The Development Of A Health Promotions Program - 878 Words

The development of a Health Promotions Program for the group of people in the Weight Loss article could seem overwhelming when first accessed. I know from studying the article that this group of people is made up of multiple cultures and a diverse sect of people. It has been established that even though this group of people share some similarities in heritage, cultures, and traditions; there are still some differences that makes it difficult to group these people under one large umbrella. When developing a Health Promotions Program, each one of the different cultures must be considered and represented. In an example provided by the CDC a group implemented a Head Start program in a low income community. When the group first meet to make plans for the Head Start, their first meeting included Community Leaders, Health Mangers, Family Services Leaders, and participating families (Herman, Nelson, Teutsch, and Chung, 2013). Using this a model, the Healthcare Educator should distingui sh the different courses. I would then solicit for representatives from each of cultures to represent during the planing phrase. One of the many responsibilities of representative would be to bring the concerns of the people to the planning committee. Not only would the representative be great for providing input, but could give the Healthcare Educator incite into how the group perceives themselves. This would be helpful in tailoring the program to meet the needs of each group of people.Show MoreRelatedEarly Life As A Social Determinant Of Health1503 Words   |  7 PagesQuestion 1: The definition of early life as a social determinant of health given by Rumbold and Dickson-Swift is â€Å"A good start in life means supporting mothers and young children.† (Rumbold Dickson-Swift, 2012, p. 180). 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Hrm About Alibaba Essay - 2390 Words

1. Introduction Alibaba Group is the worlds outstanding business-to-business e-commerce service company, which provides an efficient online trading platform for buyers and suppliers all over the world. It is Chinas largest e-commerce group which was founded by Jack Ma in 1999, and has developed into seven affiliated groups, namely Alibaba International Business Operations, Alibaba Small Business Operations, Taobao Marketplace, Tmall.com, Juhuasuan, e-Tao and Alibaba Cloud Computing (News, 2012). Besides, Alibaba Group has more than 24,000 employees in 70 cities which scattered in China, India, Japan, Korea, the United Kingdom and the United States (News, 2012). This report will focus on analysis for Alibaba Groups human resource†¦show more content†¦This report will start the analysis from the view of internal motivations and then moving to the external causes. 4.1 Internal reasons According to the perspective of Abraham Maslow who is well known for the hierarchy of needs theory, the pattern of behaviours based on individual needs (Poston, 2009). The following are psychological requirements which could associate with the fraudulent behaviours of officers at Alibaba in term of the greedy desire, the psychological imbalance and herd mentality. 4.1.1 The greedy desire It is difficult to satisfy individual demands because everyone would move to the next more advanced platform of the hierarchical pyramid that Maslow created frequently once the prior need is met, especially in modern society. Meanwhile, when setting Maslow’s model into the business to understand the motivation behind employees’ behaviours, it is not amazing to find that there are also have similar five levels of needs which including wages, safety, social belongingness, self-esteem and finally self-actualization. Maslow and Stephens (2000) have posited out that individuals will not spend an inordinate amount of time to think about their salaries if they are fairly paid. After being paid adequate salary, employee seeks safety physically and mentally on the jobs. And then the stage of needs moves to the third level subsequently-seeking socialShow MoreRelatedOpen The New Business Information Technology912 Words   |  4 Pagesthat is the most important influence of inform ation technology on business. As we all know that, many management systems are designed to improve the efficiency, such as Customer Relations Management System (CRMS), Human Resource Management System (HRMS), Supply Chain Management System (SCMS), etc. In fact, there are many cases have proved that IT can effective improve productivity.A good case with Wal-Mart. According to Group 8 SCM, Wal-Mart utilizes vendor-managed inventory to manage their warehouseRead MoreThe Value Of Good Management1664 Words   |  7 Pagesgood management is the collection of various kinds of resources; make full use of the function of management, to get the best return on the best investment, in order to achieve business goals for the company success. For instance, Jack Ma, CEO of Alibaba, his company is one of the biggest internet company in China, because he successfully assemble the resource of small company in a competitive environment. In addition, he put the customers and staff into the first place. His good management makesRead MoreWhy Ebay Failed in China1913 Words   |  8 Pagesa new market, there are many aspects that must be considered in order for a company to be successful. Through this case study we will look at how eBay developed their market strategy using the concept of six key factors timing, location, marketing, HRM, logistics and ownership (Peng amp; Meyer, 2011) and obtain results on how the company fell apart into the China’s C2C market. EBay entered into Chinese market via acquisition of EachNet, a Chinese online auction established in 1999 by Chinese entrepreneurs

Can Ethics be tought Free Essays

string(90) " have laws that dictate what is permissible; we do not need courses in ethics† \(p\." The notion that ethics is a process of communication that gives way to new understandings and commitments to our social fife has been utilized herein to explore several questions. Should ethics teaching be via standalone modules or embedded in ethics discussion within curricula? Clearly both have merit yet we argue that authentic ethics discussions should pervade curriculum, be conceptualized and multifaceted. This attention to implementation and the notion of a possible ethics framework to structure student experiences was explored. We will write a custom essay sample on Can Ethics be tought or any similar topic only for you Order Now Key Words : Ethics, Teaching, Curriculum, Instruction Introduction Ethics is often presented in classes by well meaning educators as a moral philosophy hat infuses critically assumed beliefs which are used to search for a good† human life. To most this is a classical understanding, however if we were to suggest ethics could be inherent in the duties humans owe to each other we would be touching upon a modern understanding. Educators and students confronted with these understandings may frequently face a predicament. The educator may discover or currently know that they cannot teach ethics because of religious (spiritual) and cultural disagreements linked to what should be taught (curriculum). Many students draw upon background pre-understandings and are perplexed when confronted with ethical understandings of both peers and professors (Emerson Convoy, 2004). To choose to not discuss ethics may be a safer path yet avoidance sends messages that this topic is a private matter and not suitable for discussion. It is not a private matter yet avoiding discussion of ethics at all levels of education may only fuel mystification and/or ignorance. Discussing ethics should not be a private matter it should be within educational programs and rightly so, according to the many business school deans who rank ethics among the top five learning goals for their programs (Martial Cauldron, 2005). Herein, we could consider ethics as, the general study of goodness and the general study of right action †¦ [which] constitute the main business of ethics. Its principal substantive questions are what ends we ought, as fully rational human beings, to choose and pursue and what moral principles should govern our choices and pursuits. (Audio, 1995, p. 3) This study of right action could be viewed as a system of rules or principles rooted in the legal system however ethics can also be understood as a set of skills (acts) yet this understanding has limitations. Ultimately, we can view ethics as a process of life. Our argument is that we should discuss ethics in educational programs order to develop our understandings and enrich our lives. Our present day society is reeling from ethical wrongdoing (crime) and challenges (bad decisions) reported in the media yet these ethically challenged people behind these scandals share a common experience, school. O Centre for Promoting Ideas, USA www. Subsistent. Com Perhaps, each person attended school until the law no longer required them to attend or until the person attending deemed they were ready to leave school. Many complete only secondary school and work their way into executive positions; some go Arthur and deeper in post-secondary stepping directly into professional roles. The path we examine is of importance herein since the following words address and illuminate the teaching of ethics at the post-secondary level within the subject area of business over the past thirty years and we ask: Can ethics be taught? Secondly, if it is to be taught, than how should it be taught? 1. 0 Curriculum: Can ethics be taught? Current research and the researchers behind this research were searching to discover the root causes of well reported ethical problems, dilemmas and challenges in all areas of society (Frank, Bookie, Garnished, 2010). The investigation of unethical activity may lead back to a common experience point for the people within the scandal and that often is school. Herein we launch into a cursory inspection (due to page limitations) of the construction and delivery of curricula within business at the post-secondary level over the past thirty years. We illuminate the issues and discover if there is or was a linkage between what is, or is not taught, and the causes of unethical behavior which has inspired many researchers to take an even closer look at how texts are written and how professors teach within business courses. Stark (1993) indicated that the unethical behavior is not the result of an absence of business ethics curriculum since, â€Å"over 500 business-ethics courses are currently taught on American campuses; fully 90% of the nation†s business schools now provide some kind of training in the area† (p. 38). Perhaps the problem lies not in the sheer number of ethics courses offered, but possibly the ethics courses are not being taken seriously (Emerson Convoy, 2004; Stephens Stephens, 2008). Alternatively, it could be that professors, who hold questionable ethical philosophies, inadvertently rejecting this onto their students or it could be a dearth of real life† application in textbook case studies (Wittier, 2004). The reason for our current predicament is puzzling. There exists an argument as to whether or not ethics should be taught in a post-secondary environment (Ritter, 2006). Dodo (1997) explains that, â€Å"†¦ The primary reason for discussing ethical issues in the business classroom is for the students to develop a process which considers the ethical implications of business decisions† (p. 96). Weber (1990) reviewed four studies and found that three of the four indicated a costive shift in ethical reasoning as a result of ethics education. Boyd (1981) indicated an increase in moral reasoning and Stead Miller (1988) saw an increase to students† awareness and sensitivity towards social issues following ethics coursework. Burton, Johnston a nd Wilson (1991) also showed an increase of ethical awareness when compared to a control group within their research. Even though published research has indicated that ethics education improves ethical attitude, there are others that have shown a negative relationship (Cohen Bennie, 2006; Stephens Stephens, 2008). Crag (1997) argued that ethics cannot be taught and a study conducted by Bishop (1992) further supported this assertion. Bishop (1992) concluded, that â€Å"another interesting criticism of ethics is that as long as we have laws that dictate what is permissible; we do not need courses in ethics† (p. You read "Can Ethics be tought" in category "Papers" 294). Pavement (1991) found that† †¦ There are serious flaws in the very foundation of the business ethics course – [and] ethical theory itself† (p. 92) because most of what is provided in business ethics texts does not involve ethical dilemmas and many instructors place too much emphasis on ethical situations dealing with policy Pavement, 1991). Crag (1997) and Ritter (2006) unidentified other groups, such as , the Association to Advance Collegiate Schools of Business (CABS international) who have questioned this dilemma. Ritter (2006) suggested, â€Å"academics concerned about including ethical decommissioning strategies or other content in their classroom are hard pressed to find simple answers in either the theoretical or empirical research† (p. 153). Perhaps this situation arises due to the fact that within Goldberg†s Theoretical Model on Moral Development, â€Å"character development has already occurred by the time an individual reaches college age† (Ritter, 2006, p. 154). McCabe et al. (1994) supported this perspective while researching MBA students utilizing the Research Terminal Values Scale as a means to gauge the ethical predisposition of respondents; similar to what was done in the 1994 study conducted by Skull and Costa. This longitudinal study used the same sample of respondents over a two year period, yielding no significant changes in their ethical attitude. Areola and Lurch (1983) also conducted a similar study where respondents were contacted years after administration of the original study, indicating a deterioration of ethical attitude. 45 1. 1 Morals and Ethics. Churchill (1992) believed that there was a misconception behind whether or not ethics can be trained because many who attempted to answer this question often confused the terms â€Å"ethics† and â€Å"morals† suggesting they shared a similar meaning. He defined morals as the behaviors of a human and ethics as a â€Å"†¦ Systematic rational reflection upon that behavior† (p. 297). Crag (1997) noted a similar distinction between moral standards and ethics when he stated: I do not want to teach moral standards; I want to teach a method of moral reasoning wrought complex ethical issues so that the students can apply the moral standards they have in his view, the primary function is to teach ethical systems of analysis, not moral standards of behavior. (p. 19) Being able to teach ethics within a program requires instructors to be able to grasp the process of moral reasoning to a point where this can be taught as a necessary route to arrive at ethically sound outcomes. Instructors therefore need to have an understanding of the moral relationship with ethics, something that may take a great deal of experience with the unique curricula o fully grasp. Gunderson, Capitol and Raja (2008) supported the development and implementation of ethics curriculum suggesting â€Å"individuals should become more ethical as they increase their educational accomplishments because of increasing exposure in both receiving and administering ethics curricula† (p. 315). Hence, the ethics course advances along with the instructor†s understanding of the ethics curricula and related instructional theory. . 2 Teaching ethics: Goal establishment. Regardless of the method of instruction utilized to deliver business ethics; strategic Laos and objectives must be first identified within the curricula. Weber (1990) believed that ethics instruction must achieve some goal or set of goals before integrating it into the curricula. For instance, Belton and Sims (2005) highli ghted several goals when teaching business ethics at the undergraduate level, stating, 1 . Assist student in the formation of their personal values and moral ideas, 2. Introduce them to the broad range of moral problems facing their society and world, 3. Provide them contact with important ethical theories and moral traditions and 4. Give them he opportunity to wrestle with problems of applied business ethics, whether personal or professional. (p. 388) Bishop (1992) also reported a set of ethical curriculum objectives created by The College of Business. Similar to the objectives outlined by the Belton and Sims (2005) study, The College of Business wanted to help guide and plan the implementation of ethics curriculum. Belton and Sims (2005) suggested that it is also vitally important to know the backgrounds of each of the students. Some cohorts of students might have a mixture of backgrounds, while in another cohort students might be composed of tauter students coming directly from industry for retraining. In order to achieve goals or objectives, approaches to curriculum might be based on the backgrounds of the students in the classroom. Belton and Sims (2005) explain: Students, especially those with little exposure to the larger world, often bring to the classroom values that they have adopted from their parents, church affiliations, peer groups, or similar persons or forces of influence. The students in their thinking and actions simply reflect the values of their reference groups without having examined or evaluated them. P. 389) Business ethics education is about helping the student bring to consciousness their own set of values, but also, recognize how their values may conflict with the values of the business world (Belton and Sims, 2005). Ritter (2006) agreed and concluded that ethics education must be relevant to the student in order for it to transfer once they have graduated and are out working. 1. Coursework: The stand-alone ethics course. Offering business ethics as a stand-alone course or integrating it across the curriculum has sparked much debate. Henderson (1988) believed that by offering rouses solely devoted to business ethics † .. Sends a powerful message: A top priority at this school is for all students to know and follow the generally accepted rules of business† (p. 53). Weber (1990) identified, in a national survey of graduate and unde rgraduate students, that fifty three percent of students prefer to have a separate course in ethics. More recently, the CABS†s Ethics Education Task Force (2004) put forward this position: Business schools must encourage students to develop a deep understanding of the myriad challenges surrounding corporate responsibility and corporate governance; revive them with tools for recognizing and responding to ethical issues, both personally and organizationally; and engage them at an individual level through analyses of both positive and negative examples of everyday conduct in business (p. 9). What is certain is that ethical dilemmas occur, and within a context that is not always reproducible in coursework. Understanding and applying rules is but one half of the equation within an ethical dilemma because â€Å"the typical approach to ethical dilemmas is a two-step process: we locate a rule, and then we assume or Judge that it applies to our situation† (Labeled, 1985, p. 5). It is the ability to Judge or evaluate, which is a higher order thinking skill, which challenges us to do the right thing† within a situation. 1. 4 Embedding ethics curriculum. Researchers such as Ritter (2006); Ukuleles (1988) and Dodo (1997) argue that stand- alone courses are disconnected from real-world application and that ethics must be integrated throughout the curriculum. Wynn and Meager (1989) conducted a study only to discover no significant changes in ethical decision making took place as a result of taking a course in ethics. Saul (1981) suggested that in order for business ethics to succeed, ethical considerations must be woven into every aspect of the â€Å"decision making repertoire as economic ones† (p. 273). Belton and Sims (2005) further supports this by stating â€Å"ethics is embedded in all business decision-making. A given decision may be described as marketing, production, or financial decision, but ethical dimensions are intertwined in the decision† (p. 381). Even if ethical decision making is integrated into business curriculum, Sims (2002) argued that the success of this approach would materialize only if the entire faculty and administration were in agreement. Alternatively, Stephens and Stephens, (2008) concluded: Ethics courses may be resulting in better ethical decision making. Perhaps alerting students to ethical violations is making them more aware of their decisions in the workplace. The results indicate that requiring an ethics course does make an immediate (albeit perhaps short term) difference in ethical decision making or in assessing potential ethical/unethical behavior. (p. 54) The variety of opinion is easy to find within the last few years hence the problematic nature of our question Should we (can we) teach ethics in classes? If yes, then how must it be done to achieve desired outcomes? 1. 5 Effective implementation. Ritter makes mention in her 2006 study that â€Å"†¦ Most theorists suggest that given the proper implementation, an ethics curriculum can be designed for effective learning† (p. 154). A study conducted by David, Anderson and Lawrence (1990) reported that only 24% of the respondents indicated that ethical issues were emphasized throughout their program. Surprisingly this study concluded, Fully 92% of respondents indicated they never attended a business ethics seminar in college; 80% never had a course in business ethics; 92% never wrote a business ethics term paper; 75% never heard a faculty lecture on ethics; and 56% never participated in a case study with ethics issues. (p. 29) The results of this study can be linked to a current study that concluded â€Å"professors are ill prepared or uncertain about how best to teach accounting ethics† (Frank, Bookie Garnished, 2010). Alternatively, perhaps, it is not that ethics cannot be taught, but rather, how ethics education is delivered which might be the reason for poor ethical attitude amongst students and recent graduates. Ritter (2006) identified a multitude of perspectives throughout the iterate, and determined three common questions surfaced frequently which asked: â€Å"how [should we] teach ethics in business school, what to teach, and even if [we should] teach it at all† (p. 153). Burton et al. (1991) indicated that students preferred discussing ethical business scenarios instead of a lecture that is philosophical in nature. Researchers Pizzicato and Evil (1996) discovered that only 10% of the students preferred lectures, and yet this approach had been used 68% of the time. Students did, however, express their preference for class discussions when learning about business ethics (Pizzicato Evil, 1996). More recently, Pettifog, Stay and Opaque (2000) conducted two-day workshops on ethics in psychology and after the workshop, the different teaching approaches used throughout (lectures, questions and answers, group discussions, videotapes, recommended readings, problem-solving, essays and exams) were rated by the participants. Ethical discussions for the workshop were divided into several categories: philosophy and theories of ethics, codes of ethics and guidelines, ethical decision-making, ethical sensitivity, legal issues, disciplinary issues and selfsameness. Preferred teaching approaches varied depending on the topic. 7 For example, when discussing philosophy and theories of ethics, respondents preferred lecturing and answering questions, whereas, students preferred discussing vignettes when reviewing codes of ethics, ethical dilemma decision making and sensitivity to ethical issues. When learning about legal aspects of ethics and disciplinary matters, respondents preferred video (visual). Pettifog et al. (2000) identified a unanimous rejection of the traditional approaches to learning: writing essays and studying for exams, but it was noted that essays or exams were not used throughout the workshops. Most intriguing, Pettifog et al. 2000) explained that the most effective teaching approach, not only depends on the student†s learning styles, but also depends on what is being taught (content). Preceding this research, Burton et al. 1991) also supported these findings, indicating a strong preference for in-class discussions of hypothetical scenarios versus philosophical lectures on ethics. This 1991 study also indicated that gender and teaching method did not produce any results of significance (Burton et al. ). Earlier research conducted by Webber (1990) indicated that 50% percent of participant students felt as though ethics was not tresses enough and 53% f elt as though a separate ethics course should be offered. 1. 6 Normative theory: A framework. Bishop (1992) defined a philosophically-oriented approach to ethics as â€Å". Rigorous in terms of theory, logical foundations, and abstract conceptualizations of business ethics problems† (p. 293). Later in the decade Dodo (1997) investigated students at a particular school who were required to complete an undergraduate degree with courses in philosophy and religion. It was these philosophy courses where utilitarian theories, deontological theories, theories of Justice and theories of rights were explored. The ethics content was infused in the curricula and yet the courses lacked practical application depending predominately on theory. This imperfection within curriculum is commonplace and can be traced back to academic valuing of theory within course content over authentic societal issues, problems and dilemmas. Bringing the daily news and event s into the classroom is a start but threading this authentic content into curricula is a goal however; is this proper way to teach ethics? It may be a popular more with students but professors may not value this approach. Doing what is right and acting within a context calls upon each person†s understanding and perception, it is â€Å"not simply a matter of following rules or calculating consequences. It is a matter of discerning which rule are called into play in a situation † (Labeled, 1985, p. 29). Your values, morals and philosophical orientation among other variables come into play as your very perception filters the events. This fact can change the manner in which we teach a course in ethics as we need to discuss how one can make a distinction from what is important to that which is less so. 1. Issues: Students and Curricula Pavement (1991) contended, â€Å"what may be clear to the trained philosopher is not at all clear to the student. Philosophers have had extensive training in logical analysis and argumentation† (Pavement, 1991, p. 387). In many instances, students who register for an ethics class, are usually at the very introductory stages of learning philosophy and are not able to apply these abstract and sometimes contradicting philosophies to business scenarios (Pavement, 1991; Tuneless,2008). Pavement (1991) goes on to say â€Å"†¦ The texts† lack of specificity of method for applying theory, ND the lack of resolution in dealing with competing theories, is compounded by the professor teaching the course† (p. 387). For instance, even the Normative values framework is quite expansive and based upon several theoretical frameworks, for example: Egoism (hedonistic or otherwise), consequentialness utilitarian and non-, act or rule utilitarianism, moral sense theories, a veritable menagerie of deontological theories of varying stringiness, constitutionalism, natural law theories, etc. , are all in hot contention for the exclusive franchise on the Good and the Right. (Miller, 1991, p. 397) To expect a student entering an ethics course to have a grasp of these theoretical frameworks seems somewhat unfair to the student. It now becomes a challenge to identify a starting point in any ethics course. We need to know from the onset of the course, the level of preparedness of each student. Failing this, the course could literally miss its mark as the content could be too advanced. Historically researchers such as Farman (1990) explained that using a principle- based approach to learning ethics, assumes students are functioning at Goldberg†s autonomous stage, but it was through Farman†s experience she concluded that most dents have difficulties breaking free from ethical relativism. Interestingly, Pavement (1991) analyzed two hundred syllabi and was able to identify an examination question that created confusion and influenced students to think in a relativistic or subjective way. 48 Pavement (1991) stated, â€Å"this typical question asks the student to analyze and discuss a particular business situation using â€Å"either† utilitarian or deontological theory †¦ The professor thinks that the use of either one is K† (p. 388). Farman (1990) added that poor ethical attitude â€Å"cannot be remedied in the course of a ten-week ethics lass; a reflection of my failure as a teacher; or, more significantly, a measure of the impracticality of teaching ethics in this way? ‘ (p. 32). Dodo (1997) explained that philosophy courses are usually offered in a department separate from the business department. These courses offer very little practical application that usually results in a weak transfer of ethical reasoning in a business context (Dodo, 1997). Offering a course from within the business department provides students with an opportunity to consider ethical decision making as it relates to everyday business activities. Business ethics provides a link from what is learnt in a philosophy course to what students are faced with once they get out into the work world. Dodo (1997) explains that there must be cooperation between the philosophy department and the business department to ensure students receive a balance between theoretical reasoning and their application into today†s world. Robertson (1993) defined normative research as † .. The values, norms, or rules of conduct which govern ethical behavior and which are presented as an ideal† and argued that much of the research in business ethics lacked validity because searchers did not incorporate these theories into their studies† (p. 586). Some studies in the area of business ethics are grounded in normative theory while others are not. For example, Warner (1988) conducted a study on the rights of individuals and responsibilities of shareholders during a merger and acquisition. How to cite Can Ethics be tought, Papers

Failure of Reconstruction free essay sample

After the Civil war ended in 1865, the south was in complete shambles, the economy was down, there were political struggles, and newly freed slaves needed to be included in society. All these problems called for â€Å"The Reconstruction Act of 1867†, which was instituted by the Republican Party. The goal of reconstruction was meant to reunite the nation and rebuild a southern society that was not based on slavery. Historians Kenneth M. Stampp and Eric Foner have opposite views on the success of reconstruction. Stampp believes that the steps and reforms from reconstruction had long term effect which made it successful while Foner argues that reconstruction was a waste of time and that it has not produced one useful result. Both historians debated on the success of reconstruction, however in my opinion, stronger evidence points to its failure following Foner’s argument. The effort of reconstruction did not help improve the economy and the life of African Americans in general did not change much overall. We will write a custom essay sample on Failure of Reconstruction or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Freed slaves post civil war were still uneducated and more importantly, they were still in the south. They had no place to go and no place to call home until Union General Sherman proposed the â€Å"Forty Acres and a Mule† bill. This bill essentially stated to give African American families forty acres of land along with a mule. This bill bought so much hope and relief to those with nothing only to close the bill a year later. Because the blacks did not get their promised land, they continued to be poor and resorted to sharecropping with rich southern farmers. Sharecropping is a system in which a landowner allows a tenant to use his/her land in return for a share of the crop produced on the land. In other terms, sharecropping was basically another form of slavery. African Americans were put into debt and had to work it off in an endless cycle. This system was very ineffective as it failed to help blacks economically. As mentioned in Foner’s argument, early rejection for land reform left African Americans in a position that was worse than before the war. According to W. E. B. Dubois, â€Å"the slave went free; stood a brief moment in the sun; then moved back again toward slavery. † Aside from sharecropping being similar to slavery, Dubious is clearly pointing out a true statement in describing what happened to freed  slaves. Freedom did not last long, since segregation between whites and blacks increased and they were forced into a lifestyle similar to their previous one. In 1863, when the Emancipation Proclamation was passed, all slaves in the Confederacy were permanently freed. The 13th, 14th, and 15th amendment goals were to give African Americans and other minorities a chance to strive in their communities and stop discrimination against races. However, these amendments were controversial as they did not fully protect the â€Å"minorities†. In the 14th amendment, blacks were deemed separate but equal. In U. S v. Cruickshank (1876), blacks were attacked by white supremacists, but the conviction was overturned by the federal government because it was not the state that discriminated against civil rights rather it was individuals. This is rather unfair and unjust as African Americans are being looked down upon as an inferior race and they are not receiving equal treatment. Following reconstruction, southern states imposed segregation upon African Americans and prevented them from voting. Jim Crow laws were passed in which its purpose was to keep blacks servile to whites. Black codes became a part of southern law, limiting the rights of blacks. The laws required freedmen to work as sharecroppers, and if they were found vagrant, they would be heavily fined. Southerners even prevented blacks from voting by using clever tactics that put blacks in constant fear. In 1865, a private militia called the Ku Klux Klan was established with a task of forcing free slaves to follow Black codes and those who opposed would be severely punished. This was how southerners attempted to reinstitute white supremacy. The main goal of reconstruction was to ensure the same rights of white citizens for newly freed slaves. However the goal was a complete failure as African Americans did not have equal but limited rights. As an opposing argument made by Kenneth M. Stampp, in the long run, the 14th and 15th amendment are now included in the federal constitution. African Americans now have freedom to vote and are no longer deprived of civil rights. The amendments were adopted from the reconstruction era and after a few years of radical reconstruction; African Americans received their rightful civil and political rights. The purpose of reconstruction has failed as the lives of African Americans did not change much after the civil war. The government made empty promises and instituted laws that only partially protected freedmen. The overall success of reconstruction was a failure as the south and African Americans did not have an improvement in economy.

Labovian Narrative Analysis Essay Sample free essay sample

In this paper. I perform a narrative analysis on an â€Å"oral narration of personal experience† ( Labov. 2011 ) . As follows. Section 1 discusses the methodological analysis used to execute the analysis. Section 2 discusses the construction of the narrative and presents the consequences of the analysis. and Section 3 concludes with a sum-up of the narrative and analyses. Section 1: Methodology For this analysis. I used a personal experience that is termed an evoked narration. which means I asked the person to portion a narrative alternatively of trusting on of course happening colloquial informations ( Labov. 1997 ) . The narrative is told by a household relation of mine. Lisa. It is about a extrasensory experience she had as a kid in Sydney. Australia and involves the independent motion of a tabular array while Lisa and others were at an unfastened house. To analyse Lisa’s narrative. I used Labov’s original theoretical account of narrative. which breaks down a narrative into distinguishable classs: Abstract. We will write a custom essay sample on Labovian Narrative Analysis Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Orientation. Complicating Action. Evaluation. and Coda. In add-on. I used general Labovian narration theory to depict the temporal construction and map of Lisa’s narrative ; nevertheless. I have refrained from utilizing the term Resolution due to its ambiguity in Labov’s literature. Below. in Narrative A. the narrative has been transcribed to ease the undermentioned narrative analysis. Each independent clause is numbered. and all dependent clauses are indented below them. Narrative A: An history of Lisa’s extrasensory experience ( 1 ) Yeah. one time I had this truly interesting extrasensory experience ( 2 ) Uh. back when I was in High School in Sydney in approximately 1977. ( 3 ) my parents were house hunting( 4 ) and silent and I were look intoing out a house in Killara they were interested in. ( 5 ) Equally shortly as we stepped through the front door into the broad. sunstruck hall. ( 6 ) we were both impressed by the welcoming atmosphere in the house. ( 7 ) There were one or two pieces of furniture in the hallway including an old-timer tray tabular array which had truly old Castor wheels on it the type that don’t turn over really easy even on smooth floors like that hall. ( 8 ) The tray tabular array was standing somewhat at an angle to the wall and the forepart border was about 2 inches farther out from the wall than the rear border. ( 9 ) I noticed all this because we had been standing in the hall chew the fating to the house proprietor. Mrs. C. for a piece ( 10 ) when a adult male came to the fr ont door. ( 11 ) Mum and I were confronting off from the door and towards the tabular array. ( 12 ) Mrs. C at the door had her back turned( 13 ) but her visitant at the front door had a clear position of it ( the tabular array ) ( 14 ) No-one was standing within 5 pess of the tabular array( 15 ) and no-one was traveling about to do the floor to travel ( 16 ) but that table really swimmingly and intentionally moved in on its ain towards the wall to sit neatly parallel to it. ( 17 ) The silence was deafening! ( 18 ) The adult male at the door stopped talking for several seconds ( 19 ) so pointed at the tabular array( 20 ) and in a really rickety voice said â€Å"That table merely moved! † . ( 21 ) Mrs C merely kind of said â€Å"hmmm†( 22 ) and concluded the conversation.( 23 ) He left.( 24 ) she turned back to us.( 25 ) and continued our confab( 26 ) as though nil had happened.( 27 ) Suffice to state that was merely the first brush of several I had in that house. Section 2: Results A ; Analysis In the undermentioned subdivisions. I foremost describe the general qualities of each narrative class ; 2nd. explicate Lisa’s narrative in footings of the narrative classs ; and. 3rd. show the analysis of Lisa’s narrative in footings of Labovian narrative theory. Section 2. 05: The Most Reportable Event Before plunging headfirst into the analysis. it will turn out advantageous to specify the term most reportable event ( MRE ) . Harmonizing to Labov. any given narration is constructed around the MRE. It is the ground for the narrative in the first topographic point. Generally it refers to an uncommon or rare event that greatly affects the participants involved. The more uncommon the event appears. the less credibleness it will keep. and frailty versa. Thus it is necessary for the narrative to set up credibleness elsewhere. otherwise the narration will ensue in failure. Section 2. 1: Abstraction Abstractions. like those in academic articles. occur at the beginning of texts and supply a compendious description of the information to follow. In a sense. they indicate what the reader can anticipate the article to be approximately. In footings of personal narrations. the Abstract informs the hearer what the narrative will be approximately and that it will get down shortly thenceforth. Clause ( 1 ) of Lisa’s narrative is a great illustration of narrative abstracts: ( 1 ) Yeah. one time I had this truly interesting extrasensory experience Lisa begins her narrative by briefly saying that she experienced something beyond the normal scope of account. This statement informs the hearer that they can anticipate a narrative and decision out of the ordinary. Section 2. 2: Orientation Immediately following the Abstract. the talker sets the scene by orientating the hearer to the environing elements involved in the narrative. Labovian narrative theory refers to this as the Orientation. It has two intents: foremost. to locate the clip. topographic point. participants. and general occurrences of the narrative ; and 2nd. to set up the credibleness of the MRE. The Orientation establishes credibleness by get downing the narrative with an event that would be foolish to inquire approximately. such as ordinary events. which are events that lack involvement in themselves ( Labov. 2002 ) . Common lingual characteristics of the Orientation are past uninterrupted verbs and temporal adjuncts. In Lisa’s narrative the Orientation begins with clauses ( 2-4 ) : ( 2 ) Uh. back when I was in High School in Sydney in approximately 1977. ( 3 ) my parents were house hunting ( 4 ) and silent and I were look intoing out a house in Killara they were interested in.Here. she presents the background information needed to continue with the balance of the narrative: Sydney. a house. Lisa and others. and an unfastened house walk-through. There is no ground to inquire about how these events came approximately. because they are so commonplace. Therefore. the credibleness of the narration is non in inquiry. In add-on to clauses ( 2-4 ) . clauses ( 7 ) and ( 8 ) can be considered portion of the Orientation as good. because they contribute to the scene ; nevertheless. they have been incorporated into the Complicating Action. Unfortunately. I will non discourse the Orientation any farther due to infinite restraints. Section 2. 3: Complicating Action The Complicating Action is the narrative proper. It is what the Abstract and Orientation set up to be told. Generally it contains a set of consecutive clauses. called a narrative concatenation. which leads up to the narrative’s MRE. Each consecutive clause efforts to reply the inquiry â€Å"what happened following? † and can utilize the simple yesteryear or present tenses to travel the narrative forward. In footings of Lisa’s narrative. the Complicating Action is bookended by clauses ( 5 ) and ( 16 ) the story’s MRE. But. non all the clauses in between can be considered clauses of perplexing action. This is because they are non a portion of the narrative concatenation and service as retrospective observations. For case. clauses ( 11-15 ) focal point on the participants’ propinquity and orientation to the tabular array ; they do non come on the narrative forward. In fact. by concentrating on these ordinary events. they slow down the narrative and ris e the expectancy of the most reportable event. If we remove all the clauses that do non lend to the forward motion. the true narrative concatenation becomes evident: ( 5 ) Equally shortly as we stepped through the front door into the broad. sunstruck hall. ( 6 ) we were both impressed by the welcoming atmosphere in the house. ( 9 ) I noticed all this because we had been standing in the hall chew the fating to the house proprietor. Mrs. C. for a piece ( 10 ) when a adult male came to the front door. ( 16 ) but that table really swimmingly and intentionally moved in on its ain towards the wall to sit neatly parallel to it.These five clauses constitute the Complicating Action and. as we can see. it is comparatively short in comparing to the full narrative. Although clause ( 10 ) is necessary for the Evaluation. even the man’s debut is non critical to the narrative’s patterned advance. It is possible at that place was non much of a narrative to state. but because the credibleness of the MRE was questionable. embroidery of the narrative concatenation with ordinary. hence less questionable. events increased the credibleness of the MRE and produced a longer narrative. Section 2. 4: Evaluation The Evaluation subdivision serves a few intents. first it justifies the narrative and the talker for keeping the floor for every bit long as they have ; 2nd. it serves to set up the MRE as the ground for the narrative ; and 3rd. it provides information about what happened after the MRE and its affects on those take parting. Common lingual characteristics in appraising clauses are modals. negatives. appraising commentary. embedded address. and irrealis clauses. Clause ( 17 ) begins the Evaluation subdivision in Lisa’s narrative: ( 17 ) The silence was deafening! At this point in the narrative. it seems that the table’s eldritch motion has elicited a reaction perceptibly different from earlier events. one of deafening silence. If we assume the silence occurred during a conversation. so. in footings of Conversation Analysis. the table’s motion one-sidedly ended the conversation without negociating a shutting. therefore interrupting the norm. If no reaction were elicited. there would hold been no narrative to state. Therefore the reactionist silence serves as evidences for the narrative and establishes the MRE as the ground for the narrative. The balance of the Evaluation. clauses ( 18-26 ) . reads like a narrative concatenation in a complicating action. Except for ( 26 ) . each clause is consecutive and in simple past tense. However. unlike clauses of perplexing action. they do non come on towards an MRE. Alternatively they describe the assorted reactions to the MRE in sequence. including a deictic gesture. possible ambivalency. and going. Section 2. 5: Finale At the terminal of the narrative. the Coda maps to return the narrative to the present tense and inform the hearer that the narrative has concluded. It is frequently accompanied by a â€Å"timeless† statement. In Lisa’s narrative. the concluding clause acts as the Coda: ( 27 ) Suffice to state that was merely the first brush of several I had in that house. Lisa concludes her narrative by saying she will state nil beyond the fact that she has more narratives to state. She explains how it all terminals by stating it does non stop rather at that place. Section 3: Decision After dissecting Lisa’s narrative with a Labovian scalpel. this paper has shown that narrations are non merely simple retellings of events ; instead they are complex buildings with functional intent. As shown above. narrations have an internal construction that can be broken up into distinguishable classs: Abstract. Orientation. Complicating Action. Evaluation. and Coda. Each class provides a necessary map for the narrative. and while some hold flexible places. others do non. Ultimately. the end of a narrative is to inform the hearer of the most reportable event. while continuing its credibleness. To make otherwise would ensue in failure and a decrease of societal standing for the storyteller. As a side note. it would be interesting to look into the construction of Evaluations in other narrations and compare them with Lisa’s. It seemed to me that the reaction to the MRE had higher significance than the MRE did. but because I presently lack experience and cognition in th e field of narrative theory. I can non back up my statement. Mentions Labov. W. ( 1997 ) . Some farther stairss in narrative analysis. The diary of narrative andlife history. Retrieved from hypertext transfer protocol: //www. Trapa bicornis. upenn. edu/~wlabov/sfs. hypertext markup language Labov. W. ( 2002. February 2 ) . Ordinary events. Retrieved fromhypertext transfer protocol: //www. Trapa bicornis. upenn. edu/~wlabov/Papers/OE. pdfLabov. W. ( 2011. January 1 ) . Oral narrations of personal experience. Retrieved fromhypertext transfer protocol: //www. Trapa bicornis. upenn. edu/~wlabov/Papers/FebOralNarPE. pdf

Pacific Dogwood essays

Pacific Dogwood essays The pacififc dogwood is also known as the Western Flowering Dogwood or the Mountain Dogwood. The name "dogwood" is thought to be related to the early use of hardwood trees because the wood was considered skewers of "dags" and over time "dagwood" became "dogwood". Structure of the tree, leaf, stem, flower, fruit, and bark~ The Pacific Dogwood can get up to about 15 meters in height or it can appear as small as a shrub. It grows where many hardwood trees cannot because it is successful in carrying out photosynthesis under only 1/3 of full sunlight making it shade tolerant. The wood is fine grained, hard and heavy. It is also prone to splitting, so it has limited and specialized uses. The leaves are about 6-11 cm wide and 3-7 cm long. They are simple and deciduous. Their shape is elliptical to obvoate or almost round and the edges are slightly wavy with 5-6 mm long veins on each side of the midveins. The color is usually shiny green and nearly hairless above with paler woolly hairs beneath. In Autumn, their pigmentation turns red and orange. The stems are slender with a light green color that becomes dark red or blackish with age. Each one is bent to prevent overlap with other flowers. The flowers are about 6 mm wide and have 4 greenish-yellow petals. Each cluster of about 20 flowers is bordered by 4-7 bracts (4-6 cm long). They are very large, elliptical, white (or pinkish) and petal-like. These bracts protect the flower clusters and attract pollinators. They do this by not falling off until every flower in their cluster is pollinated, thus they bloom for quite some time. The bracts have a notch at the top as a result of one seen on the pruplish bud before it forms. In Autumn, purplish-brown bracts form over next springs flower buds that will bloom from April to June and sometimes again in September. The fruit is a dense cluster of elongated red to scarlet drupes about  ½ an inch long. Each fruit contai...

Function of spoken conversation Essay Example | Topics and Well Written Essays - 750 words

Function of spoken conversation - Essay Example Spoken conversation would then be the use of spoken communication to transfer ideas, information and opinions. It's the simplest and most effective way to get one's message across. After body language, it's the second form of communication that we learn, and in a way, it's the most infallible. When an infant cries for example, we know that it either a) wants something, b) is in uncomfortable, or c) none of the above and one needs to see a doctor; but we can't be sure of the exact problem. It's the reason a doctor asks a person to describe one's symptoms first; because spoken conversation is the fastest way to get information. Anyone who's played charades will understand the trouble it is to make people understand something purely using body language. Anyone who loves a pet will know how infuriating it is that one can't have a good one-on-one chat with a dog, cat, gerbil, or goldfish. When we converse with someone verbally, we have a better chance of understanding that person; as compared to communicating via email or just observing their body language. Speaking is more emphatic than any other form of interaction. When we want to emphasize our point, we strain our voices and inflect more; the interest we take in a subject can be gauged by the speed at which we speak, or the way the decibel levels in our voice change. People give away a hundred different bits of info while they talk; other than just the words that they speak (Brennen, 2004). It's a bit difficult to state the function of spoken conversation; other than the absolute obvious. We use spoken conversation to communicate cheaply (doesn't require a monthly internet charge, or permanent markers); easily and fast; and to get our idea across most effectively. The voice, like the body, doesn't have a language barrier. The way a person intonates, and the rise and fall of his voice can get his message across even if he doesn't speak your language. The dynamism of speaking is such that we never ever pronounce a word in the same way twice (Wiki Answers). Our brain is able to recognize different sound patterns and give meaning to them. A simple word "Yes" can be used to signify approval, doubt and even a "No" if spoken with different tones. In any other form of communication, yes would just mean a 'yes'. So if one is speaking, it's absolutely necessary to pay attention, otherwise you might never know what you're getting into. Spoken conversation, because of its chances of ambiguity, strains one's mind more than any other form of conversation; and that includes written conversations with one's English Literature professor. And lastly; no form of conversation is as enjoyable as spoken conversation. Wit, banter, and irony are all exchanged verbally. Arguments, heated discussions, and rants on politics and sport are as much a part of our lives as gossip exchanged on the telephone. The advent of the 'Talkies' finished off silent movies; and unemployed many silent movie actors. And now, I doubt we can even imagine sitting through a 2 hour movie that doesn't have words. We speak not because we absolutely have to, but because we need to. An average person can go quite a long time without communicating with anyone through writing, but not having someone to talk to can drive him insane. In 'Castaway', Tom Hanks stars as a FedEx delivery man stranded on an island. Among his delivery consignment he finds a football which he turns into a

Internet Marketing Essay Example | Topics and Well Written Essays - 1500 words - 1

Internet Marketing - Essay Example Online marketing may refer to all kinds of marketing done on the company website, emails written to customers and other wireless media. Customer relationship can earn a company competitive edge since good relationships build trust and, hence, regular customers. Internet marketing binds together the art of creativity and technical elements of the Internet comprising design, development, public relations, and sales. Internet marketing is mostly done through the company website and social sites like Facebook and Twitter (Maughan, 2007:58). Although the main goal of the internet marketing is to grow the company business, the company should emphasize winning customer trust by appearing genuine and promising what it can offer. This is because internet influences chances of frauds; hence, imposters can steal from customers. Zappo embraces internet marketing to sell its products, which are majorly shoes and bags. Use of the Internet to market its products is of high importance as the company encourages all employees to exploit social media networks and connect with customers following the companies’ core values. This has endowed Zappo with great support since the employees are active on Twitter, the company’s director being most popular. Zappo uses YouTube to display its products, give speeches to customers through videos, which majorly highlight company values, customer feedback and compliments. Facebook is one of its engines towards customer feedback and discussions that present an opportunity to clear doubts and instill confidence and trust. Zappo has several blogs giving information on its products, employees, and management. Blogging creates credibility and wide readership and enables customers to understand the company better as well as reduce fears. A company aspiring to succeed in online marketing should invest in a good-looking design (Rosen,

Art project 11 Term Paper Example | Topics and Well Written Essays - 250 words

Art project 11 - Term Paper Example Dreams consisted of a large segment of his life, because he would take siestas, or midday rests, in which he encounters more and more dreams. He considered the siesta as a state that is achieved at the moment that one forgets about one’s body or in psychoanalysis the state of the unconscious. Yet, his dreamlike style, combined with a variety of works with different themes dramatically changed the way the world viewed art. Salvador Dali, is one of the unconventional world renowned painters I truly admire. Dali’s artistic genius always has a shock factor when looking at his paintings. His paintings would easily capture not only your attention but also of your cognitive and aesthetic senses stimulating them to explore, rationalize and associate meanings to their symbolic details. Dali easily catches his viewers’ attention with the combination of light colors and the odd images in his paintings appearing seemingly to have no correlation at all. Dali’s The Persistence of Memory, a painting that earned him the hallmark of fame, is just an

Security system for DNS using cryptography

Security system for DNS using cryptography 1. Introduction Scope Of The Project The domain name system has become a serious equipped part of the Internet communications, though it doesn’t contain secured mechanism to guarantee data integration or verification. Extensions to DNS provides services to security awares resolves are applications through the Cryptographic digital signatures which are included as resource records and also provides storage of valid public keys in the DNS which support general public key distribution services and also DNS security. The stored keys make security aware resolvers to know authenticating key of zone and these keys can be used to maintain other protocols and extensions gives for the authenticating DNS protocol transactions also. DNS provides security using the concepts of Digital signature and Asymmetric key cryptography. In this asymmetric key is send as a substitute of private key. DNS security uses message digest algorithm to compact message and PRNG (pseudo random number generator) algorithm in order to generate this public and private key. Signature which is formed by combining message with the private key using DSA Algorithm is send along with public key To form a signature receiver makes use of the public key and DSA Algorithm. If the received message signature is matched then that message is decrypted and will be read or else it will be discarded. Problem Statement Authenticity is based on entity identification where the entity is genuine. In many network applications entity can be identified by name or addresses. In high level applications names are used for authentication as the address lists are difficult to create, to understand and also for maintaining Assume if an entity wants to take off other entity identification, then it is enough to change mapping between low level address and its high level name which means that attacker can forge someone’s name by changing the address associated from his name to those name he wants to takeoff. If this happens an authenticator cannot differentiate between the correct and false entity. 2. Overview Of The DNS In order to connect a system which supports IP then the initiating host should know the IP address before only which is a 32-bit number and it represents the system location in a network and this address is divided into four octets which are separated by a dot character(â€Å".†) and each octet is represented by a decimal number. Though it is easier to remember this four decimal numbers than thirty two 1’s and 0’s,a limit as to how many IP addresses can be remembered by a person without any directory support. Directory basically assigns hosts names to IP addresses . The Stanford Research Institute’s Network Information Center (SRI-NIC) became the responsible authority for maintaining unique host names for the Internet. The SRI-NIC maintained a single file, called hosts.txt, and sites would continuously update SRI-NIC with their host name to IP address mappings to add to, delete from, or change in the file. As the Internet grew rapidly, managing the files become difficult and also the hostnames required to be unique allover the worldwide internet. As the internet size increases the guarantee the uniqueness of host name became impossible. The need for hierarchical naming structure and distributed management of host names lead for the creation of a new networking protocol that was flexible enough for use on a global scale [ALIU]. Internet distributed database is created and this maps the computer system’s names with their respective numerical IP network address. This Internet lookup facility is the DNS. Delegation of authority is important to the distributed database. No single organization is responsible for host name to IP address mappings for longer, but somewhat those sites that are responsible for maintaining host names for their organization(s) can gain that control again. Fundamentals Of DNS The DNS not only supports host name to network address resolution, known as forward resolution, but also network address to host name resolution, known as inverse resolution. This ability of mapping human memorable system names into computer network numerical addresses, its dispersed nature, and its strength, the DNS has become a vital component of the Internet. Without DNS, the only way to reach other computers on the Internet is to use the numerical network address. Connecting a distant computer system using IP addresses is not much user-friendly illustration of a system’s location on the Internet and thus the DNS is heavily relied upon to get back an IP address by referencing just a computer systems Fully Qualified Domain Name (FQDN). A FQDN is mainly a DNS host name which represents where to decide this host name within the DNS hierarchy. Related Works The Domain Name Space The DNS is a hierarchical tree structure. Its root node is known as the root domain. A label in a DNS name directly corresponds with a node in the DNS tree structure. A label is an alphanumeric string that exclusively identifies that node from its brothers. Dot notation (â€Å".†) is used to connect labels together and labels are written from left to right. A DNS name that contains several labels represents its path along the tree to the root. Only one zero length labels are accepted and reserved for the root of the tree. This is referred to as the root zone. As the length of the root label is zero, all FQDNs end in a dot [RFC 1034]. As a tree is traversed in an rising manner (i.e., from the leaf nodes to the root), the nodes become increasingly less specific (i.e., the leftmost label is most specific and the right most label is least specific). Typically in an FQDN, the host name is the left most label , while the next label to the right is the local domain to which the host belongs. The local domain can be a sub domain of another domain. The name of the parent domain is then the next label to the right of the sub domain (i.e., local domain) name label, and so on, till the root of the tree is reached   When the DNS is used to record an IP address back into a host name (i.e., inverse resolution), makes use of the same scheme of labels from left to right (i.e., most specific to least specific) when writing the IP address. This is in contrast to the typical demonstration of an IP address whose dotted decimal notation from left to right is least specific to most specific. For this, IP addresses in the DNS are usually represented in reverse order. IP addresses comes under a special DNS top level domain (TLD), known as the in-addr.arpa domain. By doing this, using IP addresses to find DNS host names are handled just like DNS host name lookups to find IP addresses. DNS Components The DNS has three major components, the database, the server, and the client [RFC 1034]. The database is a distributed database and comprises of the Domain Name Space, which is basically the DNS tree, and the Resource Records (RRs) that define the domain names within the Domain Name Space. The server is generally referred to as a name server that is usually responsible for organizing some portion of the Domain Name Space and also for supporting clients in finding information within the DNS tree. Name servers are authoritative for the domains in which they are responsible. They serve as a delegation point to identify other name servers that have authority over sub domains within a given domain. The zone information is the RR data found on the name server that makes up a domain Thus, name servers have zones of authority. A single zone can either be a forward zone (i.e., zone information that pertains to a given domain) or an inverse zone (i.e., zone information that maps IP addresses into DNS host names). DNS allows more than one name server per zone, but only one name server can be the primary server for the zone. Changes to the data for a zone takes place in Primary servers. Copies of the primary server’s database are maintained in all other name servers for a zone. These servers are called as secondary servers. . A DNS RR has 6 fields: NAME, TYPE, CLASS, TTL, RD Length, and RDATA. The NAME field holds the DNS name, to which the RR belongs. The TYPE field is the TYPE of RR. This field is necessary as it is common for a DNS name to have more than one type of RR. The more common types of RR are found in The CLASS in this case is IN and it stands for Internet. Other classes also exist but are omitted for brevity. The TTL is the time, in seconds, that a name server can cache a RR. A zero time to live means that a server is not to cache the RR. RD Length is the length of the RDATA field in octets. The RDATA field is the resource data field which is defined for each TYPE of RR uniquely, but in common it can be considered as the value into which the entity specified in the NAME field maps. The NAME field can be thought of as the subject of a query, although this is not always the case, in RDATA field the answer is the contained data (even though the entire RR is returned in a DNS response) [RFC 1035]. RRs are grouped into resources records sets (RRSets). RRSets contain 0 or more RRs [RFC 2136] that have the same DNS name, class, and type, but (i.e., RDATA) different data. If the name, type, class and data are the same, for two or more records then there exists a duplicate record for the same DNS name. Name servers should suppress duplicate records [RFC 2181]. The Figure 3 shows an example of an RRSet. The client component of the DNS typically contains software routines, known as functions that are responsible for requesting information from the Domain Name Space on behalf of an application. These functions are bundled collectively into a software library, commonly referred as the resolver library. For this reason, clients are often called resolvers and resolver documentation functions are dependable for sending a query to a name server requesting information concerning a DNS name and returning the answer to the query back to the requestor. DNS Transactions DNS transactions occur continuously across the Internet. DNS zone transfers and DNS queries/responses are the two most common transactions. A DNS zone transfer occurs when the secondary server updates its copy of a zone for which it is authoritative. The secondary server makes use of information it has on the zone, namely the serial number, and checks to see if the primary server has a more recent version. If it does, the secondary server retrieves a new copy of the zone. A DNS query is answered by a DNS response. Resolvers use a finite list of name servers, usually not more than three, to find out where to send queries. If the first name server in the list is available to answer the query, than the others in the list are never consulted. If it is unavailable, each name server in the list is consulted until a name server that can return an answer to the query found. The name server that receives a query from a client can act on behalf of the client to resolve the query. Then the name server can inquiry other name servers one at a time, with each server consulted being most likely closer to the answer. The name server that has the answer sends a response back to the original name server, which then can store the response and send the answer back to the client. Once an answer is cached, a DNS server can use the cached information when responding to consequent queries for the same DNS information. Caching makes the DNS more capable, especially when under heavy load. This efficiency gain has its tradeoffs; the most important is in security. Proposed System Taking the above existing system into concern the best solution is using Pseudo Random Number Generator for generating Key Pair in a quick and more secured manner. We use MD5 (or) SHA-1 for producing Message Digest and Compressing the message. Signature is created using Private Key and Message Digest that is transmitted along with the Public Key. The transfer of the packets from each System to System is shown using Graphical User Interface (GUI). Each time the System get the message, it verifies the IPAddress of the sender and if match is not found then discards it. For verification, the Destination System generates Signature using Public Key and DSA Algorithm and verifies it with received one. If it matches it Decrypts else it discards. The Following functions avoid the pitfalls of the existing system. Fast and efficient work Ease of access to system Manual effort is reduced 3. DNSSEC In 1994, the IETF formed a working group to provide the security issues in the DNS protocol are surrounding the DNS. And these extensions are referred commonly to as DNSSEC extensions. These security enhancements to the protocol are designed to be interoperable with non-security aware implementations of DNS. The IETF achieved this by using the RR construct in the DNS that was knowingly designed to be extensible. The WG defined a new set of RRs to hold the security information that provides strong security to DNS zones wishing to implement DNSSEC. These new RR types are used in combination with existing types of Resource Records. This allows answers to queries for DNS security information belonging to a zone that is protected by DNSSEC to be supported through non-security aware DNS servers. In order to gain widespread approval, the IETF DNSSEC WG acknowledged that DNSSEC must provide backwards compatibly and must have the capability to co-exist with non-secure DNS implementations. This allows for sites to move around to DNSSEC when ready and allows less difficulty when upgrading. This also means that client side software that are not DNSSEC aware can still correctly process RRSets received from a DNSSEC server [CHAR]. In March of 1997, the Internet Architecture Board (IAB) met in order to discuss the development of Internet security architecture. Existing security mechanisms and those that are under development, but have not yet become values, that can play a part in the security architecture were identified in this meeting.. They even found the areas where adequate security cannot be achieved using existing security tools. Core security necessities for the Internet security structural design was recognized in this meeting. DNSSEC is one of the security protocols recognized as core and the protection that it provides false cache information against injection information is important to the core security requirements of the Internet [RFC 2316]. DNSSEC Objectives: A basic principle of the DNS is that it is a public service. It requires accurate and steady responses to queries, but the data considered as public data. As such, it is existed in integrity and for validation, but not for access control and privacy. Thus, the objectives of DNSSEC are to provide authentication and integrity to the DNS. Authentication and integrity of information held within DNS zones is generated through the use of public key technology and provided through the use of cryptographic signatures. Security aware servers, resolvers, and applications can then take advantage of this technology to guarantee that the information obtained from a security aware DNS server is true and has not been changed. Although the DNSSEC WG chose not to provide confidentiality to DNS connections, they did not remove the ability to provide support for confidentiality. Other applications outside of the DNS may choose to use the public keys contained within the DNS to provide confidentiality. Thus the DNS, in real meaning, can become a worldwide public key distribution mechanism. Issues such as cryptographic export are not, and may never be, solved worldwide; however, the DNS provides mechanisms to have multiple keys, each from a different cryptographic algorithm for a given DNS name, as a means to help improve this problem. Performance Considerations: Performance issues are a concern for the security extensions to the DNS protocol and several aspects in the design of DNSSEC are besieged to avoid the overhead linked with processing the extensions. For example, formulating another query that asks for the signature belonging to the RRSet just retrieved is not necessarily the most efficient way to regain a signature for the RRSet. This additional query is avoided whenever possible by allowing information retrieved from secured zones to be accompanied by the signature(s) and key(s) that authenticate the information. DNSSEC Scope: The scope of the security extensions to the DNS can be summarized into three services: key distribution, data origin authentication, and transaction and request authentication. Key Distribution: The key distribution service allows for the recovery of the public key of a DNS name to confirm the authenticity of the DNS zone data, and it also provides a means through which any key linked with a DNS name can be used for purposes other than DNS. The public key distribution service supports several different types of keys and key algorithms. Data Origin Authentication: Data origin authentication is the heart of the design of DNSSEC. It mitigates such threats as cache poisoning and zone data compromise on a Domain Name System server. The Resource Record Sets within a zone are cryptographically signed and thereby giving a high level of assurance to resolvers and servers that the data just received can be trusted. Digital signature technology which contains the encrypted hash of the RRSet that is a data in the RRSet, it is the cryptographic checksum is used by DNSSEC to sign DNS RRSet. The hash is signed (i.e., digitally encrypted) using a private key belonging to the designer of the information, known as the signer or the signing authority. The digital signature is checked by the receiver of the RRSet against the data received in the RRSet. This is done by first decrypting the digital signature using the public key of the signer to get the original hash of the data. Then using the same cryptographic checksum algorithm, the recipient computes its own hash on the RRset data and the results of the hash found in the digital signature are compared with the hash just computed. If the values of the two hash matches, then the data has consistency and the origin of the data is true [CHAR]. DNS Transaction And Request Authentication: DNS requests and DNS message headers can be verified using DNS transaction and request confirmation. This guarantees that the answer is in response to the original query and that the response came from the server for which the query was intended. Thus the assurance for both can be done in one step. Part of the information, signature produced from the concatenation of the query and response is returned in a response to a query from a security aware server. This allows a security aware resolver to perform any necessary verification concerning the transaction can be performed by the security aware resolver Another use of transaction and request verification is for DNS Dynamic Updates. Without DNSSEC, DNS Dynamic Update does not provide a mechanism that prohibits any system with access to a DNS reliable server from updating zone information. In order to provide security for such modifications, Secure DNS Dynamic Update incorporates DNSSEC to give strong verification for systems allowed to dynamically manipulate DNS zone information on the primary server [RFC 2137]. DNSSEC Resource Records: The IETF created several new DNS RRs to maintain the security capabilities provided by DNSSEC extensions. The RRs related to the DNS are the KEY RR, SIG RR, and the NXT RR. DNSSEC utilizes the KEY RR for storing cryptographic public keys, one public key per KEY RR. It is the KEY RR that is used for proof of a DNS RRSet’s signature. SIG RR contains the signature for a RRSet that is used to prove the authenticity and integrity of the information in the RRSet. The NXT RR is the nonexistent RR and is used to cryptographically assert the nonexistence of a RRSet. CERT RR is another RR that does not bring any additional security functions to the DNS, but is provided so that public key certificates can be kept within the DNS for use in applications outside of the DNS [RFC 2538]. In much the same way an application wishing to communicate with a distant IP host generates a query to resolve the host name, a security application wishing to make encryption with another entity, generates a CERT query to getback the entity’s public key certificate. For further explanation on KEY, SIG, and NXT RRs and their RDATA fields and flags not contained herein, please reference RFC 2535 and related documents. KEY RR KEYRR contains the key for a DNS name. Any type of query for a DNS name, found in a secured zone, results in a response that contains the answer to the query. The KEY RR linked with the DNS name can accompany this response. The KEYRR is used to validate the data by the resolver that generated the query without sending another query for the Key RR and there by reducing the queries required for a DNS name in a secured zone. KEY RR is used by DNSSEC for storing cryptographic public keys; though, it is not a public key certificate. Instead, the CERT RR stores public key certificates. The key found in the RDATA section of the KEY RR belongs to the DNS name that is listed first in the KEY RR .The owner name can represent a zone, a host, a user, et al. The Key RR contains information regarding the security characteristics of the key and it’s allowed usage for the given owner name. security information such as the public key, algorithm type, protocol type, and flags that specify such things whether the DNS name has a public key or not are provided by Key RR. The actual format of the public key found in the RDATA section of the KEY RR is determined by the public key algorithm. Many key algorithms are supported and are defined in RFC 2535 as RSA/MD5, Diffie-Hellman, and Digital Signature Algorithm (DSA), and the elliptic curve algorithm. Only DSA support is compulsory. The protocol octet is another field that indicates for which protocol the public key is valid. TLS, email, DNSSEC, and IPsec are some of the previously assigned protocols. As both the public key algorithm field and the protocol octet is an 8-bit field, theoretically up to 255 different algorithms and 255 different protocols can be used in combination with the pub lic key. Out of the sixteen bits used for setting various flags two bits are known as the type bits. All four combinations of the type bits show the usage of KEY RR. They are confidentiality, authentication, confidentiality and authentication, or none. The last one indicates a key does not exist for the DNS name. In this way, one can cryptographically states that the given owner name does not have a key though it is in a secure zone. Other two bits are used to identify three kinds of entities for which this key belongs, such as user, zone, or something that is not a zone. Indicating a host with these flags is actually done by using the flags to indicate that the Information of the DNS zone which is on the primary server. Thus a host is implied rather than specified by the flags. SIG RR: SIG RR is another resource record type. It contains a signature and also provides verification for an RRSet and the signature’s validity time. In a secure zone, an RRSet has one or more SIG RR associated with it and this scenario of having more than one SIG RR for a given RRSet arises if more than one cryptographic algorithm is used for signing the RRSet. Some sites may choose to do this for issues such as cryptographic export restrictions. RDATA section of a SIG RR has a number of fields. In the signature field the signature is belonged to a specific RR. A type covered field is used to indicate the RRtype of the RRSet (NS, MX, PTR, etc.). The signer’s field contains the signer’s name which a resolver or server should know for verifying the signature. The SIG RR has an algorithm field and it is identical to that KEY RR. Since signatures have termination times, as do individual RRs, the SIG RR has numerous time fields. The SIG RRs used for request authentication and transactions and for these are specially the target of a query, security attentive servers try to include in the response the SIG RRs needed to authenticate the Resource Record Set. Hence, a server will receive an answer to an RRSet and it is belonging to a secure zone that does not have the SIG RR. This situation can normally happen when a size limitation is exceeded due to the SIG RR or when a response comes from a non-security aware server. Under these circumstances, the security aware server is essential for another query especially requesting any missing SIG RRs required concluding the confirmation process. NXT RR: DNS provide the ability to cache negative responses. In the RRSet negative response does not exist for a query. DNSSEC provides signatures for these nonexistent RRSets, so these nonexistence RRSets in a zone can be authenticated. By using the NXT RR that is used to identify a variety of DNS names that are not available or for an existing DNS name a wide range of RR types that are unavailable. For nonexistent DNS names two possibilities are exist. First one is that the DNS names don’t contain any RRs; it simply may not exist. The other one is that the RR type in the query does not exist, but the DNS name will be exists. And in this all the records are arranged in alphabetical order to handles the proof of non existence of a DNS name. This method is used for canonical order and is defined in RFC 2535. Then when a query is received for a nonexistent name, after the name in the query is sent back a NXT RR containing the DNS name of the next DNS RRSet occurring canonically or alphabetically†. With the DNS name a NXT record is sent back and the RR types that the name does in fact has to handle a proof of nonexistence of a RR type for an accessible DNS name . When SIGRRs are generated for a zone the entire NXTRRs for a zone should be generated. Within the DNS Security conscious DNS servers are the source of all security-related information. Three main functions of any primary DNS server are managing the caching of DNS information and managing authoritative zone information and respond to client queries. A primary DNS server has more responsibilities to each of these functions because of security conscious. In a zone’s master database file security aware server includes the addition of SIG, KEY, and NXT RRs for an Authoritative zone information management system. The RRSets is generated for the SIG RRs and these are belonging to a zone. For generating the SIG belongs to the zone we are using a private key and itself as these private keys of servers are mostly found in on-line, it is feasible that these keys could be compromised. In contrast, the zone’s private key is reserved off-line for the majority purposes, so its compromise is less likely and the power of the data is further certain and is retrieved occasi onally to re-sign all the records found within the zone. Once the new SIG RRs are generated they are included with the rest of the information in the zone’s master file and whenever SIGRRs are generated these NXT RRs should also be generated on the server and is located into a zone’s master file. At the server side on-line signing also occurred. For DNS queries the transactions and request authentication, the server preparing the reply and that reply must use its private key and that private key is for signing. Moderately the zone key since it is reserved off-line. In the other case in which a zone key is not used for signing is for transaction. For dynamic updates the request authentication is used. The private key of the host creating the request and that request must be used. In very rare cases as DNS queries and active update requests can occur, the signer’s private keys must be maintained on-line. The protection of these on-line private keys is of extreme significance; though these are protected ahead of the scope of the paper. RFC 2541 discusses the operational considerations of SIG RR and KEY. A security aware server must properly control the caching of all security related RRs for doing a caching. The maintaining of a four cache states starts with the extra duty in caching of a security aware server starts. One state, which has a succeeding state in a non-security aware server, is Bad. When a bad reply is received the information contained in that is some way corrupt, and a non-security aware server throws away the reply message without caching it (and typically logs the event) in a non-security aware server. In much the same way, a security aware server can throw away a bad response, but in this case, a bad response means that the SIG RR verifications are failed on the data. Even still the RRSet in the response may look valid, and with the related signature fault of the data checks is a severe condition. In the RRSet Authenticated, Pending and Insecure are the other three states. There is no available data to use to ensure the accurateness of the RRSet in Insecure state. It does not mean the data is bad, just that it cannot be authenticated. This usually occurs from non-secured zones for RRSets. The RRSet cached has been fully definite through the use of the SIG RRs and KEY RRs is called Authentication. The cached data is still in the course of being checked is called pending. When to expire a cached RRSet another server task is caching. Once an RRSet is cached, a count down to zero from the original TTL is started and it is maintained for the cached record. The RRSet is separated from the cache once zero is reached. The cache has changed a slight for security aware servers. When a cached RRSet is expired the TTL could not be the only time to find out the cache. Two new times are now used in addition to the TTL and these finally decide when to expire the RRSet from the cache. The new times are used to find when the signature’s validity time period for the authenticated RRSet expires, rather than just when the RRSet should be expired. These original times are kept in the SIG RR and are known as the signature begins time and the signature end time. For security aware clients and server this information is distant more essential on which to base expiration since it is cryptographically declared. Since the signature end time seems have a link to the TTL , the TTL field cannot be removed due to the backward compatibility issues. For expiring valid RRSets TTL aging is still integrated. If the TTL expires earlier to the signature end time, and the RRSet is decomposed when the TTL strikes zero, the TTL is decremented as normal. If the signature expiration time occurs previous to when the TTL expire, the TTL is familiar to the signature end time and then the normal countdown of the TTL is continued. Both security aware and security unaware resolvers involve answering queries, when a client is responses to a query. In a secured zone the non security aware resolver produces a query and sends it to a security aware server for gaining the information. With either valid or timid data the security aware servers can respond. The checking disabled (CD) flag is set when a security aware server sends the pending data. The security aware server knows not to send Pending data since a resolver not participating in DNSSEC in no way sets the CD flag in a DNS query. The security unaware resolver processes the reply message as common, since sending insecure data is same as DNS without DNSSEC. The security unaware resolver ignores the additional security information till it receives the valid data and it gives the response as normal.

Aruba :: Free Descriptive Essay About A Place

Aruba Aruba’s political center was located on the island of Curacao while under the colonial control of the Netherlands from 1634 until 1986. Decisions on political issues in Aruba were made by the Dutch Governor who was located on Curacao. With the economic boom of the oil refineries in the 1900’s, the people of Aruba started to feel the need to have a say in issues facing them. Many political issues were put on hold because of World War II and the German occupation of the Netherlands from 1940 to 1944. With the world at peace, the issue of the post war handling of their colonies had to be faced by the Dutch. The Netherlands Antilles, which includes------------------- was granted universal adult suffrage in 1950 and internal self-government in 1950. After four years of considerable discussion, the Dutch government and its American colonies adopted an unusual constitutional experiment, the Statute of the Realm, which became effective in December 1954. Under the Statute, the Dutch monarch reined over a composite realm made up of the three kingdoms of the Netherlands, Suriname, and the Netherlands Antilles. The statue grants the Dutch islands considerable autonomy. The realm has jurisdiction over defense, foreign affairs, the sharing of citizenship, and certain other specific matters. All other governmental powers are reserved to the former colonies. Even in foreign affairs, the Netherlands Antilles can join international bodies, and the Realm may not make or break treaties affecting its Caribbean members without their consent . The Kingdom of the Netherlands Antilles formed the Antilles Federation. The center of political power for Aruba during the colonial period was located in Curacao. With the coming changes resulting from World War II, the real issue brought forward before the war was not resolved. A government located on Curacao still ruled Aruba. Leaders of Aruba remained convinced that Curacao treated them unfairly and unjustly obtained too much of their income. The Netherlands maintained that any island leaving the federation must become an independent nation. As Aruba’s economy was boosted by the establishment of the Standard Oil Company of New Jersey (Exxon)’s largest refinery in the world in 19----------------, the cry for independence (or â€Å"Status Aparte†) became more and more vivid. During this period the political parties A.V.P (Arubaanse Volks Partij) and U.N.A. (Union Nacionalista Arybano) governed the island.