Journal Reflection on Barbie Dolls

Now I believe that childhood is the best phase of life. One never ever gets those experiences again during the rest of his life. One can see God in a child. The child has his innocence and the love he gets every time from everybody around. The child has the best grasping and memory during the phase of 2yrs. to 6yrs. This stays in memory through out the whole life. How can I forget my childhood days? Yes, I have very clear picture of my childhood days. I was the first child of my parents and as we stayed with our grandparents, I was pet and beloved one for them as well. I had my colorful room with all eye catchy colored things like my bed, clothes, wall hangings and room full of toys (decorations) and I was really crazy for all that exciting toys. I always wanted to play with all at a time, but out of that there was one particular toy (which is still preserved) that was part of my heart, soul and body. It never allowed any tears to flow from my eyes, but the moment it was for any reason away from me the tears never stopped flowing from my eyes. My attachment was 24X7 with it. It was none other than my precious BARBIE DOLL. I don’t know why, but I had a special affection, love, emotion, attachment and craze for that doll. I never ever allowed anyone to even touch that doll. My Barbie had long blond hair, blue eyes, long eye lashes and pink lips. Her waist was real skinny and her toes were flat with high heels. I loved my Barbie doll. She was more like a lively person (doll) to me. I had many friends but Barbie was my best friend, who knew everything about me, including my top secrets. I had a separate closet of clothes and shoes for her. I used to give a bath to her, dress her up everyday and take her with me where ever I went out with my parents or friends. I don’t know why I loved her and had so much affection towards her. May be I loved Barbie because I was girl and many girls were crazy about Babies. I don’t remember my memories from my childhood but this memory stayed with me till now and will always stay with me for my lifetime. This is my unforgettable Barbie love memory ever in my future lifetime. I really loved my Barbie doll.

Early learning studies Essay

In the first five years of life, a child has gone through rapid development in physical, cognitive, and social/emotional characteristics. Around the time these children start kindergarten, their growth has slowed down. However, it is still vital for the kindergarten teacher to know how their students have developed and what they can do to further develop their students as a whole. According to â€Å"Educating Children in Nursery Schools and Kindergartens† by Lillian L. Gore, by the age of 5 children are learning how to relate to others in a positive manner. This skill forms the basis of all human relations (16). In general, kindergarten-aged children are beginning to develop their own self image and their likes and interests through sensory and other experiences (Gore 16). To a kindergarten-aged child, the world is big and mysterious. The combination of physical, cognitive, and social/emotional development allow these children to explore and begin imposing basic order and control over their environments (Gore 16). Overall, these experiences allow children to understand and appreciate the world around them. When the teacher looks at the overall development of their kindergarten students, the physical, cognitive, and social/emotional aspects are relatively similar across each child. That is to say that each child experiences relatively the same development in all three areas. Physically, a kindergartener has two distinct developmental characteristics. #1 is the individual characteristics such as rate of growth, body build, and eye color (Gore 17). The teacher should respect each child’s unique characteristics and teach others to respect them as well. #2 is each kindergartener has a wide output of energy (Gore 17). A kindergarten teacher should expect their students to be fully active one day and inactive the next. Similarly, the activities the children participate in receive different levels of energy from day to day (Gore 17). Cognitive development in kindergarten in vital for a child to understand and experience all that school and the world have to offer. In Gore’s book, she notes two important cognitive developments that a kindergarten child experiences. #1 is the development of hand-eye coordination (Gore 17). At this stage, children are developing awareness for everything that needs both hands and eyes in order to function properly. As the teacher, you should be aware of the students and their surroundings. Particularly on the playground, the teacher should know the students inability to judge speeds and distances properly (Gore 17). To aid in the development of proper hand-eye coordination, the teacher should incorporate hand-eye coordination lessons and activities into the daily schedule. The second important cognitive development in kindergarteners is that they want to grow and learn (Gore 19). Kindergarten is a stepping stone into what school will be like for the rest of their lives, and the fact that each student wants to grow and learn makes the teacher’s job easier because the students are intrinsically motivated. To further their enjoyment of learning it is important for the teacher to provide conditions for each student to explore, discover, and feed their sense of wonder at their own pace (Gore 19). Teachers should also allow students to think and solve problems at their own pace as well (Gore 19). By letting each student work at his or her own pace, the student feeds their desire to grow and learn and also learns that they are capable of many things. One of the most important developments that kindergarten children make is social and emotional developments. Both these developments aid children in forming friendships, relationships and emotional maturity as their lives continue. Two social developments are highlighted in Gore’s book. #1 is that children will fluctuate their patterns of social growth and they may regress at times (Gore18). This is a natural process that children go through and navigating it can be tricky. As a teacher, we should encourage children to proceed in and out of groups at will (Gore 18). This will allow children to experience many different people and form many friendships. As teachers we should also encourage students to relate an experience with one group of students to experiences with another group (Gore 18). This will allow each student to mentally process each experience and decide which experiences they prefer to have, which in turn leads to them having friends of similar beliefs and interests. Above all, kindergarten children learn how to cooperate with others when they choose which group of students to associate with. The second social characteristic that kindergarten children develop is their preference of children of the same sex as playmates and friends (Gore 18). As a teacher we should support this development and help each child learn appropriate sex role with their peers. In addition, kindergarten teachers should also encourage children of the opposite sex to interact. When it comes to emotional characteristics of development, the #1 characteristic is that children in kindergarten are learning how to accept and give affection (Gore 18). This developmental characteristic is vitally important because if children do not learn how to give and accept affection, then all their relationships with others will be short-lived. We as teachers can help foster this important characteristic by providing warm relationships for emotional growth in the classroom and individually with your students (Gore 18). In addition to the developmental characteristics, a kindergarten teacher must also be aware of how they arrange their classroom. Utilizing space and organizing the classroom to best suit the needs of the students allows each kindergartener to maximize their use of the classroom. In Doris Fromberg’s book â€Å"The Full-day Kindergarten†, it is important to know both the teacher’s and the student’s views on four elements relating to classroom organization. Those four elements are; â€Å"Choice: what the students will be doing. Space: where the students will be engaged. Pacing: when the students will be participating. Social Activity: how and with whom the students will interact† (Fromberg 62). These elements are also applicable to what the students are doing in a kindergarten classroom and what activities they participate in. By understanding when and where to implement these four elements, the classroom experience will be enhanced for all the kindergarten students. In a kindergarten classroom, the students are capable of making choices that are relevant to the school-day procedure (Fromberg 62). When a kindergarten student, or any other person, chooses what to do, their attention is higher to that activity than if they had not chosen. However, this is not to say that kindergarten students enter into an â€Å"anything goes† classroom (Fromberg 62). The teacher has preselected and screened everything that is already in the classroom to ensure that it is safe and educationally-sound. The teacher also screens the materials that students bring from home on the same criteria (Fromberg 62). By ensuring that all materials in the classroom are on the same level and that the children decide what they want to do, they will establish a routine of making independent choices knowing that what they choose will spark their interests and be educationally appropriate. The space and organization of the classroom is an important concept to consider when in a kindergarten classroom. Kindergarten students enjoy moving around and being independent, but also need a sense of stability and security. How the classroom space is organized reflects four characteristics about the teacher and the classroom in general: 1) How independent the students are expected to be. 2) How responsible the students are expected to be. 3) Relays what activities are valued in the classroom. 4) How students will spend their time in the classroom (Fromberg 64). When organizing the classroom, it is important to keep materials where they will be used and in limited-use sections. By creating a section of the room only for writing, or art, or reading, children will be more focused on that activity or feel part of a small group (Fromberg 64). Limited-use sections also help the students answer the question, â€Å"What will I do next? † (Fromberg 64) For example, a child that is finished at the writing center will know that there is nothing more they can accomplish at this center; they decide that they want to work on their art project and move to the appropriate section. By utilizing limited-use sections, the students are minimizing procrastination and are maximizing their ability to select their own choices. By using these elements, Fromberg describes a properly organized kindergarten classroom. In a kindergarten classroom, all materials are stored where they will be used; books are in the reading areas, writing supplies are in the writing area, and art supplies are in the art area. The students work in the areas where the materials are stored. This not only keeps them focused on their tasks, but also eliminates the possibility of misplacing materials. These active work areas should be located away from student desks or other areas where students are meant to concentrate and reflect (Fromberg 64). In addition, the teacher should always organize their classroom where they and the students are visible to each other at all times. This not only allows the teacher to monitor behavior, but it also allow students to see what model behavior looks like. In addition to the organization of the room, there also needs to be proper time management as well. Proper time management can help reduce the issues that arise in those students who have ADHD or other unpredictable behavior patterns (Fromberg 66). In a full day kindergarten classroom, it is beneficial to have a whole-class planning session in the morning and afternoon, with a small gathering before lunch or around 11:00 AM according to Fromberg (66). Kindergarten instructors have found it helpful to provide at least two long activity blocks of 30 minutes or more each day (Fromberg 66). In this time, the students will be engaging with the different sections of the room; art, writing, reading, etc. at their own choice and pace. From having this time to select which activity to do and how long to do it for, the students are inspired to make long-range plans and increase their sense of control over their environment (Fromberg 66). Within the kindergarten environment, the lessons and activities should emphasize academic content but also personal relationships and social behaviors. While kindergarten does prepare students to â€Å"do school† and everything that comes with it, I believe that lessons and activities that stress proper relationship techniques and social behaviors are just as important. For example, kindergarteners may not realize what they say sometimes and although they find nothing wrong with it, the teacher or others students will. Having several lessons on how to talk to other students in a nice and polite way will not only benefit the students in class, but they can take that knowledge and apply it to other situations as well, such as talking to adults. Lessons that demonstrate proper social behaviors and etiquette will also benefit kindergarteners. For example, how to stay quiet and listen while another person is talking or how to solve conflicts in a respectful manner will again not only benefit the students in the classroom, but also prepare them for the world as they grow older. Finally, classroom management is very important in a kindergarten class. A teacher could have a perfectly organized room and excellent lessons, but if they cannot manage their students they will never get a chance to utilize their room or lessons. Firstly, the kindergarten teacher should make a set of class rules for the school year. In addition to their professional opinion, the teacher should ask the students themselves what rules should be followed during the school year. This serves two purposes: 1. it reinforces the element that children are capable of making relevant choices pertaining to school and 2. It allows the students to feel that they have a say in how the classroom is to be run. By having this sense of control, the students are more likely to follow the rules and provide less argument when disruptions arise. Secondly, student behavior accountability should be established. In her article â€Å"Classroom Management†, Jody Camp describes her accountability system. She has four circles displayed in her room, each a different color and face. All the students have a clothes pin with their name on it. Every morning each student starts on the green smiley face. If a student breaks one classroom rule, they move their clothes pin to the yellow face. The yellow face is a warning for the student to start acting correctly. In addition to that, the student loses 5 minutes of recess. If the student breaks another rule, they move to the red face, which means the student needs to stop and think about what they are doing. The student also misses an entire recess. The last face in Jody Camp’s management system is the blue sad face. This means that the student needs to go to the principal’s office (Classroom Management). By implementing these or similar classroom management techniques, any teacher will be successful and be able to focus the majority of their time on educating the minds of America. As a student moves through elementary school and into middle school many changes occur so fast that they may, to the frustration of teachers and parents, act like kindergarteners once more. However, it is important to realize and understand the developmental characteristics of middle school students so they still have a positive educational experience. Similar to kindergarten students, middle school students have their own unique set of physical, cognitive, and social/emotional characteristics. Physically, middle school students are in transition between their childhood bodies and their adult bodies. This leads to three main physical characteristics. Susan Robinson, Guidance Counselor at Southern Columbia School District in Catawissa, PA, nicely lays out physical characteristics of middle school students (5th-8th grade) on her webpage. The first physical characteristic is large muscle development (5th Grade Characteristics). In boys, this means that their arm and leg muscles are becoming more defined, as well as their abdomens. In girls, muscle development leads to growth spurts and gaining weight. The second physical characteristic is the desire to be outdoors and physically challenged (5th Grade Characteristics). It is at this time that both boys and girls become very interested in sports and physical activity. This characteristic can also lead to a decline in school performance because the students are more interested in playing outside than doing homework. The third physical characteristic is that they become restless and in constant motion (6th Grade Characteristics). The need to move and be active can also lead to declining performance because the students won’t be as focused. This can also lead to more discipline because the students can’t stay in one place for extended periods of time. Cognitively, middle school students are now open to more abstract and logical reasoning than ever before. The first cognitive characteristic is that 5th grade students have is an increased memory and ability to abstract (5th Grade Characteristics). The increase in memory potential allows the students to remember more academic information, but also helps them remember social activities like birthday parties and phone numbers. The second cognitive characteristic is the affinity for logical reasoning and problems solving (5th Grade Characteristics). 5th and 6th grade students are now using more of their brain in every aspect of life which allows them to solve and reason more than ever before. Similar to how kindergarten students like to impose control on their environments, middle school students enjoy the feeling of being able to solve a problem or think logically with classmates and teachers. The third cognitive characteristic of middle school students is their increased concentration in all aspects of school (5th Grade Characteristics). With the increase of concentration students are able to read, focus on homework, and participate in activities for longer periods of time. This cognitive gain can help balance out the need for movement during physical development. Middle school is the time when every student starts to define who they are and who they want to be. Socially and emotionally, each middle school student is becoming more mature as they grow older and it is important to know what developmental characteristics these students face. When a student is in 5th grade they are more socially and emotionally sound than 6th graders. The first developmental characteristic of 5th graders is that they are generally content with themselves and others (5th Grade Characteristics). At this stage they are in a state of equilibrium in terms of social and emotional growth. This is not to say that 5th graders are void of anger. When this age group gets angry, they tend to get angrier faster than usual but they also are faster to forgive (5th Grade Characteristics). The second characteristic of 5th graders is that they work well in groups and enjoy team-oriented activities such as sports and clubs (5th Grade Characteristics). Because they are generally content, it boosts 5th graders abilities to work cooperatively. This age group would benefit greatly from pods in the classroom and team-oriented competition. Lastly, 5th graders are mostly truthful and are developing a larger sense of right and wrong (5th Grade Characteristics). At this age, students want to be taken seriously because they feel that they have valuable opinions. They realize that they can’t lie and be taken seriously so they tell the truth. Also, as they are telling the truth more, they are expanding their sense of right and wrong. It is at this point when crucial right/wrong situations should be explained to the students such as drugs and alcohol. When a child hits 6th grade, they change once again and sometimes not for the better. There are three main characteristics of 6th graders from Susan Robinson’s website. The first is that 6th graders become more moody and sensitive (6th Grade Characteristics). 6th graders are starting to hit puberty and this messes with their normal selves. The hormones set off mood swings and sensitivity towards almost any situation. It is important to know this because it could be the cause of many problems with your students. The second characteristic is that 6th graders are becoming more autonomous and with that comes more opposition to rules and punishments (6th Grade Characteristics). As they get older, the students begin to realize that they are held to higher standards but still try to get around those expectations. This inevitably leads to confrontations between teacher and student(s) and the student(s) will test your patience at this age. The third characteristic is more positive. As the students age and grow during 6th grade, they will start to take on an adult personality (6th Grade Characteristics). They will lessen their oppositional behavior and become more respectful and dutiful in school work and social activities. While their bodies are going through a massive amount of change in a short period of time, it is important to layout the classroom, lessons, and management techniques to keep up with these middle school learners. First off, it is important to keep the students in groups when at their desks. This helps the students remain social with others and it helps the students to keep working in teams. As they are older, each student should be given their own desk. This allows the student to become more independent and it allows for individuality to show through if they are permitted to decorate their desk. Similar to the kindergarten room, there should be sections of the room where students can go to complete different assignments. Especially at this time, the movement will allow these students to relieve some tension from their growing bodies. Overall, the classroom at the middle school level starts to become similar to that of high school and college classrooms, but should still represent a sense of home and security for 5th and 6th graders. The lessons and activities that these students participate in should also be developmentally appropriate. At this stage of life, the students are beginning to think and reason logically. Therefore, lessons in math and science can enhance the individual student’s ability to think and reason logically. In addition to logic and reasoning, social skills are key to a healthy development. In 5th and 6th grade, it is important to teach and model proper social etiquette and behaviors. One way to accomplish this is to have the students sit in pods when at their desks. This serves two purposes: 1) it allows each student to work in close proximity to other students and 2) it allows students to practice proper social behavior on a daily basis. Lastly, students at this age are going through major physical changes and it is important to keep that in mind when designing lessons and activities. When possible, incorporate some form of physical movement into your lesson plans. This will allow the students to move their bodies and retain focus in school. If you simply let the students sit at their seats all day, they will become restless very quickly and will lose focus and interest in what you are trying to teach them. Similar to the kindergarten classroom, without successful classroom management techniques, the teacher will struggle to maintain focus and interest in their lessons. With this age group, routines are essential to having successful classroom management. As noted by many teachers, routines help the students to know what is coming next in the school day and how to proceed from one task to the next. With a regular routine, students won’t need to be told to take out their reading materials or their math books; they will already know what is coming. By establishing successful routines, the teacher can minimize distractions and maximize learning time. Another management technique that I remember from 6th grade was the use of a money management system. My teacher, Diane Dale, set up a management system that revolved around the use of a weekly â€Å"allowance† for each student. Each student started the week with a predetermined amount of â€Å"money†, i. e.$100. Actions in class had either a positive or negative effect on the student’s allowance. For example, if one student got a perfect on their math test, they may get $25 added to their account. If another student starts a fight on the playground, besides the consequences of the principal, they may lose $75. At the end of each week the students with the 3 highest allowances got to pick a prize from the â€Å"Class Treasure Chest†. To my recollection, this system worked well in our class and I plan on modifying this management system to create my own. All in all, as an elementary teacher it is important to know and be able to work with students from all age groups. By understanding the characteristics of the students in your class, you will be able to maximize the effectiveness of your lessons because they are aimed to work with their developmental characteristics, not as a substitute. In addition, to knowing developmental characteristics, a teacher should also institute effective classroom management techniques and proper lesson plans that will maximize the learning experience for each student. Works Cited Gore, Lillian L. , and Rose Koury. Educating Children in Nursery School and Kindergartens. Washington: U. S. Dept. of Health, Education, and Welfare, Office of Education, 1964. Print. Wills, Clarence Dechent, and Lucile Lindburg. Kindergarten for Today’s Children. Chicago: Follett Educational Corporation, 1967. Print. Fromberg, Doris. The Full-Day Kindergarten. 1995. eBook. Camp, Jody. http://www. atozteacherstuff. com/Tips/Classroom_Management/Managing_Behavior/index. shtml Robinson, Susan. http://www. scasd. us/ms/RobinsonPage/grade5. htm White, George. Incoming 6th Graders. http://www. ringwoodschools. org/files/ryerson/parent_orientation_booklet. pdf.

Real Estate Investment Essay Example | Topics and Well Written Essays - 2250 words

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Differentiate between declaration a Vindication of the Rights of Woman Essay

Differentiate between declaration a Vindication of the Rights of Woman - Essay Example This led to the rise of feminist ideas that sought to bring out the inequalities between the two sexes, with the feminists arguing that the male gender was using the law to oppress and maintain dominance over the female sex. The feminists argued that the laws were tools of social ordering, which sought to oppress the rights of women. This essay seeks to evaluate the nature of the rights contained in the French Declaration on the rights of man in light of the feminist ideals that existed at that time. The essay will seek thus seek to answer question; were these Rights of man a vindication of the rights of women? If so, how were these rights a vindication of the rights of women? The first Right in the Declaration was to the effect that all men were born free and in equality of rights, with social distinctions only allowed for the common good. The provision for social distinction ‘for the common good’ created a loophole that was used by men to vindicate the right of women to freedom and equality. If, for example, it were decided that it was in common good for women not to vote or go to school, then the law would stand because society deemed it fit women not to exercise their right to education and participate in elections. The effect of this law was to create a perception of women as mere caregivers who could not participate in any meaningful social and political life (Wollstonecraft, 1792). The right to the effect that,† the law is a general will and every citizen has a right to participate personally, or through his elected representative.† It was in essence a mirage for women because they were not allowed to participate in elections. Wollstonecraft in her book cries foul on this right when she says, â€Å"But, if women are to be excluded, without having a voice, from a participation of the natural rights of

Wet Lab. Cellular Replacement Therapy And Stem Cell Research Essay

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Heat Energy and Climate Change - Term Paper Example Heat energy emerges from behavior of atoms in a body and it can be quantified through temperature scale. Cheshire explains that atomic motion results in heat energy and possessed energy defines temperature (13). In addition, heat energy spread in an environment based on temperature gradient and moves from regions with high temperatures to regions with low temperatures, a definition that is consistent with Sang’s classification of heat as an energy transfer (81). Mechanism of heat also identifies and relates to the principles of motion and conservation of energy. Based on energy conservation law, energy cannot be â€Å"created or destroyed† but may be converted to other forms (Chesire 25). Newton’s first law of motion however explains that a body maintains its velocity unless an external force acts on it while Newton’s second law explains that force (and by extension, energy) is proportional to kinetic energy (Giordano 40, 41). Consequently, atoms in a body will continue to move at a constant aggregate force and retain the body’s heat energy unless an external force converts energy in the body, positively or negatively. Example of a change is converted energy into a body that would increase velocity of atoms to increase heat energy in the body. Laws of thermodynamics explain the relationship between heat energy and mechanical energy. From the second law of thermodynamics, mechanical energy can be converted to heat energy while the third law of thermodynamics explains that heat energy can be converted to mechanical energy (Giordano 535). Mechanical work can therefore yield heat energy and heat energy can be converted into mechanical energy for doing mechanical work. Direct heat transfer from a body or into a body occurs through conduction, convection, or radiation. Conduction is the heat transfer through movement of atoms from hot to cold regions and is common in metals in their atomic states and in ionic compounds. Convection is another

Inside a Computer Laboratory Lab Report Example | Topics and Well Written Essays - 3000 words

Inside a Computer Laboratory - Lab Report Example Some offer specialized functions such as transaction processing, discrete mathematics, statistical data analysis while others simply offer an internet connection. Additionally, computers can use for gaming and entertainment and develop software. Purchasing a laboratory or business PC can be sometimes a frightening experience and sometimes very confusing. When making the purchase, it is probable that you will have a general idea of what you may want in the PC and how you would like to make the configurations work for you. Computer systems as you may be aware consist of both software and hardware. The hardware components are tangible components of the system: main memory, CPU, peripherals such as a monitor, video display etc. The software part is the set of instructions that define what the actions of the computer hardware (Alagar and Peryasammy 2011). Typically a computer requires both the system software In the process of purchasing it is important to that you ask yourself some quest ions regarding the computer specification. First, you need to list down how the computer is going to be used. Secondly, the software that will be used can follow and here you determine whether any specialized functions are going to be used. ... The ICT department decided to purchase Desktop PCs with the following specifications: Central processing unit AMD, Hard Drive Storage - 80 Gigabytes Random Access Memory - 4GB SDRAM Hard Disk Speed: (5400 RPM) Visual display unit -Graphics Card. Motherboard Monitor – Liquid crystal display. Operating System - Windows 7 Ultimate 64-bit Desktop Case Optical Drive: DVD Reader and Writer Justifying the above selection. Central Processing Unit (CPU) - AMD A highly effective processor assists the computer to function optimally. The CPU is the center or brain of the computer and it executes and controls the highest percentage of the work done by the PC. CPUs are major of two types; Advanced Micro Devices (AMD) and Intel processors and the procurement manager in the ICT department made the choice from the options. CPUs are commonly defined by their processing speed and power- gigahertz (GHz) or in megahertz (MHz) - and this directly refers to the number of commands and operations they can execute per second (Shiva 2007). The higher the processing speed value, the faster and more efficient the PC will perform and it follows that it will be more expensive. The most recent dual-core CPUs have two processors embedded on a single chip and they operate more efficiently at lower speeds, for example, AMD’s Athlon X2 CPU and Intel’s Pentium family. Most recently more scalable and powerful processors that use a 64 Bit internal architecture, compared to the previous 32 Bit internal architecture models, have been deployed in the market. Computers built with a Dual-core CPU can perform comparatively faster than those using Mono-core processors, specifically when multitasking. It is therefore advisable to make the choice of computers

Loan Management System Essay Example for Free

Loan Management System Essay The Traditional way of maintaining details of a user in a bank was to enter the details and record them. Every time the user need to perform some transactions he has to go to bank and perform the necessary actions, which may not be so feasible all the time. It may be a hard-hitting task for the users and the bankers too. The project gives real life understanding of Online Banking System and activities performed by various roles in the supply chain. Here, we provide an automation for banking system through Internet. Online Banking System project captures activities performed by different roles in real life banking which provides enhanced techniques for maintaining the required information upto-date, which results in efficiency. The project gives real life understanding of Online Banking System and activities performed by various roles in the supply chain. Scope of the Project This Project investigates the entry threshold for providing a new transaction service channel via the real options approach, where the entry threshold is established by using an Internet banking system designed for the use of normal users(individuals), Industrialists, Entrepreneurs, Educational Institutions(Financial sections), Organizations and Academicians under transaction rate uncertainty. Customer must have a valid User Id and password to login to the system If a wrong password is given thrice in succession, that account will be locked and the customer will not be able to use it. When an invalid password is entered a warning is given to the user that his account is going to get locked. After the valid user logs in he is shown the list of accounts he has with the bank. On selecting the desired account he is taken to a page which shows the present balance in that particular account number. User can request for the details of the last ‘n’ number of transactions that he has performed. A report can also be taken of this. User can make a funds transfer to another account in the same bank. User is provided with a transaction password which is different from the login password. User can transfer funds from his account to any other account with this bank. If the transaction is successful a notification should appear to the customer, in case it is unsuccessful, a proper message should be given to the customer as to why it failed. User can request for cheque book/change of address/stop payment of cheque’s User can view his monthly as well as annual statements. He can also take print out of the same. Generate reports at every section Administrator can take a back up of the database for every instance that is happening, periodically. All users are authenticated to avail the services FAQ section is also included for end users benefit.

IDS compares Essay Example for Free

IDS compares Essay These techniques usually base their performance on two detection paradigms as the main attacks in spite of whether they are network or hot based architecture. Some of these models are the misuse detection models and anomaly detection models. The misuse detection model, the IDS compares the new sequences of the parameters in the input. The application matches the commands of the HTTP protocol where a database of signatures which signify the attacks that have been identified and classified before is known (Aquino et al, 2008). This model revises and improves the disruptive commands when it experiences attacks. The misuse detection model is not the best model to be used and it’s used as an alternative for efficiency in the medium. It can be lead to the new variations of the attacks experienced before to elude the network security. The anomaly detection model detects interruption by searching abnormal network traffic. It detects deviation by finding patterns on data from internet (Aquino et al, 2008). Example The testing of multilayer feed forward network can be done using two layers which are hidden and have15 neurons each and a 5 output neurons for a 5 possible attacks. The network is then equipped with a flexible transmission algorithm with the neurons being sigmoid. After being trained with a dataset of 70 % it reaches a predictable error target of 0. 015 upon completion of the training sequence. When choosing the number of neurons per hidden layer, the calculation is done by subtracting the number of neurons in the output layer from the number of inputs in the system (Aquino et al, 2008). Advantages and Disadvantages Voip protocol is a security system which is designed in such a way that it optimizes the communication of aural by the use of internet (Millions, 2008). Comparing Voip (Voice over Internet Protocol) to other security protocols, there are a number of advantages which makes Voip remain the choice of many in the present world. Therefore, Voice over Internet Protocol is efficient when it comes to their cost. Voip uses public switched telephone network. The IPSec secures the low level system packets in order for the system of computers to be protected over insecure channels which are inclusive of internet and hire lines. Voip can easily add more lines whereas the other protocols cannot. It is hard to break into the safety of the system especially when there is encryption. Once there is power failure phones can still be used (Millions, 2008). Disadvantages There is occurrence of inconveniences in the structure once there is a large torrent of information being transferred in Voip. There is also a possibility of jitter data transfer conundrum occurrence in the system if the right precautions are not taken. Due to difficulty in the relocation of information, this can result to low overhaul superiority. Therefore, this can result into failure of the voice for the final consumers (Millions, 2008). Cryptanalysis Report Organizations are faced with the problem of receiving encrypted messages from their clients. In order to support the clients, organizations need to understand how to decrypt the encrypted messages. In most cases, the management of the organization and the clients usually use a single-key also known as the private-key in the encryption and the decryption of the messages. This kind of encryption is known as symmetrical encryption and is widely used by many people. The original message is usually referred to as a plaintext while the encrypted message is referred to as a ciphertext (Brown, 2007, p. 4). In symmetric algorithm, the same key is used for both the encryption and the decryption process (Vajda, 2003, p.3). The algorithm that the sender uses for changing the plaintext to a ciphertext is known as cipher. Since Charles Smith, a full-time associate in McKay IT service went on a business trip without carrying the logbook of the security protocols, there is need of using the process of cryptanalysis. This is method of code breaking the ciphertext without the use of the private key (Brown, 2007, p. 4). The process by which an original message is encrypted is shown by the formula E (M) = C. in which E is the function of encryption, M is the message and C is the Ciphertext. For decrypting the ciphertext, the receiver needs to use the formula D (C) = M so as to get the original message. In which D is the function of decryption, C is the Ciphertext and M is the original message (Vajda, 2003, p. 1). The algorithms of encryption and decryption use the private key known to the sender and the receiver only. Therefore, the proper formula to use in both the encryption and decryption process is C = EK (M) and M = DK (C) in which K is the private Key (Vajda, 2003, p. 1). Cryptanalytic attacks occur when a person attempts a cryptanalysis of a ciphertext (Vajda, 2003, p. 3). There are different types of cryptanalytic attacks from the sender. But for the purpose of this study, the ciphertext only attack will be used. This is because Charles and I as the consultant only know the ciphertext (Brown, 2007, p. 9). A person can use brute force search in the process of cryptanalysis by trying all possible keys (Brown, 2007, p. 11). Plaintext letter are usually substituted by number, symbols or even other letter to form the ciphertext. In this case, ciphertext that have been sent by the client has been replaced by other letters as shown For an effective cryptanalysis, one needs to know the type of cipher that was used. One should also measure the complexity of the attack to ensure effective cryptanalysis such as complexity of the data. Complexity of the data is the data amount that needs to be decrypted. The complexity of the process also needs to be measured such as the time needed for performing the attack. Lastly, one needs to have enough storage memory for the performing the attack (Vajda, 2003, p. 6). In ciphertext only attacks, given that C1 = Ek (P1) and Ci = Ek (Pi). In deducing P1 and Pi, Ci + 1 = Ek (Pi + 1). In cases, where the ciphertext only is available, it is hard to recover the plaintext. Therefore one can use the cryptanalysis of the Caesar cipher by trying the possible 25 shifts of keys in order to substitute the letters in the ciphertext to get the plaintext (Brown, 2007). One way of avoiding the cryptanalysis is by ensuring that the private key is only known to the sender and the receiver of the message. People should also ensure that while sending the encrypted, they give the sender the hint of the key used. Conclusion Appropriate models of computer security protocols have been proposed all through the discussion. Attacks in the system security protocols can be detected by the use of different models. These models include the misuse detection models and anomaly detection models. The attacks that influence the protocols lead to delays in the security system. Services can be denied through a brute force attack on the server processing speed or the band width. If the security qualification of the server has part of it as authentication value, then the computation is necessary in response to every qualification request which is valid. References Alarcon-Aquino, V. , Mejia Sanchez, J. A. , Rosas-Romero, R. , Ramirez-Cruz, J. F. (2005). Detecting and Classifying Attacks in Computer Networks Using Feed-forward and Elman Neural Networks. Proceedings of the 1st European Conference on Computer Network Defense, EC2ND 2005. Wales, UK: Springer Verlag. Aquino, V. A. , Clavel C. A. , Asomoza J. R, Starostenko, O. , Romero, R. R. (2008). Intrusion detection and Classification of attacks in High-Level Network protocols Using Recurrent Neural Networks. Retrieved December 18, 2008, from http://www.articleworld.org/Technology

Common Core of Skills Knowledge for the Childrens Workforce

Common Core of Skills Knowledge for the Childrens Workforce The common core of skills and knowledge for the childrens workforce describes the knowledge and skills that people working with children and young people in the United Kingdom are expected to have. There are six areas of expertise involved in the common core of skills, and these six areas offer a single framework aimed at underpinning an integrated multiagency cooperation, training, qualification and professional standards across the childrens workforce. The common core of skills is inclusive of people working with children all the time, as well as those working with the children on a part time basis. It is also inclusive of paid staff as well as those working as volunteers on the childrens workforce. The common core of skills also sets out common values for childcare professionals, thereby promoting equality and challenging stereotypes, while at the same time respecting diversity. The common core of skills and knowledge was initially launched in 2005, with the goal of enabling professionals and volunteers working in the childrens workforce to carry out their duties more effectively in the interest of the children and young people being cared for. The common core was developed in an effort to underpin successful integration and multiagency cooperation in the United Kingdom. The Childrens Workforce Development Council identified six areas of expertise that are deemed to be essential for people working with children and their families. These include: 1. Effective communication and engagement with children, young people and families 2. Child and young person development 3. Safeguarding and promoting the welfare of the child or young person 4. Supporting transitions 5. Multi-agency and integrated working 6. Information sharing Each of these areas contains information about the required knowledge and skills for childcare workers. These basic requirements enable care providers to do their jobs well. Within the common core of skills, skill is defined as the ability to do something, usually through experience or training, while Knowledge is described as an understanding or awareness gained through learning or experience. (The Common Core of Skills and Knowledge for the Childrens Workforce) The common core of skills also sets out that providers should apply these skills and knowledge in their work and take account of the background and circumstances relevant to a situation. (The Common Core of Skills and Knowledge for the Childrens Workforce) Recently, the Childrens Workforce Development Council (CWDC) refreshed and published some new guidance which updates the common core of skills that childcare workers should possess in the United Kingdom. The last update of the common core of skills happened in 2005. In partnership with some other government organizations, the Childrens Workforce Development Council investigated the relevance of the contents of the common core of skills. Thus, the common core of skills was updated to ensure that childcare professionals possess a common set of basic skills and knowledge that would enable them to do their job in harmony with each other. The common core was also refreshed to ensure that childcare professionals can communicate effectively, so as to be able to support the children and their families better. Effective communication and engagement with children, young people and their families Effective communication is vital when working with children, their families, young people and other care providers. Good communication will help in building trust and encourages children in need of childcare services to seek advice and to utilize the care services provided. Appropriate communication is important for the establishment and maintenance of relationships, as well as being an active process which involves listening, asking questions, understanding issues and responding. Effective communication extends to involving children, young people, their parents and caregivers in the design and delivery of services and decisions that affect them. It is important to consult the people affected and consider opinions and perspectives from the outset. Another crucial element of effective communication is developing trust between the workforce and children, young people, parents and care providers as well as within different sectors of the workforce itself. (The Common Core of Skills and Knowledge for the Childrens Workforce) Child and young person development This area of the common core of skills and knowledge deals with the intellectual, social, linguistic, physical and emotional growth and development of the children and young people receiving care services, it is important to understand the changes that occur during development in children and young people, and how these changes affect the behavior of the children. Safeguarding and promoting the welfare of the child or young person People in the childrens workforce are responsible for promoting and safeguarding the welfare of these young ones. This is a very important responsibility which requires paying close attention to the needs of the children. It involves the ability to recognize situations in which a child or young person is failing to reach his or her developmental potential, or when a childs mental or physical health is impaired. Childcare workers are also required to b able to recognize when a child is displaying harmful or risky or behavior, or when a child is being abused or neglected. Care providers should also be able to identify sources of help for these children and their families. It is important to identify concerns and where appropriate take action as early as possible so that children, young people, their families and caregivers can get the help they need. Supporting transitions It is expected that the use of the common core of skills may vary according to the roles of childcare professionals and the sector involved. Thus, different organizations should be able to find the most appropriate ways of expressing the various areas of expertise indicated in the common core of skills. Those who work with children and young people all the time will use the common core in different contexts and to different levels of depth from those who come into contact with children and young people as only part of their job (The Common Core of Skills and Knowledge for the Childrens Workforce.) It is also expected that certain roles in the childrens workforce will focus more on certain areas of the common core. Childcare professionals who interact with children on a regular basis will utilize the common core to a different level of depth and in a different context from part-time or voluntary workers who work with the children and young people less frequently. It should be noted that not every practitioner will be regularly involved in supporting transitions, although all practitioners will have to understand at least the most important aspects of the sections of the common core of skills in a manner that is relevant to their work. Multi-agency and integrated working It has been observed that the common core of skills should be more clearly positioned to work in conjunction with the every child matters initiative, the National Occupational Standards and the common assessment framework, although there should be adjustments in order to take care of any future change in laws or programs related to the common core of skills. There is also the issue of initial training as relates to the common core of skills. This is because currently, the common core of skills applies only in England, and accredited qualifications are based on standards in the United Kingdom. A lot of people believe that the common core of skills should be incorporated into regulation and inspection in order for it to be accepted and embraced by everyone. This is evident in the responses and feedback from questionnaires, and studies carried out about the efficacy of the common core of skills. Information sharing In order to be able to deliver quality childcare services to children in the United Kingdom, it is essential to share information in a timely and accurate manner. Accurate sharing of information can actually help in saving lives, so childcare professionals should be able to work together and share information in a proper manner for the safety and wellbeing of the children. Information sharing also enables childcare workers to understand situations better, and more quickly. When interviewed, most parents were happy about the information sharing requirement of the common core of skills. They responded that information sharing among childcare professionals ensured that the caregivers and the parents did not have to keep repeating information many times over. Sharing information in a timely and accurate way is an essential part of delivering better services to children, young people, their families and care providers. Sometimes it can help to save lives. Practitioners at different agencies should work together and share information appropriately for the safety and well-being of children. It is important to understand and respect legislation and ethics surrounding the confidentiality and security of information. It is crucial to build trust with the child or young person and their family from the outset by clarifying issues and procedures surrounding confidentiality, consent and information sharing. Practitioners should adhere to the correct principles, policies and procedures for information sharing, ensuring that the child or young person, parent or caregiver understands the process. (The Common Core of Skills and Knowledge for the Childrens Workforce)

Frankenstein Vs. Bladerunner Essay -- Mary Shelley James Riddley-Scott

As society changes around us, we spot things we never noticed before: high divorce rates, murder rates, and drug use just to name a few. James Riddley-Scott and Mary Shelley noticed and had a fear of child abandonment. In Frankenstein, Shelley explores this subject through the viewpoint of a man, Victor, who creates a child so hideous that he cannot bear to look at it, and consequently deserts it. In Blade Runner, Scott explores this matter through a businessman, Tyrell, who makes replicants of humans, the Nexus 6, gives them only four years to live, and sells them as slaves. The children of these creators turn out to be smarter and more human than expected, and revolt against the way society treats them, giving us all a lesson in parenting and child development.   Ã‚  Ã‚  Ã‚  Ã‚  In Shelley?fs Frankenstein, Victor brings a monster to life only to abandon it out of fear and horror. ?gThe beauty of the dream had vanished, and breathless horror and disgust filled my heart?h (Shelley, 35). The reader must question the ethics of Victor. After all, he did bring this creature upon himself. This renunciation later comes to haunt Victor, and hurts his creation more than Victor can ever imagine. When Victor leaves the monster, Shelley is exploring abandonment by the parent. Later in the novel, when the monster tries to confront Victor and Victor shows that he does not want any part of the Monster by saying ?gBegone, vile insect! Or rather, stay, that I may trample you to dust!?h(74). Shelley is showing us that the monster is not being nurtured, as a child should. Blade Runner also looks at the roles of parenting and abandonment. When first meeting Tyrell, Roy states, ?gIt's not an easy thing to meet your maker?h, Scott reveals that the Nexus 6 have been discarded by their family, and have had a lack of a loving relationship throughout their lives. The idea that parents play a double role as parent and creator continues throughout the stories. Tyrell is looked at as a parent and a way for a longer life. Sebastian and Roy meet Tyrell by riding in an elevator as though acceding to heaven where Tyrell lives. When they enter the businessman?fs bedroom, Tyrell demandingly asks Sebastian, ?gmilk and cookies been keeping you awakeh just as a father would talk to his son. In Frankenstein, Victor is viewed as a father or God figure that can create another life, an Eve for his Ad... ...e your child no matter how he or she may look like or act. Victor and Tyrell saw their creations as less than human, and therefore treated them as such. If we see our children as less than human, and we neglect them, they may grow to believe that they are monsters. Shelley and Scott believed this, and set out to prove a point. One day our children will grow up, and they will no longer have a clean slate. A grown-up child will reflect all that we have taught them, good or evil. Scott and Shelley wanted to convey to all parents that, to their children at least, they are more than just disciplinarians. They can be the ones to teach about love, and they can bring more meaning into the lives they have created. List of Works Cited Blade Runner. Dir. James Riddley-Scott. Perf. Harrison Ford, Joe Turkel, Sean Young, Rutger Hauer, Daryl Hannah, Joanna Cassidy, Brion James, William Sanderson, M. Emmett Walsh, Edward James Olmos, Morgan Paull, Columbia Tri-Star, 1982 Chapman, Murray. Blade Runner Frequently Asked Questions. October 1994 . Shelley Mary. Frankenstein. New York: Dover Publications, Inc.

Essay --

She was often obstinate and arguable, creating several works using her knowledge of philosophy and bravely overcoming obstacles along the way. Mrs. Rand’s most popular novels were The Fountainhead and Atlas Shrugged. Although her career was initially interrupted when a play was unsuccessful and her first book sold inadequately, she quickly recovered with encouragement from close friends to continue her career. Alyssa Robinchaud, later known as Ayn Rand, was born in St. Petersburg, Russia, on February 2nd, 1905 as a Jew. Raised with her two younger siblings, Natasha and Nora, she grimly witnessed severe poverty, the Russian Revolution, and Communists seize her father’s shop, forcing her mother to begin teaching. Dissatisfied with life in St. Petersburg under the control of a few money-grabbing tyrants, Alyssa Robinchaud left Soviet Russia. She reassured them that the trip to America would be brief, but she had no intentions on returning. Intrigued with the beauty of America, she became a citizen in 1931. Arriving in New York in the February of 1926, Alyssa Robinchaud changed her name to Ayn Rand, protecting herself and her family’s identity since most members stayed in Russia. The New York Evening Post written in 1936 concluded that her last name was the abbreviation of her Russian family name. Her first name, Ayn, was the Finnish name, â€Å"Ina† without the ext ra ‘I’ at the end so the articulation was the letter ‘I’ with an additional ‘n’ following it. !!!! Several people pronounced it while remembering that it rhymes with ‘mine’. !!!! When working as an extra on the DeMille set, she met Frank O’ Conner, and they were married in 1929. Miss Rand never gave birth to any children, and when asked why, she replied that the â€Å"only... ...and be freed from possessing only what others allowed them to, they went to the forest and were content with everything that was available. The author proved that freedom was part of the formation of humans, that no society could rival it, and that adjustments were impossible if all were expected to consent to rules. Using her power of persuasion and intelligence, she was extremely successful in her life. With determination and quickly flowing thoughts, she wrote several books. I felt that The Fountainhead was a really effective book since it motivated me among other readers to think outside the box, but there were exaggerated parts. Unlike most people, he was so headstrong that he was dismissed from work and at some points with an unfavourable reputation. Ayn Rand clearly stated her opinions, stretching the main ideas and relating them to different situations.

Barack Obama State of the Union Critique

President Barack Obama State of the Union Address Critique The leader of the free world, President Barack Obama, addressed Congress and the fellow citizens of the United States of America on the current State of the Union. The President enlightened America on multiple issues concerning the economy, education, jobs, foreign affairs and more. The speech given on the night of January 27th 2010 attracted over 48 million television viewers. Strong attitudes and opinions were exemplified immediately following the completion of his address. A poll administered by CBS News illustrates that 65% of the (3,968) respondents feel as if the President has accomplished far less than what they expected within his first year in office. Another poll taken by CBS suggests that 47% of (3,571) respondents feel that the biggest blunder under the Obama administration is the lack of focus on creating jobs and unemployment. These statistics are of severe importance to the American people and it is for this very reason that I address this particular issue within this assignment. As a current senior at the collegiate level, career opportunities and job security becomes more of a significant issue as graduation approaches at a rapid pace. Currently, the traditional thought of going to college and attaining a degree and doing well in school does not guarantee a safe-secure career. The direction that this country has been headed for the last decade has frightened many college students into thinking that, â€Å"If a college degree does not solidify a good job what will? † This issue increases the growth of concern for our nation. It did not take very long for the President to address the job dilemma that the country is facing. Within 15 minutes of his lecture, he noted that creating jobs is the focus for 2010. In concordance with the President, I also believe that jobs should be at the top of the agenda because in order to revamp the economy it is very essential to get the unemployment rate down. If the unemployment rate stays where it is or gets worse by increasing, Americans will continue to look for ways to cut back spending. Due to the lack of jobs being created and fear of job loss, we, the people, are currently on edge and have trouble deciding whether to invest or save. With the addition of new jobs, our faith will strengthen and confidence will grow within us to do both and that is what has to happen in order for the economy to regain legs and get the country running as it should. Later in his speech the President goes on to note that the engine of the American economy has been and will always be that of small businesses. In a valiant attempt to spur hiring, the president called for the elimination of capital gains taxes on small business investment and tax credits for new hiring and investments in new equipment. He also states that, â€Å"It’s time to finally slash the tax breaks for companies that ship our jobs overseas, and give those tax breaks to companies that create jobs right here in the United States of America. † With this plan, the President has called for an end for tax breaks for companies that ship our jobs overseas but to help fund tax cuts that reward companies for investing and creating jobs in the United States. Moreover, the President future supported his notion to create new jobs in America by mentioning that the government will invest $8 billion into a rapid train system which will start construction in Florida later this year. He states that this attempt to have the fastest most-reliable train system will format over 2 million additional jobs for Americans. In another attempt to decrease the unemployment rate he mentions that the United States will increase our exportation of goods to other countries around the world by doubling our number of exports now over the next five years. He continues by saying that to meet this goal, Congress will launch a National Export Initiative that will help farmers and small businesses increase their exports and expand their markets. This will allow other countries to opt for our homeland goods which mean that increasing the production of goods within the United States will create increases in revenue and job opportunities. The President also called on the Senate to pass a jobs bill that he can sign. Stating thatâ€Å"The House has passed a jobs bill†¦. As the first order of business this year, I urge the Senate to do the same, and I know they will. People are out of work. They are hurting. They need our help. And I want a jobs bill on my desk without delay. † The bold and difficult steps the President took to stabilize the financial system have reduced the cost of Troubled Asset Relief Program (TARP) by over $200 billion, providing additional resources for job creation and for deficit reduction. Within the ladder portion of 2009, the President outlined a package of targeted measures to help further stimulate private sector hiring, including measures to facilitate small business growth, green jobs and infrastructure. Urging for support of the Republicans, the President mandates that it is time for strong legislation to be passed on behalf of the Senate. Out of the major initiatives presented by President Barack Obama I think that there is not a major need for a rapid train system as of right now, I do believe that the ultimate good would be the creation of 2 million jobs because of it. Other than this minor rebuttal, I wholeheartedly agree with majority of the different ideas and concepts that the President proposed in reference to jobs during his the State of the Union Address. In addition, I also have full belief in the fact that this country will arise from economic corruption and return to being the nation of superior power and financial stability. Marcques D. Aghedo February 09, 2010 History & Theories of Leadership 201 Dr. Savage Morehouse College

How Technology Advancement has influenced Computer Ethics Essay

The 21st century has been dubbed †the digital age† because of the monumental achievements witnessed in the Information, Communication and Technology (ICT) fields, which have impacted every aspect of human life. The internet has become one of the most lucrative Information Technology (IT) tool which has made communication and exchange of information faster and efficient. Consequently, it has transformed how people consume information. In spite of its benefits, the internet has led to a severe decline in ethics among internet users (Salman, Saad & Ali, 2013). The widespread use of internet has led to increased and sophisticated crimes, terrorism and wars (May, 2004). This essay will be based on a case involving hackers who hold Personal Computers (PC) hostage. It will outline the potential computer ethics issues associated with holding computers hostage. It will also highlight methods that computer users could use to prevent this type of attack. Moreover, it will highlight governmental legislations that could be enacted against this type of attack. Ethics is defined as the principles governing both right and wrong among free humans (free moral agents), whose actions are influenced by their freedom of choice (Soskolne, n.d). Advancement of technology presents both positive and negative impacts to a society. Technological advancements have led to a rapid decline in social and ethical issues regarding to security and privacy of personal information (Shieh & Tanthuwanit, 2004). One of the major forms of social ethic violation includes hackers holding personal computers hostage, and hence infringing on both privacy and security of targeted computer users. This in turn compromises information security concerned with the protection of information confidentiality, availability  and integrity (Gordon & Loeb, 2002) According to Perlroth (2014), cyber criminals have devised a new mechanism of freezing computers through malwares, and then demanding a steep ransom pay before unlocking them. Perlroth (2014) adds that computer owners throughout the world have fallen victims of this malicious attack, which denies them access to their personal computers and files stored on them. The hackers instead serve them with a â€Å"pop up† message demanding some ransom payment before their computers could be unlocked. Hackers holding computers hostage infringe on personal privacy, and gain access to sensitive information regarding online bank accounts, security passwords and other highly private information (Perlroth, 2014). Security systems and other general-purpose computers are also vulnerable to this kind of attack because, if these hackers can break into users’ accounts even from [GoDaddy] domains to create malicious subdomains through which they send mails to target clients (Perlroth, 2014), then every computer system is vulnerable to such attacks. This means that not only is the privacy of the computer users compromised, but also the security of their data and the general security of their computer systems (The Canadian Press, 2014). In order to prevent hackers from holding computers hostage, computers users should double check their domain names, user accounts or web addresses before responding to any email clicks. In line to this, Perlroth (2014) observes that: Hackers were breaking into GoDaddy users’ accounts with stolen passwords and setting up what is known as a subdomain †¦ hackers would set up the Web address†¦ then send emails to customers †¦ because it appeared to come from a trusted source – was more likely to lure clicks. Likewise also, users should either contact an IT professional to help them remove the ransomware incase infected, or they can wipe their computers clean through formatting them and reinstalling new Operating system as well (Perlroth, 2014). In addition, professional network security personnel should be consulted in order to ensure that passwords, firewalls, authentications and proxy servers among other security utilities are properly set and enhanced to fortify system security (French, 2012) Although the hunting, catching and eventual convicting of these hackers has not yet achieved substantial success (Perlroth, 2014), the government should enact privacy laws that pronounce higher penalty for perpetrators of personal privacy and security infringement so that their benefit is less in value when compared to pending punishment. Some of the active laws that have been enacted to curb this tragedy include the Computer Fraud and Abuse Acts which cover the use of malicious codes including worms, viruses, and other malicious programs intended to alter or damage data in a user’s computer (Title 18 U.S.C Section 1030). Another legislation that could counter this attack is the National Information Infrastructure Protection Act (NIIPA) which criminalizes the transmission of a command, program, or code with malicious intentions [like holding a compute hostage] (Colombell, 2002). In conclusion, when hackers hold computers hostage, they infringe on the personal privacy and security of personal information. During the period when the computers are held hostage, computer users not only risk having their sensitive information accessed and sometimes damaged, but they are also financially exploited in order to have their computers unlocked. Some of the feasible strategies of avoiding this attack include exercising a lot of care regarding the types of sites visited and clicked, and avoiding sending payments to hackers whenever a computer is hacked. Instead seek immediate assistance from a professional who will help you to manually get rid of the ransomware without paying the hackers off. References Colombell, M., R. (2002). The Legislative Response to the Evolution of Computer Viruses. 8 RICH. J.L. & TECH. 18. Retrieved from < http://jolt.richmond.edu/v8i3/article18.html> French, A., M. (2012). A Case Study on E-Banking Security – When Security Becomes Too Sophisticated for the User to Access Their Information. Journal of Internet Banking and Commerce, 17(2). Gordon, L., & Loeb, M. (2002). The Economics of Information Security Investment. ACM Transactions on Information and System Security, 5 (4), 438–457. May, M. (2004). Federal Computer Crime Laws. SANS Institute. Retrieved from < http://www.sans.org/reading-room/whitepapers/legal/federal-computer-crime-laws-1446? Show=federal-computer-crime-laws-1446&cat=legal > Perlroth, N. (2014, April 22). Hackers holding your PC to ransom. Deccan Herald. Retrieved from < http://www.deccanherald.com/content/297460/hackers-holding-your-pc-ransom.html.> Salman, A., Saad, S., & Ali, M., N. (2013). Dealing with Ethical Issues among Internet Users: Do We Need Legal Enforcement? Asian Social Science, 9(8): 3-8. Shieh, M., & Tanthuwanit, K. (2004). Privacy and Security: Internet Hacking and Surveillance. Retrieved from < http://www.ethicapublishing.com/CH16.pdf> Title 18 U.S.C Section 1030, internet, http://www4.law.cornell.edu/uscode/18/1030.html Soskolne, C., L. (n.d). Workplace Health and Safety Information: Ethical Issues. Retrieved from < http://ilocis.org/documents/chpt19e.htm> The Canadian Press (2014, April 14). Computer hacking expert says more bad news to come from Heartbleed. Edmonton Journal. Retrieved from

Maritime security requirements Essay

Maritime security refers to the security offered to the shipping industry in a country. It refers to the measures taken by the government to ensure that the port, the employers, the employees as well as the equipments in the ports are well guarded from threats which face them. The ports face risks which may arise due to unlawful acts done on them or even on the persons stationed in them. Strategic planning to cub any uncertainty is thus essential for the well being of a nation and its citizens. The security of a country like the United States is dependent on the security of the world’s oceans. There are different forms of threats which face the maritime security. To attain maritime security, it is thus vital to combine the efforts of both the public and private sectors globally. Maritime security may also be used to refer to the comprehensive security for the international shipping which started functioning on July 2004. It forms part of the IMO’s activities. This is a security practice code which is exercised in ports which is meant to compliment the international ships and the port equipments security. The IMO/ILO code was implemented to offer security for the whole port area and was approved in March 2004. IMO is an acronym for international maritime organization while ILO refers to the international labor organization. IMO code of practice is not binding and should not replace the laws and regulations of a country. It does not affect the fundamental rights and principles of the workers as provided by the ILO document or the workers access to the ports or terminals and even the vessels. The IMO is thus used to provide guidance to member countries on how to deal with matters relating to security in the ports. It also helps in identifying a government’s roles and responsibilities as well as for those of the employers and their employees (Pugh, 1994). The main objective of the formation of the code of practice relating to security on the ports was to enable all the stakeholders including the government minimize the risks which may be incurred by the port due to unlawful acts in the port. It was also intended to provide a common basis of approach to security on ports amongst affiliated states. This code also sought to extend the area covered by port security to include the whole port. Threats and measures used to combat maritime security Maritime insecurity has been on the rise for the past few years with terrorists using this domain to attack most countries. This has called for strict measures to ensure such attacks are reduced or eliminated. For maritime security to be attained, a number of plans have to be put in place to address the different forms of maritime security. These plans form the basic requirements for successful attaining of maritime security. One of the plans which are vital is a national plan to create and achieve Maritime’s domain awareness. After creating a national awareness, a global integration of intelligence is important and hence its plan. A single country may not be in a position to fight and lead to maritime security thus the need to cooperate with other countries. Other plans are the maritime infrastructure plan and the maritime security plans. The security plans includes the transportation plan, the commerce plan and the facilities plan. Before the formulation of these plans, the country needs to understand the threats which maritime environment faces (Hawkes, 1989). For a country to formulate the measures it has to take to attain maritime security, it needs to evaluate the threats the oceans are exposed to which in turn affect the countries stability. Different countries have adopted different measures to ensure that their ports are safe. The most common threats that face the oceans include the threat to the maritime security itself. Today’s maritime environment is marked by complexity and ambiguity thus making it difficult to maintain and protect it. This is more pronounced in the maritime environment. This is enhanced by the operations carried out at the sea which exposes the countries to acts of terrorism. These kinds of attack are more dangerous and pure military actions may not be effective in fighting them. They thus require other measures and the countries exposed to such threats must device ways to combat them. Advancement in telecommunications and the expansion of the international and commercial logistics have led to an increase in the range and also the effects which arise due to the terrorist attacks. They have made it possible to enter even the borders considered to be most secure with great speed and for greater distances. Terrorists take advantage of such capabilities and cause great damage globally and also in the political and economic environment (Higgie, 2005). Maritime domain could also be used to export illegal goods to other countries thus posing a threat to the other country. Strict measures are thus required to cub this and to ensure that all transported goods are of high standards and are not harmful to the citizens in a country. Terrorism acts are rampant in the maritime domain. Fighting these threats is becoming more difficult since different terrorist groups from different countries have joined together due to the improved telecommunications. They also operate under the shadows thus making it hard to fight them. Cooperation amongst the member states is required to maintain maritime security. The increasing international trade through the maritime domain has also led to increased maritime related criminal activities. Such activities include smuggling of drugs and weapons to or out of a country. People smuggling has also been on the rise in the maritime domain especially in areas characterized by heavy commercial seas activities. In countries with unstable political environment, this is more rampant. Illegal immigration through the sea has been rampant in the recent past thus posing a major threat to maritime security and also to the economic and political stability of a country (Pugh, 1994). The main objective for the countries faced by these maritime threats is to eliminate or reduce the activities which pose these threats. One of the major steps towards preventing the terrorist attacks and other criminal and unlawful acts is through monitoring and controlling or patrolling the maritime borders. High seas areas which are of national interest should be safeguarded. Detecting and stopping criminal activities before they are committed is the main aim of the countries exposed to maritime threats. To be effective in detecting the threats to maritime security, the country has to be aware of the threat and have detective capabilities. Such knowledge helps in deterring and also defeating adversaries early enough before much damage have been caused (Higgie, 2005). Another objective of a country in cubing maritime insecurity is by protecting the critical maritime infrastructure and also the related population centers. All the main and important infrastructures both physical and network operations should be guarded by military facilities for security purposes. Population should also be controlled so as to make it difficult for people to collect information which could be used in committing criminal maritime acts. Overcrowding in the ports makes it easier for illegal immigration and smuggling of goods and people. The responsibility of protecting these infrastructures should be taken up by both the private and public sectors. A country should also work towards minimizing the damages which may arise in the maritime domain. Safeguarding the maritime domain and their resources from exploitation is another aim of a country (Pugh, 1994). For a country to attain maritime security, there are a number of things or requirement that it has to meet. There are no international standards which have been set to control, regulate or maintain maritime security and thus a country has to set its own standards and work towards maintaining maritime securities. However, as mentioned earlier the international maritime organization has set guidelines which a country may apply in dealing with maritime related issues. Attaining maritime security is a continuous activity especially with the emergence of different activities which are posing threats to maritime security. International cooperation and coordination is vital in achieving maritime security. Information sharing and also intelligence assistance are also vital in effective elimination of maritime insecurity. Public and private sectors should also work in cooperation to attain and secure maritime security (Hawkes, 1989). The minimum requirement is the acquiring of an identification card of maritime security. This card shows that the holder has been checked from his background and thus can work in the port unescorted. This card covers the seafarers and the persons working or who supply oil and gas facilities offshore. This card mainly operates in the Australian waters. For one to qualify to be given unmonitored access to the maritime security zone, one should not have an adverse criminal record and should be a citizen. If he is not a citizen, he must have a right to work in the country. Automatic identification systems are also a requirement in maritime security. These systems are supposed to be installed on commercial vessels which are on international voyage. This may include vessels used in fishing and even passenger vessels which are over 65’ in length (Office of the Press Secretary, 2003). Prescreening cargo before lading is also another requirement for attaining maritime security. All international cargos should be examined before they are allowed into a country to ascertain their safety and to eliminate possibilities of threats. Procedures to enforce action against a cargo suspected to be carrying illegal commodities or terrorists into or out of a country should be formulated. These procedures should be implemented and enforced to reduce the possibility of a repeat of the same action. Seizing cargo procedures should also be implemented and streamlined for easier confiscation of the goods or persons (Bahar, 2007). One of the vital requirements in achieving maritime security is by enhancing international cooperation amongst the member states. The oceans cover more than two thirds of the earth’s surface. As such, no single country can achieve maritime security on its own. Cooperation with other countries is thus a vital tool in achieving maritime security. Countries which are interested in attaining maritime security and are willing to fight terrorism and other maritime crime come together to device ways to combat these crimes. These countries should seek to understand the threats and prioritize them according to there urgency. Unified actions and plans are then implemented to reduce maritime insecurity (Hawkes, 1989). To enhance this cooperation, the nations should endeavor to standardize international security to ensure that all the goods and people going to a country through the maritime domain are not a threat to the citizens that country. The use of automated systems should be implemented to register maritime vessels, their ownership and also their operations. The crew operating them should also be registered as well as the cargo being transported to enhance transparency. The member states should also develop a mutual fund ensure effective and efficient implementation of measures to interdict criminals before the damages are done. The means of rapid exchanges amongst the government and intelligence agencies should also be enforced by the law and suspected criminals should be persecuted. Streamlined procedures should also be adopted to verify vessels nationality so as to take appropriate enforcement measures on time (Bahar, 2007). Another requirement for maritime security is the foreign vessel security plans. This requirement has a provision that members of SOLAS are not required to produce their security plans to coast guards for their vessels to be approved. However, those who are not affiliated to this group of SOLAS have to produce their security plans before being allowed to enter into a country. Their security plan should also comply with the measures which are stipulated in the trade agreement. SOLAS is an acronym for safety of life at seas. A vessel not complying with these requirements is denied entrance to a country. This is in operation in the united stated (Office of the Press Secretary, 2003). Vessel security plans is also another requirement for ensuring maritime security. All vessels are required to have security plans before being allowed to move in the American waters. This requirement however exempts vessels which carry less than one hundred and fifty passengers without considering the number of overnight passengers in the vessel. Other vessels exempted in this provision are the drilling units which are non self propelling and are operated offshore. Industrial vessels like the dredges are also exempted from the security plans provision for vessels. Facilities are supposed to come up with their individual plans for security. Exempted in this requirement are facilities which only service the passenger vessels but whose vessels do not carry passengers. Others are the public access facilities which are purely used for recreation and retail purposes by the public. Vessels which the public uses for entertainment and tourist purposes are also exempted. The owners and the operators of these exempted facilities are held responsible and are supposed to implement necessary security measures. These measures are supposed to comply with the area security plan (Office of the Press Secretary, 2003). These requirements are made possible and viable by offering assistance and training to the maritime security operators. Economic assistance is also vital in ensuring that maritime security among the nations is attained. Another way that the governments have done to ensure maritime security is maintained is by expanding the international port and maritime security officer programs. This ensures that the diverse threats posed by unlawful acts are minimized and awareness is created. The number of agency attaches has also been increased (Pugh, 1994). Deploying layered security is also another requirement for ensuring that maritime security is achieved and maintained. A system of layered security ensures that the capabilities of the member governments and those of commercial interests are integrated globally. Both the public and the private sectors can help in controlling terrorism activities if they could act in concert. These two sectors may use diverse though complementary measures to eliminate the criminal acts instead of relying on the government alone. A layered approach is not a static approach but keeps on being improved. These changes serve to create uncertainty thus reducing the possibility of terrorist attacks. This approach is mainly used in the most vulnerable areas like the marine transportation sector, passenger and cargo ferrying, staff and also in conveyances. It is also effective in ports and also the route of transportation (Bahar, 2007). Maximizing domain awareness is a vital tool in eliminating threats and maintaining peace and security in the maritime environment. Understanding the trends and all the events in a domain helps to predict likely events and also the possible threats facing a certain domain. Prior knowledge of the threats is important for securing the security of a maritime domain and also helps in reducing detrimental events. In trying to gain knowledge of the possible threats, the government and all the stakeholders should aim at trying to understand who their enemies are and their capabilities and also their goals. Factors influencing their behavior and also their organizational structure should be analyzed. A vital area is learning the adversary’s weak points and also the centers of their gravity. This knowledge is used in planning the course of action and also in deciding and prioritizing the allocation of resources. Awareness of maritime domain thus helps in earlier identification of threats and thus prompts appropriate actions to be taken to prevent such attacks (Higgie, 2005). Conclusion Maritime security as discussed above is not only vital to the seas environment but also affects the whole country and the world in general. No single country is immune to maritime threats and as such, all the countries should work together to attain maritime security. Creating awareness may be costly but should be advocated for to ensure that terrorist attacks and other criminal and hostile acts are recognized and deterred. Stern measures should be undertaken by the international body concerned with maritime security on countries that collude or allow terrorist to operate from their waters. Those convicted of violating maritime security should be persecuted and heavy punishment imposed so as to deter others from engaging in similar acts. However, while dealing with matters relating to maritime security, extra care should be taken. Damages caused by criminal acts via maritime domain may be devastating thus caution should be exercised. The countries should also strive at protecting the maritime domain from exploitation so as to preserve the ecosystem of the country as well as that of the aquatic life. Reference: Bahar M. (2007): Attaining Optimal Deterrence at Sea: A Legal and Strategic Theory for Naval Anti-Piracy Operations Journal article of Vanderbilt Journal of Transnational Law, Vol. 40 Hawkes K. G. (1989): Maritime Security. ISBN 087033395X. Published by Cornell Maritime Press Higgie D. (2005): Combating Terrorism: Dell Higgie Surveys the International Counter-Terrorism Scene. Journal article of New Zealand International Review, Vol. 30 Office of the Press Secretary. (2003): Fact Sheet: Maritime Security Requirements. Retrieved on 10th December 2008 from, http://www. dhs. gov/xnews/releases/press_release_0282. shtm. Pugh M. C. (1994): Maritime Security and Peacekeeping: A Framework for United Nations Operations. ISBN 0719045630. Published by Manchester University Press