and its length. If that were the case, this is what your draft would look like and doing a quick command+f (for mac) will help you fill in these gaps later:The Golden Gate Bridge was opened in TK and was the longest bridge with a main span of TK.This takes 10 seconds to write, and you can stay in your flow and move on to the next sentence.If you had Googled each of those facts, the sentence would have taken you 60 seconds and taken you out of your flow.After you finish the draft, you can go back in and fill in the blanks:The Golden Gate Bridge was opened in1937and was the longest bridge with a main span of4,200 feet. How to Write Faster Acti on Step:1 When drafting, if you cant remember a piece of detail, put TK as a placeholder, instead of going to Google.2 During your editing phase, use Control+F to search for TK and replace each result with the relevant piece of research.#5 Schedule Brief Typing Practice SessionsThink of your typing speed as the bottleneck between your brain and your piece of content, like the narrowest part of the road that’s causing a traffic buildup. Your fingers simply can’t type as fast as your mind is working.Unfortunately, technology hasn’t yet progressed to the point where we can think of the words and they magically appear on the page, but with the help of a few fun and simple online games we can improve our typing speed.I’ll share a secret with you: I used to not be able to type very well. I was like someone from the early 20th century, using two fingers to pound out my content. My typing speed was barely above 30 words per minute. Yet, writing was important t o me, like it is for you, so I worked at it.Even now, for ten minutes a day I play online typing games to test my writing speed and provide feedback on how efficient I am a typist. It’s a great way to master the skill of getting your word count up. Check out 10FastFingersor Key Hero.# 6 Use Proper Sitting PostureThe position of your body has a lot to do with typing speed and efficiency.If you slouch in your chair you’ll cramp up and find it hard to concentrate.Here is how you should position yourself:Make sure that you are sitting up straight - don’t lean or hunch over towards the desk.Position your elbows at right angles to the keyboard - avoid bending your arms upwards or downwards.Properlyposition your fingerson the keyboard.You can even buy a standing desk to help your posture.It’s scientifically proven that thestanding deskhas major benefits for your health. Standing gives you higher energy levels and better blood flow. But that’s not all! It also boosts productivity and makes us more efficient when typing.#7 Use talk-to-textOne of the greatest parts about the advancement in technology is the fact that there are now options to use talk-to-text to even write a book, and not just compose a text message.Google docs has a fantastic diction program that allows you to speak your words onto the page.Heres how you can use diction on Google docs:Open a new doc in Google DocsGo to ToolsSelect voice typingMake sure your microphone is workingPush the microphone that pops up on the left side of your doc and start speakingThats all there is to it. This way, those of you who can speak faster than you type and are audible people in general (usually you extroverts!), you can write a book faster with this method.#8 Do writing sprints to write fasterWriting sprints are one of the best ways to write faster.Theres an entire community of writers (typically found on Twitter using the #WritingSprint hashtag) who write their entire books by using sprints.A writing sprint is when you set a certain amount of time on the clock (15 minutes for the first, then 25, then 10 minutes) and you write as fast as you can for that amount of time.The goal with writing sprints is to NOT edit, not go back and read, just write.Heres an example of the writing community on Twitter doing their sprints:#9 Get an accountability buddyOne of the best ways to write and finish a book faster is utilizing accountability partners in order to keep you on track.Here at Self-Publishing School, we help students find accountability partners in our Mastermind Community on Facebook. This is largely responsible for students finishing their drafts faster.These are some benefits and reasons having an accountability partner can help you write faster:Someone else can keep you accountableThey can help lift your spirits if youre feeling down (which usually prevents writing)They can talk through writers block with you to get rid of itYou can do writing sprints togetherUltimately, youll only benefit from having a writing buddy on-hand to keep you on pace to finish your book faster.#10 Challenge YourselfWriting faster will not only allow you to finish your books first draft faster, it’ll make you quicker at all forms of writing. You’ll be speedier at composing emails, recommendation letters, cover letters, social media posts and articles.Writing is also closely related to thinking. Being a faster and clearer writer will make you a faster and clearer thinker.Follow the above tips on your next greatarticle idea or book chapter and see how many words you can get out in a timed writing session. Youll be amazed at the difference in your writing speed.Instead of your draft taking months to produce, you might find that youll be able to pound out full-length novels on the weekends.What to do NextIn order to write faster, it helps to be fully informed. That way, youll spend less time clicking open another tab and more time writing.Her es how you can do that.

What is the single most important issue to you that should be a top Essay

What is the single most important issue to you that should be a top priority in our national discourse Why - Essay Example Currently, the issue is widely debated in the public and political arena in the US that how appropriate it is to allow civilians to keep arms with them. Follman argues that there is no rationale in the belief that when more people are armed, there are better chances of stopping these tragic events. In fact, facts prove otherwise. In none of the cases any civilian ever intervened to stop the mass killing. Even if in a particular case any civilian did intervene, either they failed miserably to stop the killing or they themselves were harmed or killed. The fact remains that mass shooting has increased several fold in the US because it has been easier than ever before for anyone to carry guns in public places such as movie theaters, parks, schools (Follman). It can be noticed that casualty score is much higher in 2012, especially due to Sandy Hook and Aurora theater incidents. It is a fact that American society has been heavily armed since its inception and private arms have been increasing at a rapid pace. Sales data reveal that in 1995, 200 million guns were in possession of the people in the US. In a rough estimate, its number is now close to the total US population that means, on average, each citizen is in possession of some kind of a gun under the excuse of self-defense (Follman). National Rifle Association (NRA) is known in the US as a formidable pro-gun lobby and spends a lot in support of politicians for its cause. NRA also organizes for firearms safety training and tournaments across all parts of the US. Most states also recognize the NRA trained instructors by law. While NRA proposes in the defense of law-abiding citizens and against the crime makers, it takes a hardliner view whenever a debate spurs about enacting any gun control measures. As Kucinich reports, NRA has been mounting pressure on lawmakers through

Apple and the iPod Case Study Example | Topics and Well Written Essays - 2000 words

Apple and the iPod - Case Study Example Competitiveness in terms of the creation of an advantage for a company emanates from having in place and or developing competitive strategies to achieve that end. In the fast paced world of corporate operations companies cannot afford to stand pat on their developments, and or market positioning as its competitors are always seeking to gain market share through acquiring customers as well as retaining their own brand franchise. The pace of technological change, along with fast changing consumer wants, needs, and desires represents a serious challenge that must be planned for as well as implemented. To fully appreciate the context of this examination, one needs to understand that innovation is defined as "the introduction of something new a new idea, method or device (Merriam Webster Online, 2008). Within a corporate mode, this is not a process that can or does happen overnight, it is a corporate culture that emanates from the top of the leadership structure, and is fostered by an atm osphere that prides new ideas and directions (Tidd et al, 201, p. 228). In helping us to understand the context of innovation in a corporate setting Degraff and Lawrence (2002, p. 2) tell us that creativity is a fundamental part of innovation, and in that sense, today's corporations need to be more creative than in the past as a result of the competitiveness of globalisation, and the increased sophistication of consumers who can access the Internet to compare and analyse products. The information age has heightened the stakes in the consumer arena, thus companies must respond in the product segment of their business. In providing us with a further illustration of this new business climate Degraff and Lawrence (2002, p. 2) advise "Creativity, in short, is the core of all the competencies of an organization because creativity is what makes something better or new". The preceding is a core facet of innovation, which also includes new approaches to the creation of products, maintaining active communication with customers to understand the dynamics of their w ants, needs and desires, and then translating this into innovative products (Degraff and Lawrence, 2002, p. 2). The preceding areas have been covered as they represent important considerations in the study of innovation on

Unit 2 Assignment Exploring the 1960s Research Paper

Unit 2 Assignment Exploring the 1960s - Research Paper Example It ended with the disintegration of the Soviet Republic and dynamics of the world war being slightly modified by end of it (Gaddis, 2011). Though the cold war might well have ended two decades ago, yet the seeds sown back then are showing their impact in different forms. A prime example in this case can be the Mujahedeen that were nurtured by the Americans against the Soviet Socialists, became their own enemies; as a result America had to go to War in Afghanistan against them. Various other countries have turned rebellious due to the cold war and have made America insecure in many aspects. Other threats posed to the American nation as a whole include the bitter feeling that is left in the hearts of the then Soviet Socialists and present day Russia. They were humiliated at the end of it and their entire empire came down (Craig & Logevall, 2009). In terms of protection for the family, vigilance is the word; each member of the family should know their responsibilities. The threats faced immediately after cold war were the nuclear arsenal being possessed by the disintegrated soviet republic. That threat has vaporized to a large extent. While in public they should be cautious and should report and notice anything suspicious. Besides this the onus falls upon the government to protect the citizens from any kind of vulnerabilities that might exist in the surroundings (Tuttle, 1993). The cold war that lasted from 1950s to 1990s set up new paradigms for times ahead. What we see today is largely because of the cold war that established its roots deep into various countries political operations and foreign affairs. The end of cold war resulted in total submission and defeat of one of the power and left alone capitalist power United States to dictate terms in future. The then U.S.S.R has gone on back foot after being humbled at end of the war. The Berlin wall was another event which marked the end of cold war after the U.S.S.R

Commutative encryption and decryption

Commutative encryption and decryption El Gamal Public Key Cryptosystem The El Gamal public-key encryption scheme can be viewed as Diffie-Hellman key agreement in key transfer mode. Its security is based on the intractability of the discrete logarithm problem and the Diffie-Hellman problem. Diffie-Hellman Key Exchange The first system to make use of public-key or asymmetric cryptographic keys was the Diffie-Hellman algorithm (by Whitfield Diffie and Martin Hellman, 1976). These systems overcome the difficulties of private-key or symmetric key systems because asymmetric key management is much easier. In the symmetric key system its important for both sides of the communication to have identical keys; the secure exchange of the keys has always been a huge concern. This concern is alleviated using asymmetric key systems because they use two keys one called the private key that secretly belongs to the user and another called the public key that can be shared with the world and thus is distributed without difficulty. Regrettably, the pros of asymmetric key systems are overshadowed by speed they are very slow for any type of bulk encryption. Presently, the typical practice is to use a symmetric system to encrypt the data and then encrypt the symmetric keys used for distribution with an asymmetric syst em. And this is what Diffie-Hellman key exchange does. Basic El Gamal encryption Complete Diffie-Hellman Key Exchange Process The Game: Mental Poker Playing the game of poker without any cards over a telecommunications device (phone or more realistically internet) is known as Mental Poker. The game usually doesnt include a trusted third party dealer or a source of randomness and as such it seems that someone (the dealer) will always know what cards have been given out or alternatively, that players will be able to lie about the cards they have. The first serious attempt at the problem was by Adi Shamir, Ronald Rivest and Leonard Adleman in 1979 in [SRA]. Its this scheme, which relies on commutative encryption. The authors first proved, in an information theoretic sense, that the problem is unsolvable and then went on to offer a solution. Their protocol worked for two players and didnt require a trusted third party. However, it did not offer confidentiality of strategy, requiring the players to reveal their hands at the end of each game. We assume two players and fifty-two cards. Five cards are dealt then one round of betting then all cards shown. Players have disjoint hands, any player can have any possible hand, no player can discover another players hand and any collusion has minimal effect. The SRA protocol was shown to leak at least one bit of information: whether the card was a quadratic residue or not. There were suggestions to overcome this problem but there was still no guarantee that other information was not leaked. The SRA protocol The protocol relies on a commutative encryption scheme i.e.: EA(EB(M)) = EB(EA(M)) Where EX denotes encryption using Xs public key. Likewise, we use DX to denote decryption using Xs private key. Steps Two players Alice and Bob together choose a large prime number n, then Alice chooses her key A s.t. gcd(A,n-1) = 1 and Bob chooses B similarly. Encode the 52 cards as integers. Encryption EA(M) = MA (mod n) Decryption DA(M) = Minv(A) (mod n) Bob permutes the cards to x1, x2, , x52 encrypts them then sends to Alice EB(xi). Alice chooses 5 cards for herself, encrypts them and sends to Bob EA(EB(xi)). Also chooses 5 cards for Bob and sends them to him (without encrypting) EB(xi). Bob can now decrypt his cards to see his hand DB(EB(xi) = xi. He also decrypts Alices cards then sends them back to her. Here is where we need commutativity so DB(EA(EB(xi))) = EA(xi) Alice receives her cards and decrypt them seeing her hand DA(EA(xi)) = xi. Implementation of Game Protocol Security Efficiency of El Gamal encryption The encryption process requires two modular exponentiations, namely ak mod p and (aa)k mod p. These exponentiations can be sped up by selecting random exponents k having some additional structure, for example, having low Hamming weights. Care must be taken that the possible number of exponents is large enough to preclude a search via a baby-step giant-step algorithm. A drawback of El Gamal encryption is that there is message expansion by a factor of 2, i.e., the ciphertext is double the length of the corresponding plaintext. Randomized Encryption Among many other encryption schemes, El Gamal encryption utilizes randomization in the encryption process, an example of others include: McEliece encryption, and Goldwasser-Micali, and Blum-Goldwasser probabilistic encryption. Deterministic encryption schemes such as RSA may also utilize randomization in an effort to avoid some attacks. The basic idea behind randomized encryption techniques is to use randomization to increase the cryptographic security of an encryption process through one or more of the following methods: increasing the effective size of the plaintext message space; precluding or decreasing the effectiveness of chosen-plaintext attacks by virtue of a one-to-many mapping of plaintext to ciphertext; and precluding or decreasing the effectiveness of statistical attacks by leveling the a priori probability distribution of inputs. Security of El Gamal Encryption The problem of breaking the El Gamal encryption scheme, specifically, recovering m given p, a, aa, ?, and d, is equivalent to solving the Diffie-Hellman problem. In reality, the ElGamal encryption scheme can be seen as merely comprising a Diffie-Hellman key exchange to verify a session key aak, and then encrypting the message by multiplication with that session key. Hence, the security of the El- Gamal encryption scheme is said to be based on the discrete logarithm problem in mathbb{Z}_p !,*, although such an equivalence hasnt been verified. It is vital that different random integers k be used to encrypt different messages. Assume the same k is used to encrypt two messages m1 and m2 and the resultant ciphertext pairs are (?1,d1) and (?2,d2). Then d1/ d2 = m1/m2, and m2 could be easily computed if m1 were known. Analysis of Mental Poker Upon receiving the shuffled and encrypted pack of cards she cant tell which is which, therefore, she picks randomly, that is, she is unable to see Bobs hand. When Bob receives Alices double encrypted hand he would be unable to read it even when he partially decrypts it. But is there information leaked by the encryption process? Yes! Its known as Quadratic Residues. Quadratic Residues An integer a, not divisible by an odd prime p, is a quadratic residue modulo p if there is a b in {1, 2,, p-1} s.t. a = b2 (mod p). Otherwise a is a quadratic no residue. So for p = 11, 1=12, 3=52, 4=22, 5=42, 9=32 are the quadratic residues and 2, 6, 7, 8, 10 are the quadratic no residues. This works in general. For a prime p there are (p-1)/2 of both residues and no residues. Cheating In 1981 R. Lipton showed for odd k, xk is a quadratic residue mod p if x is a quadratic residue mod p. So the cards whose representations are quadratic residues are still quadratic residues when they are encrypted. This allows Alice to find the cards that are residues and no residues, for the particular p used, and then choose (on average) high cards for herself and low cards for Bob. Cheat Prevention The easiest way to prevent the attack we have discussed is to only represent cards with quadratic residues. However other, more general attacks have been shown to be effective so SRA isnt a good protocol. Other protocols for the Mental Poker problem have been considered with the most successful ones using probabilistic encryption and zero knowledge proof. Crepeau solved the problem in 1987 although his protocol is not computationally feasible. Research is still going on. Conclusion Mental Poker is an important problem, both for use in the large internet poker business and as a metaphor for other multi-party computations were secrets need to be kept. It is possible to implement the SRA protocol efficiently and securely, however it has a major flaw in that it leaks one bit of information about the cards. Other protocols have been suggested with Crepeau solving the problem in 1987 although with a computationally infeasible algorithm. Bibliography http://www.ics.uci.edu/~goodrich/teach/ics247/W03/notes/poker.pdf http://www.netip.com/articles/keith/diffie-helman.htm http://www.ics.uci.edu/~goodrich/teach/ics247/W03/notes/elgamal.pdf Handbook of Applied Cryptography, by A. Menezes, P. van Oorschot, and S. Vanstone, CRC Press, 1996.

Soul Catchers :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   â€Å"Soul Catchers†   Ã‚  Ã‚  Ã‚  Ã‚  A most interesting film detailing the history and role of the prophet in the Jewish tradition. The first question we must explore is what a prophet is. A prophet by definition is a person who speaks by divine inspiration. Others will say that a prophet is one whose eye is open. A person who can see things that others cannot. In order to understand the prophets and their appearance in history we must first understand the politics of the times. In the eleventh century BCE Israel is divided into twelve tribes. The prophet Samuel is called upon to bring the people under one ruler or king and lead Israel into a monarchy. However this brings a major split and for the first time we find a military and political leader, the King, along with a spiritual leader, or the prophet. The prophet played the role of moral keeper and would make sure that the King was ruling justly and keeping the Law of God. Prophets began to travel in packs receiving the presence of God through trace like states. The prophet Elijah emerges out of these traveling prophets around 886 BCE and begins to speak publicly. Elijah had a big problem with the King. The Kings lady was from a pagan religion and had brought about the worship of other Gods. Elijah addresses the King publicly and challenges the other Gods to make fire. They of course can’t match the Big Guy and Elijah triumphs and rides away into the sky leaving behind his robe passing on the power of prophecy. So ends the spoken prophets. Later around 792 BCE, the writing prophets come about with the powerful speaker Amos. Amos says a bunch of things that no one wants to hear such as the downfall of Israel’s Northern Kingdom and the death of the King. Then he really upsets everyone by saying that Israel will be sent into exile. About 742 BCE the most known prophet, Isaiah comes on the scene. Now this far out guy walks the streets naked for three years telling the King not to ally with the Assyrians. He also speaks of how Jerusalem will be saved from the Assyrians. The Assyrians don’t invade Jerusalem but the Northern Kingdom is destroyed just as Amos predicted fifty years earlier. Finally one of the last and least liked of the prophets comes about around 626 BCE and his name is Jeremiah.

Outline Current Legislation Affecting the Safeguarding of Children and Young People Essay

â€Å"Safeguarding and promoting the welfare of children is defined as: †¢protecting children from maltreatment †¢preventing impairment of children’s health or development †¢ensuring children are growing up in circumstances consistent with the provision of safe and effective care. â€Å" (Dept for Education www.education.gov.uk) There are numerous laws and guidelines in place which aim to protect children from harm, and promote their health and wellbeing. The need for improved legislation has been highlighted by high-profile cases, such as the death of Maria Colwell in 1973 and, more recently, Victoria Climbià © in 2000. These cases shocked the nation and showed weaknesses in procedures. These policies are constantly reviewed and amended so it is important to keep up to date with these changes. The Children Act 1989 This Act identifies the responsibilities of parents and professionals who must work to ensure the safety of the child. This Act includes two important sections which focus specifically on child protection. Section 47 states that the Local Authority has ‘a duty to investigate when there is a reasonable cause to suspect that a child is suffering, or likely to suffer, significant harm’. Section 17 states that services must be put into place to ‘safeguard and promote the welfare of children within the area who are in need’. The Education Act 2002 This outlines the role of Local Education Authorities (LEAs), governing bodies, head teachers and all those working in schools to ensure that children are safe and free from harm. The Children Act 2004 This is not a replacement of the Children Act 1989. This provides the legal framework for Every Child Matters and sets out the process for providing services in a way which allows every child to achieve the five outcomes of Every Child Matters (described below). It requires local authorities to lead multi-agency children’s trusts, to develop a children and young people’s plan, and to set up a shared database containing information relevant to a child’s welfare. This allows all the organisations involved in children’s welfare to access relevant information and work together to provide the best possible service. Childcare Act 2006 This act aimed to transform early years and childcare services in England. Local authorities are required to: †¢Improve the Every Child Matters outcomes for pre-school children †¢Provide sufficient quality childcare for working parents. †¢Provide a better Parent Information Service. Every Child Matters This was launched in 2002, at least partly in response to the death of Victoria Climbià ©. It is one of the most important policy initiative and development programmes in relation to children and children’s services of the last decade. It has been the title of three government papers, leading to the Children Act 2004. Every Child Matters covers children and young adults up to the age of 19. Its main aims are for every child, whatever their background or circumstances, to have the support they need to: †¢Be healthy  Ã¢â‚¬ ¢Stay safe †¢Enjoy and achieve †¢Make a positive contribution †¢Achieve economic well-being Each of these themes has a detailed framework attached whose outcomes require multi-agency partnerships working together to achieve. The agencies in partnership may include children’s centres, early years, schools, children’s social services, primary and secondary health services, and Child and Adolescent Mental Health services (CAMHS). In the past it has been argued that children and families have received poorer services because of the failure of professionals to understand each other’s roles or to work together effectively in a multi-disciplinary manner. Every Child Matters seeks to change this, stressing that all professionals working with children should be aware of the contribution that could be made by their own and each others’ services. Protecting children from harm can be best achieved by effective joint and partnership working between agencies. Working Together to Safeguard Children This provides guidance on what you should do if you have concerns about the welfare of a child. It also recommends ways of working for people who work with young people and their families. What to do if You’re Worried a Child is Being Abused (DfES 2003) This is a guide for practitioners, helping them understand how to work together to promote children’s welfare and protect them from harm. It reinforces Every Child Matters by stressing the importance of joint working. United Nations Convention in The Rights of The Child 1989 This treaty sets out the rights and freedoms of all children in a set of 54 articles. Included in those rights are those which ensure that children are safe and looked after. Article 19 states children’s rights to be ‘protected from all forms of physical or mental violence, injury or abuse, neglect or negligent treatment, maltreatment or exploitation including sexual abuse by those looking after them’. Those countries which signed up to the Treaty, including the UK in 1991, are legally bound to implement legislation which supports each of the articles.

The eNotes Blog Dantes Confession and a New Circle of Hell forProfessors

Dantes Confession and a New Circle of Hell forProfessors This week, The Chronicle of Higher Education published a lengthy confession of a man who works for a custom essay writing service. It is a growing industry, as plagiarism detectors, like turnitin.com, are increasingly being used to catch cheating in both high schools and universities. Even though the price for a customized essay is high, about $20 per page, students are willing to pay for work that earns them a good grade.   Since the work is original, it passes the plagiarism detectors and professors often cannot take action against the cheater without proof of wrongdoing. The  writer, who calls himself Ed Dante for this article,  Ã‚  is unapologetic and largely blames our educational system for failing to properly meet the needs of its students.   Two of his most frequent types of buyers are ESL students and educationally deficient students (another other group who avails themselves of his services, he says, are lazy rich kids). Dante argues: Students who come to American universities from other countries find that their efforts to learn a new language are confounded not only by cultural difficulties but also by the pressures of grading. The focus on evaluation rather than education means that those who havent mastered English must do so quickly or suffer the consequences. My service provides a particularly quick way to master English. And those who are hopelessly deficient- a euphemism, I admit- struggle with communication in general. Another reason Dante cites for choosing a non-traditional career in writing is the money.   He claims to make about $66,000 a year,   typically much more than your average humanities professor. It may not be right, it may not be fair, but its out there. What can a professor do to combat this type of cheating?

Conditioning and Learning Essay Essay Example

Conditioning and Learning Essay Essay Example Conditioning and Learning Essay Essay Conditioning and Learning Essay Essay â€Å"Learning. geting cognition or developing the ability to execute new behaviours. It is common to believe of larning as something that takes topographic point in school. but much of human larning occurs outside the schoolroom. and people continue to larn throughout their lives. † ( Gregory. 1961 ) Conditioning is the term used to denominate the types of human behavioural acquisition. Since the 1920s. conditioning has been the primary focal point of behavior research in worlds every bit good as animate beings. There are four chief types of conditioning: ? Classical Conditioning? Operant Conditioning? Multiple-Response Learning? Insight Learning. Conditioning and Learning 2 LITERATURE REVIEW Classical Conditioning â€Å"Classical conditioning. besides called associatory acquisition. is based on stimulus-response relationships. A stimulation is an object or state of affairs that elicits a response by one of our sense organs. like how a bright visible radiation makes us wink. Associative acquisition allows us to tie in two or more stimulations and alter our response to one or more of them as a consequence of coincident experience. † ( Moore. 2002 ) â€Å"According to classical conditioning. acquisition occurs when a new stimulation begins to arouse behavior similar to the behaviour produced by an old stimulation. Surveies into classical status began in the early 1900s by the Russian physiologist Ivan P. Pavlov. † ( Klein. 1998 ) Pavlov trained Canis familiariss to salivate in response to two stimulations: noise or visible radiation. and nutrient or a rancid solution. The dogs’ salivation is automatically elicited by the nutrient and rancid solution. so these were called the unconditioned stimulation. However. when the noise or visible radiation ( conditional stimulation ) was repeatedly paired with the nutrient or rancid solution over an drawn-out period of clip. the Canis familiariss would finally salivate at the noise or light entirely. This is a premier illustration of a learned response. Unconditional stimulations. such as the nutrient and rancid solution. let the acquisition to happen. while besides functioning to reenforce the acquisition. Without an unconditioned stimulation in his experiment. Pavlov could non hold taught the Canis familiariss to salivate at the presence of the noise or visible radiation. Conditioning and Learning 3 Classical conditioning is peculiarly of import in understanding how people learn emotional behaviour. For illustration. when we develop a new fright. we have learned to fear a peculiar stimulation. which has been combined with another scaring stimulation. Operant Conditioning. â€Å"Operant conditioning is purposive behaviour. We learn to execute a peculiar response as a consequence of what we know will go on after we respond. † ( Blackman. 1975 ) For illustration. a kid may larn to implore for Sweets if the beggary is normally successful. There is no individual stimulation that elicits the beggary behaviour. but alternatively it occurs because the kid knows that this action may ensue in having dainties. Every clip the kid receives Sweets after imploring. the behaviour is reinforced and the inclination of the kid to implore will increase. During the 1930s. American psychologist and behaviourist Burrhus F. Skinner performed several of import experiments into operant conditioning. Using what is now termed a Skinner Box. he trained rats to press levers to have nutrient. A hungry rat would be placed in a box incorporating a particular lever attached to hide nutrient. At foremost the hungry rat would roll around the box. look intoing its milieus. Finally it would by chance press the lever thereby let go ofing a nutrient pellet into the box. At first the rat would non demo any marks of tie ining the two events. but over clip its researching behavior becomes less random as it begins to press the lever more Conditioning and Learning 4 frequently. The nutrient pellet reinforced the rat’s response of pressing the lever. so finally the rat would pass most of its clip merely sitting and pressing the lever. This type of acquisition is based on the thought that if a behaviour is rewarded. the behaviour will happen more often. There are four chief types of operant acquisition: Positive Reinforcement. Negative Reinforcement. Punishment and Omission Training. Observational Learning â€Å"When we learn accomplishments. we must foremost larn a sequence of simple movement-patterns. We combine these movement-patterns to organize new. more complicated behavioural forms with stimulations steering the procedure. † ( Domjan. 1995 ) For illustration. efficient typing requires us to set together many finger motions. which are guided by the letters or words that we want to type. We must foremost larn to type each missive. and so larn to set the motions together to type words and so phrases. To look into this type of larning. psychologists have observed animate beings larning to run through labyrinths. An animate being first wanders aimlessly through the labyrinth. sporadically coming to a choice-point. where it must turn either left or right. Merely one pick is right. but the right way can non be determined until the animate being has reached the terminal of the labyrinth. By running through the labyrinth legion times. the animate being can larn the right sequence of bends to make the terminal. It has been found that the sequences of bends near the Conditioning and Learning 5 Two terminals of the labyrinth are learned more easy than the parts near the center. Similarly. when we try to larn a list of points. we normally find the beginning and the terminal easier than the center. Insight Learning Insight refers to larning to work out a job by understanding the relationships of assorted parts of the job. Frequently insight occurs all of a sudden. such as when a individual struggles with a job for a period of clip and so all of a sudden understands its solution. Therefore insight acquisition is work outing jobs without experience. Alternatively of larning by trial-and-error. insight larning involves tests happening mentally. â€Å"In the early 1900s. Wolfgang Kohler performed insight experiments on Pan troglodytess. Kohler showed that the Pan troglodytess sometimes used insight alternatively of trial-and-error responses to work out jobs. When a banana was placed high out of range. the animate beings discovered that they could stack boxes on top of each other to make it. † ( Schwartz. 1983 ) They besides realized that they could utilize sticks to strike hard the banana down. In another experiment. a Pan troglodytes balanced a stick on terminal under a clump of bananas suspended from the ceiling. so rapidly climbed the stick to obtain the full clump intact and unbruised ( a better technique than the research workers themselves had in head ) . Kohler’s experiments showed that Primatess can both see and utilize the relationships involved to make their ends. Conditioning and Learning 6 CONCLUSION There are many differences and similarities between each of these learning procedures. For illustration. classical conditioning involves merely nonvoluntary or automatic responses where as operant conditioning involves both nonvoluntary and voluntary physiological reactions. These diverse acquisition procedures can be used independently in many different state of affairss. Where classical conditioning may be highly effectual in one state of affairs it might be uneffective in another. For this ground each of these learning procedures. classical and operant conditioning and experimental and insight acquisition are each as of import and effectual as the other. Conditioning and Learning 7 References. Kimble. Gregory: ( 1961 ) Conditioning and Learning. New York: Appleton-Century-Crofts. Inc. John W Moore: ( 2002 ) A Neuroscientist’s Guide to Classical Conditioning. Stephen B. Klein: ( 1998 ) Contemporary Learning Theories: Pavlovian Conditioning and the Status of Traditional Learning Theory. Chap. 5 ( Perceptual and Associative Learning ) . Derek E. Blackman: ( 1975 ) Operant Conditioning: Experimental Analysis of Behaviour ( Manual of Modern Psychology ) . Michael Domjan: ( 1995 ) The Necessities of Conditioning and Learning. Tighe. Schwartz: ( 1983 ) Modern Learning Theory. Psychology of Learning and Behavior 2nd edition.

Social Equity Assignment Example | Topics and Well Written Essays - 500 words

Social Equity - Assignment Example This was not a problem, except that each time the tests were conducted, results tended to be that white candidates out-performed other minority groups. This trend had sparked an outcry from citizens who construed the outcomes to be possible acts of discrimination. It the confrontation that had ensued, white Hispanics who believed they has passed the exams entered into a legal suit against the City that the results were engineered to discriminate them against the provisions of the constitution (Woods Jr and Gutzman, 2009). The District Court had initially granted summary judgment to the case and the second circuit had affirmed. In determination of the appeal, the court ad observed that Title IV prohibits any acts of employment discrimination on the basis of color, sex, race, religion or national origin under what it interpreted as disparate treatment. The court had also elaborated that other forms of employment discrimination practices include discriminative policies or any practice that succeeds in discriminating, whether intended to be so or acts so by default especially on minorities. Disparate treatment is the discriminatory act in which an employer treats other employees as lesser beings with regard to workplace dynamics (Supreme Court of the United States, 2009). The court had also observed that once a plaintiff has established a prima facie case of disparate act, then it is the duty of the employer has the burden to prove to the court that the position in question and procedures for acquisition are consistent with the necessity of the specific business in question. The court also recognized that in rare circumstances, when an employer takes an intentional course of action that directly discriminates on the basis of taking a precaution to avoid or remedying unintentional disparate impact, even then the employer must have a strong

Journey of life Essay Example | Topics and Well Written Essays - 500 words

Journey of life - Essay Example Each family member is supportive of each other’s needs as evidenced by frequent interaction and meeting, communication, and eating together. Ever since I can remember, as a young child, we were taught to respect the older members of the family. Every member can help other one without asking to return the favor. I have therefore been brought up to show love, support, and concern for each family member and as such, the bonds we shared have continued to be strong as all siblings went through the various developmental stages. The relationships that have been established during my lifetime consisted of forming friendships in school and within the neighborhood. My parents have reminded me to choose my friends carefully since some people could make bad influences in one’s life through the activities that are shared and undertaken. Therefore, I learned to be selective of friends who make my life better through sharing productive activities and experiences that enhance learning, knowledge and assist in the development of skills and abilities. The friends developed during school years have become my constant circle of friends whom I get to interact with frequently as we all make memorable events that became basis for productive learning. From the time that I transferred and pursued my studies in the United States, the circle of friends grew larger as it comprised of people from diverse cultural backgrounds. I therefore realized that the wealth of knowledge gained from sharing experiences with diverse pe ople is more enriching and rewarding. For me the school provided the most significant impact in my life, second to my family. So far, school activities have been a positive experience since I was a very young child, until the present times. Academic events include complying with academic project, assignments, group works, joining extra-curricular activities, among others. I realized, early on, that by performing well