Student Survival Guide Essay Example for Free

Student Survival Guide Essay To survive my academic career at University of Phoenix, many things will help me while going through the program. This Survival Guide will remind me about: the general Internet skills needed to be successful, how to use my student website and the University Library resources, how to set up and achieve my goals, how to uphold academic honesty, how to manage my time wisely, how to foster my reading comprehension and retention, and how to adapt my work habits to fit my personality. General Internet Skills. The University of Phoenix Associates Level Material: Appendix D (2012) states, there are four different forums with different purposes where discussions take place: Main, Chat Room, Course Materials and an Individual Forum. Main Forum Used for class discussion, Discussion Questions, and to reply to discussion questions Only instructor posts new threads Under Questions thread for each week, post general questions that could benefit the entire class regarding an assignment Use a professional tone Chat Room. students can create new threads or messages and reply to other messages discussion about things not related to an assignment or discussion question use a more casual tone Course Materials Forum only instructors can post in this forum syllabus, weekly assignments, and course information is posted here reading links or other materials will be posted here Individual Forum private messages between me and my instructor about my grade or specific questions about my assignment use profession communication. Keeping my audience in mind allows me to use the correct tone and wording when communicating with others in writing. When performing research for a writing assignment or for use in a forum, looking for unbiased work, a peer reviewed source, one that cannot be changed by the public, has an author, or ends in . edu or . gov are likely to be reputable and worth reading. Reading the synopsis of a webpage will help to determine if the work is politically biased or if it will pertain to the assignment. Validated resources should always be used. University of Phoenix and University Library Resources. While taking courses through University of Phoenix I am given access to my Student Website where all of my classes will be held and where I can use the school’s resources. Many different resources are available under the Library tab: Technological Tools Available University Library Library services Research/peer reviewed material Ask a librarian Useful links Reference and citation generator APA information Grammar and writing guides Center for Writing Excellence Writing and style guidelines Tutorials and guides Submit a paper for review WritePoint Plagiarism Checker. Center for Mathematics Excellence Building math confidence Live tutoring Phoenix Career Services Job Market Research Explore jobs in particular geographical areas Search jobs by type of work, employer, or degrees Career plan Career Interests Profiler Competencies Work culture preferences Reasoning aptitude Resume builder Upload current resume Create new resume Import resume from LinkedIn Career resources Exploring careers Career profile videos Executing your job search Job search tips Advice for employees looking to change careers Marketing yourself Interviewing Interview Preparation video  Resumes and Cover Letters Sample resumes and cover letters Managing your Career Employment partners More resources are available, but these are ones I can see myself using. In the Center for Writing Excellence, the most useful resources are WritePoint, Plagiarism Checker, and the resource and citation generator. The features of Phoenix Career Services will be useful when looking for a job, creating a resume, or needing career advice. Conducting research using the University Library can save time since all of the items have already been verified and are from reliable resources. Tutoring and activities to refresh my math skills prior to taking a math class are available in the Center for Mathematics Excellence. Setting and Achieving Goals The Phoenix Career Services Career Plan home page has a list of my long-term goals with due dates. To meet those goals, short-term goals must be met, and this page must be reviewed often and necessary changes made in order to keep realistic deadlines. Using the SMART goals system: Specific, Measurable, Attainable, Relevant, Time Frame; will ensure my goals are things that will be achieved. Creating exact goals with specific details, measurable progress, attainability, relevance, and a time frame will help reach my goals. (Chapter 4, Page 102, Carter, Bishop, Kravits, 2011) Obstacles may force me to reevaluate my goal deadlines to verify they are still attainable. Long-term goals can be flexible, but should never vanish completely. A degree from University of Phoenix will allow me many opportunities when looking for a job. Upholding Academic Honesty To uphold academic honesty I need to review the Student Code of Academic Integrity at least once a year or if there are changes to it. A violation of the Student Code of Academic Integrity could have severe consequences including expulsion from school, depending on the severity of the dishonest action. Plagiarism, self-plagiarism, double-dipping or dovetailing, fabrication of information, unauthorized assistance, copyright infringement, misrepresentation, and collusion are all academically dishonest. (University of Phoenix, 2011) I can avoid academic dishonesty by citing every resource I use, submitting my work to the Plagiarism Checker, and making sure my work is no more than 20% copied information. Managing Time Wisely Awareness of how much time is spent on different activities throughout the day and adjusting those activities accordingly, can allow me to effectively manage my time. Keeping a diary of activities for a couple of days every few months will allow me see how much time is spent doing certain activities, and can help me shift time from one activity to another. Caring for my family will always be my first priority. Since I am not working outside of the home, school is my second priority. Allowing myself time to de-stress and relax is important, but needs to be kept to a minimum so I am not spending hours on end playing games or reading Facebook. Fostering Reading Comprehension and Retention Using the SQ3R method in all of my academic reading assignments will enhance my reading comprehension. (Chapter 7, Page 191, Carter, Bishop, Kravits, 2011) â€Å"SQ3R is an acronym for survey, question, read, recite, and review. † (Chapter 7, Page 190, Carter, Bishop, Kravits, 2011) Surveying reading assignments allows me to look for bold words and headings which I can write my questions about. (Chapter 7, Pages 191-192, Carter, Bishop, Kravits, 2011) Finding the main idea of what I am reading, prioritizing key points, and highlighting information that stands out will help during the review phase. (Chapter 7, Page 196, Carter, Bishop, Kravits, 2011) Reciting the answers to the questions I raised will help me commit the information to memory. (Chapter 7, Page 197, Carter, Bishop, Kravits, 2011) Reviewing my questions and answers, summarizing the highlighted portions, and quizzing myself on different aspects of the material during the review phase will also be helpful. (Chapter 7, Page 198, Carter, Bishop, Kravits, 2011) Another study technique is using flashcards so I can memorize important information, especially vocabulary words or historical dates. Using study skill that work with my multiple intelligences can be helpful. Moving around while reviewing flashcards, listening to music while reading, or cutting and pasting material I have read into documents with similar ideas could all be advantageous to my studying skills. (Chapter 7, Page 204, Carter, Bishop, Kravits, 2011) When highlighting I should avoid over marking and use a regular pen or pencil instead of a highlighter. (Chapter 7, Page 205, Carter, Bishop, Kravits, 2011) Making notes in the margins will help master content. (Chapter 7, Page 206, Carter, Bishop, Kravits, 2011) Adapting Work Habits to Fit My Personality Located in the Phoenix Career Services tab on the Library page are items to survey different areas of my personality: career interests, personal competencies, work culture preferences, and reasoning aptitude. Knowledge of my personal competencies can be advantageous in all aspects of my life. I am one to follow instructions, to cooperate, and to adhere to values. University of Phoenix’s My Career Plan page defines following directions as â€Å"appropriately follows instructions from others without unnecessarily challenging authority; follows procedures and policies; keeps to schedules; arrives punctually for work and meetings; demonstrates commitment to the organization; complies with legal obligations and safety requirements of the role. â€Å" (University of Phoenix, 2013) I do not like to be late no matter what. I thrive when there are policies, procedures and schedules to follow. I do what I am asked, remain organized, and confirm compliance with any laws when necessary. Defined on University of Phoenix’s My Career Plan someone who cooperates â€Å"shows respect for the views and contributions of other team members; shows empathy; listens, supports and cares for others; consults others and shares information and expertise with them; builds team spirit and reconciles conflict; adapts to the team and fits in well. † (University of Phoenix, 2013) Working as a team where I can share information with others respectfully, support each other’s ideas and expertise, and have an environment that is well designed with all the necessary resources in order for me to do my job well are also part of my personality. (University of Phoenix, 2013) Adhering to values means I do not change what I believe in or who I am, but University of Phoenix’s My Career Plan defines adhering to values as â€Å"upholds ethics and values; demonstrates integrity; promotes and defends equal opportunities, builds diverse teams; encourages organizational and individual responsibility towards the community and the environment. † (University of Phoenix, 2013) My reasoning aptitude page says, â€Å"Your profile shows you could work well in careers that use both cognitive abilities and practical skills. You may be attracted to practical work or to analytical work, or to careers that allows you to combine practical skills and thinking. † (University of Phoenix, 2013) I love having challenges in my career, and learning new skills or trying new tasks. Conclusion This Survival Guide provides information for continued success throughout my academic career at University of Phoenix. Keeping my goals up-to-date with deadlines will ensure that I meet my long-term goals, and do not lose sight of what I have set out to accomplish. I will review my goals and this guide often as a reminder of everything available to me for my success. References Appendix D. (2013). University of Phoenix: Associate Level Material, Version 10(Unknown), , 1. Carter, C. , Bishop, J. , Kravits, S. L. (2011). Keys to Effective Learning: Study Skills and Habits for Success (6th ed. ). Boston, MA: Pearson. University of Phoenix. (2011). Student Code of Academic Integrity. Retrieved from https://ecampus. phoenix. edu/secure/aapd/studentdocuments/uophx/academic_integrity. htm University of Phoenix. (2013). Phoenix Career Services: My Career Plan: Career Competencies. Retrieved from.

Novel Approaches to DoS Impact Measurement

Novel Approaches to DoS Impact Measurement J.Anto Sylverster Jeyaraj, C.Suriya, R.Sudha Abstract Over the past few years Denial of service (DoS) Attacks have emerged as serious vulnerability for almost every internet Services. Existing approach to DoS impact measurement in Deter Testbeds equate service denial with slow communication low throughput, high resource utilization, and high loss rate. These approaches are not versatile, not quantitative, not accurate because they fail to specify exact ranges of parameter values that correspond to good or poor service quality and they were not proven to correspond to human perception service denial. We propose Novel approaches to DoS impact that measure the quality of service experienced by users during an attack. Our novel approaches are quantitative, Versatile, accurate because they map QoS requirements for several applications into measurable traffic parameters with acceptable, scientifically determined thresholds, they apply to a wide range of attack scenarios, which we demonstrate via Deter testbed experiments Keywords Communication/network, Measurement techniques, performance of system, Network security 1. INTRODUCTION Denial of service (DoS) is a major threat. DoS severely disrupts legitimate communication by exhausting some critical limited resource via packet floods or by sending malformed packets that cause network elements to crash. The large number of devices, applications, and resources involved in communication offers a wide variety of mechanisms to deny service. Effects of DoS attacks are experienced by users as a server slowdown, service quality degradation, service degradation. DoS attacks have been studied through testbed experiments. Accurately measuring the impairment of service quality perceived by human clients during an attack is essential for evaluation and comparison of potential DoS defenses, and for study of novel attacks. Researchers and developers need accurate, quantitative, and versatile. Accurate metrics produce measures of service denial that closely agree with a human’s perception of service impairment in a similar scenario. Quantitative metrics define ranges of parameter values that signify service denial, using scientific guidelines. Versatile metrics apply to many DoS scenarios regardless of the underlying mechanism for service denial, attack dynamics, legitimate traffic mix, or network topology. Existing approaches to DoS impact measurement fall short of these goals. They collect one or several traffic measurements and compare their first-order statistics (e.g., mean, standard deviation, minimum, or maximum) or their distributions in the baseline and the attack case. Frequently used traffic measurements include the legitimate traffic’s request/response delay, legitimate transactions durations, legitimate traffic’s goodput, throughput, or loss, and division of a critical resource between the legitimate and the attack traffic. If a defense is being evaluated, these metrics are also used for its collateral damage. Lack of consensus on which measurements best reflect the DoS impact cause researchers to choose ones they feel are the most relevant. Such metrics are not versatile, since each independent traffic measurement captures only one aspect of service denial. For example, a prolonged request/response time will properly signal DoS for two-way applications such a s Web, FTP, and DNS, but not for media traffic that is sensitive to one-way delay, packet loss, and jitter. The lack of common DoS impact metrics prevents comparison among published work. We further argue that the current measurement approaches are neither quantitative nor accurate. Adhoc comparisons of measurement statistics or distributions only show how network traffic behaves differently under attack, but do not quantify which services have been denied and how severely. To our knowledge, no studies show that existing metrics agree with human perception of service denial. We survey existing DoS impact metrics in Section 2. We propose a novel approach to DoS impact measurement. Our key insight is that DoS always causes degradation of service quality, and a metric that holistically captures a human user’s QoS perception will be applicable to all test scenarios. For each popular application, we specify its QoS requirements, consisting of relevant traffic measurements and corresponding thresholds that define good service ranges. We observe traffic as a collection of high-level tasks called â€Å"transactions† (defined in Section3).Each legitimate transaction is evaluated against its application’s QoS requirements; transactions that do not meet all the requirements are considered â€Å"failed.† We aggregate information about transaction failure into several intuitive qualitative and quantitative composite metrics to expose the precise interaction of the DoS attack with the legitimate traffic. We describe our proposed approaches in Section 3. We demonstrate that our approaches mee t the goals of being accurate, quantitative, and versatile through testbed experiments with multiple DoS scenarios and legitimate traffic mixes. Conclude in Section 5. 2. EXISTING METRICS Prior DoS research has focused on measuring DoS through selected legitimate traffic parameters: Packet loss, Traffic throughput or goodput, Request/response delay, Transaction duration, and Allocation of resources. Researchers have used both simple metrics (single traffic parameter) and combinations of them to report the impact of an attack on the network. All existing metrics are not quantitative because they do not specify ranges of loss, throughput, delay, duration, or resource shares that correspond to service denial. Indeed, such values cannot be specified in general because they highly depend on the type of application whose traffic coexists with the attack: 10 percent loss of VoIP traffic is devastating while 10 percent loss of DNS traffic is merely a glitch. All existing metrics are not versatile and we point out below the cases where they fail to measure service denial. They are inaccurate since they have not been proven to correspond to a human user’s perception of service denial. 3. PROPOSED APPROACHES TO DOS IMPACT EASURMENT 3.3 DoS Metrics We aggregate the transaction success/failure measures into several intuitive composite metrics. Percentage of failed transactions (pft) per application type. This metric directly captures the impact of a DoS attack on network services by quantifying the QoS experienced by users. For each transaction that overlaps with the attack, we evaluate transaction success or failure applying Definition 3. A straightforward approach to the pft calculation is dividing the number of failed transactions by the number of all transactions during the attack. This produces biased results for clients that generate transactions serially. If a client does not generate each request in a dedicated thread, timing of subsequent requests depends on the completion of previous requests. In this case, transaction density during an attack will be lower than without an attack, since transactions overlapping the attack will last longer. This skews the pft calculation because each success or failure has a higher influence on the pft value during an attack than in its absence. In our experiments, IRC and telnet clients suffered from this deficiency. To remedy this problem, we calculate the pft value as the difference between 1 (100 percent) and the ratio of the number of successful transactions divided by the number of all transactions that would have been initiated by a given application during the same time if the attack were not present. The DoS-hist metric shows the histogram of pft measures across applications, and is helpful to understand each application’s resilience to the attack. The DoS-level metric is the weighted average of pft measures for all applications of interest: DoS-level =, where k spans all application categories, and wk is a weight associated with a category k. We introduced this metric because in some experiments it may be useful to produce a single number that describes the DoS impact. But we caution that DoS-level is highly dependent on the chosen application weights and thus can be biased. QoS-ratio is the ratio of the difference between a transaction’s traffic measurement and its corresponding threshold, divided by this threshold. The QoS metric for each successful transaction shows the user-perceived service quality, in the range (0, 1], where higher numbers indicate better quality. It is useful to evaluate service quality degradation during attacks. We compute it by averaging QoS-ratios for all traffic measurements of a given transaction that have defined thresholds. For failed transactions, we compute the related QoS-degrade metric, to quantify severity of service denial. QoS-degrade is the absolute value of QoS-ratio of that transaction’s measurement that exceeded its QoS threshold by the largest margin. This metric is in the range (0,1] .Intuitively, a value N of QoS-degrade means that the service of failed transactions was N times worse than a user could tolerate. While arguably any denial is significant and there is no need to quantify its severity, perception of DoS is highly subjective. Low values of QoS-degrade (e.g., The failure ratio shows the percentage of live transactions in the current (1-second) interval that will fail in the future. The failure ratio is useful for evaluation of DoS defenses, to capture the speed of a defense’s response, and for time-varying attacks . Transactions that are born during the attack are considered live until they complete successfully or fail. Transactions that are born before the attack are considered live after the attack starts. A failed transaction contributes to the failed transaction count in all intervals where it was live. 4. EVALUATION IN TESTBED EXPERIMENTS We first evaluate our metrics in experiments on the DETER testbed [15]. It allows security researchers to evaluate attacks and defences in a controlled environment. Fig. 2 shows our experimental topology. Four legitimate networks and two attack networks are connected via four core routers. Each legitimate network has four server nodes and two client nodes, and is connected to the core via an access router. Links between the access router and the core have 100-Mbps bandwidth and 10-40-ms delay, while other links have 1-Gbps bandwidth and no added delay. The location of bottlenecks is chosen to mimic high-bandwidth local networks that connect over a limited access link to an over provisioned core. Attack networks host two attackers each, and connect directly to core routers Fig.2. Experimental topology. 4.1 Background Traffic Each client generates a mixture of Web, DNS, FTP, IRC, VoIP, ping, and telnet traffic. We used open-source servers and clients when possible to generate realistic traffic at the application, transport, and network level. For example, we used an Apache server and wget client for Web traffic, bind server and dig client for DNS traffic, etc. Telnet, IRC, and VoIP clients and the VoIP server were custom-built in Perl. Clients talk with servers in their own and adjacent networks. Fig. 2 shows the traffic patterns. Traffic patterns for IRC and VoIP differ because those application clients could not support multiple simultaneous connections. All attacks target the Web server in network 4 and cross its bottleneck link, so only this network’s traffic should be impacted by the attacks. Illustrate our metrics in realistic traffic scenarios for various attacks. We modified the topology from [8] to ensure that bottlenecks occur only before the attack target, to create more realistic attack conditions. We used a more artificial traffic mix , with regular service request arrivals and identical file sizes for each application, to clearly isolate and illustrate features of our metrics. Traffic parameters are chosen to produce the same transaction density in each application category (Table 3): roughly 100 transactions for each application during 1,300 seconds, which is the attack duration. All transactions succeed in the absence of the attack. bottleneck links (more frequent variant) and 2) by generating a high packet rate that exhausts the CPU at a router leading to the target. We generate the first attack type: a UDP bandwidth flood. Packet sizes had range [750 bytes,1.25 Kbytes] and total packet rate was 200 Kpps. This generates a volume that is roughly 16 times the bottleneck bandwidth. The expected effect is that access link of network 4 will become congested and traffic between networks 1 and 4, and networks 3 and 4 will be denied service. 5. CONCLUSIONS One cannot understand a complex phenomenon like DoS without being able to measure it in an objective, accurate way. The work described here defines accurate, quantitative, and versatile metrics for measuring effectiveness of DoS attacks and defenses. Our approach is objective, reproducible, and applicable to a wide variety of attack and defense methodologies. Its value has been demonstrated in testbeds environments. Our approaches are usable by other researchers in their own work. They offer the first real opportunity to compare and contrast different DoS attacks and defenses on an objective head-to-head basis. We expect that this work will advance DoS research by providing a clear measure of success for any proposed defense, and helping researchers gain insight into strengths and weaknesses of their solutions. REFERENCES [1] A. Yaar, A. Perrig, and D. Song, â€Å"SIFF: A Stateless Internet Flow Filter to Mitigate DDoS Flooding Attacks,† Proc. IEEE Symp. Security and Privacy (SP), 2004. [2] A. Kuzmanovic and E.W. Knightly, â€Å"Low-Rate TCP-Targeted Denial of Service Attacks (The Shrew versus the Mice and Elephants),† Proc. ACM SIGCOMM ’03, Aug. 2003. [3] CERT Advisory CA-1996-21 TCP SYN Flooding and IP Spoofing Attacks, CERT CC, http://www.cert.org/advisories/CA-1996-21.html, 1996. [4] R. Mahajan, S.M. Bellovin, S. Floyd, J. Ioannidis, V. Paxson, and S. Shenker, â€Å"Controlling High Bandwidth Aggregates in the Network,† ACM Computer Comm. Rev., July 2001. [5] G. Oikonomou, J. Mirkovic, P. Reiher, and M. Robinson, â€Å"A Framework for Collaborative DDoS Defense,† Proc. 11th Asia-Pacific Computer Systems Architecture Conf. (ACSAC ’06), Dec. 2006. [6] Cooperative Association for Internet Data Analysis, CAIDA Web page,http://www.caida.org, 2008. [7] MAWI Working Group Traffic Archive, WIDE Project, http://tracer.csl.sony.co.jp/mawi/, 2008 [8] â€Å"QoS Performance requirements for UMTS,† The Third Generation Partnership Project (3GPP), Nortel Networks, http://www.3gpp.org/ftp/tsg_sa/WG1_Serv/TSGS1_03-HCourt/Docs/Docs/s1-99362.pdf, 2008. [9] N. Bhatti, A. Bouch, and A. Kuchinsky, â€Å"Quality is in the Eye of the Beholder: Meeting Users’ Requirements for Internet Quality of Service,† Technical Report HPL-2000-4, Hewlett Packard, 2000. [10] L. Yamamoto and J.G. Beerends, â€Å"Impact of Network Performance Parameters on the End-to-End Perceived Speech Quality,† Proc.EXPERT ATM Traffic Symp., Sept. 1997. [11] T. Beigbeder, R. Coughlan, C. Lusher, J. Plunkett, E. Agu, and M. Claypool, â€Å"The Effects of Loss and Latency on User Performance in Unreal Tournament 2003,† Proc. ACM Network and System Support for Games Workshop (NetGames), 2004. [12] N. Sheldon, E. Girard, S. Borg, M. Claypool, and E. Agu, â€Å"The Effect of Latency on User Performance in Warcraft III,† Proc. ACM Network and System Support for Games Workshop (NetGames), 2003. [13] B.N. Chun and D.E. Culler, â€Å"User-Centric Performance Analysis of Market-Based Cluster Batch Schedulers,† Proc. Second IEEE Int’l Symp. Cluster Computing and the GridProc. Second IEEE/ACM Int’l Conf. Cluster Computing and the Grid (CCGRID ’02), May 2002. [14] J. Ash, M. Dolly, C. Dvorak, A. Morton, P. Taraporte, and Y.E. Mghazli, Y.1541-QOSM—Y.1541 QoS Model for Networks Using Y.1541 QoS Classes, NSIS Working Group, Internet Draft,work in progress, May 2006. [15] T. Benzel, R. Braden, D. Kim, C. Neuman, A. Joseph, K. Sklower,R. Ostrenga, and S. Schwab, â€Å"Experiences with DETER: A Testbed for Security Research,† Proc. Second Int’l IEEE/Create-Net Conf.Testbeds and Research Infrastructures for the Development of Networks and Communities (TridentCOM ’06), Mar. 2006. [16] D.J. Bernstein, TCP 22 Syncookies, http://cr.yp.to/syncookies.html, 2008.

Decision To Fund The Atomic Bomb :: essays research papers

"No man-made phenomenon of such tremendous power had ever occurred before. The lighting effects beggared description. The whole country was lighted by a searing light with the intensity many times greater than that of the midday sun. It was golden, purple, violet, gray, and blue..."( Groueff 355). The words of Brigadier General Thomas F. Farrell describe the onset of the atomic age, which began on July 16, 1945 in Alamogordo, New Mexico. This was the site of the first large-scale atomic test, which utilized the tool of destruction that would soon decimate the populations of Hiroshima and Nagasaki less than a month afterwards. This test consummated the years spent developing the bomb, and was the end result of the efforts of nuclear scientists who constructed it, and those of President Franklin Delano Roosevelt, who made the decision to fund the so-called Manhattan Project. In a letter dated August 2nd, 1939, Albert Einstein first informed President Roosevelt of the research that had been done by Enrico Fermi and Leo Szilard with unstable Uranium which could generate large amounts of power and energy (Einstein1 PSF Safe Files). Einstein also included another possible use for the uranium- the construction of extremely powerful bombs, which were capable of destroying a seaport and the surrounding territory. This information may have come precisely at the right time, for in October of 1938 Roosevelt asked Congress for a $300 million military appropriation, and in November instructed the Army Air Corps to plan for an annual production of twenty thousand planes. Later, in 1939, Roosevelt called for actions against "aggressor nations," and in the same year submitted to Congress a $1.3 billion defense budget (Boyer 861). In an accompanying memorandum that was sent with the Einstein letter, scientist Leo Szilard explained the technical science of nuclear fission and stressing the importance of chain reactions (Walls 1 PFS Safe Files). Both documents, the Einstein letter and the Szilard memorandum, were to be delivered by Alexander Sachs, an adviser to Roosevelt’s New Deal since 1933 who would know how to approach Roosevelt and the government (Lanouette 200). It was not until mid-October 1939 that Sachs wangled an invitation to get in to see the President over breakfast (Burns 250). Though Roosevelt found the documents interesting, he seemed hesitant about committing government funds to such speculative research. But after Sachs reminded him of Napoleon’s skepticism of Robert Fulton’s idea of a steamship, Roosevelt agreed to proceed. Regarding the steamship issue, Sachs went on to comment, "This is an example of how England was saved by the shortsightedness of an adversary,"; this insight made Roosevelt greatly consider the creation of the bomb. President Roosevelt authorized a study, but the decision to

Learning English

English is the most widely spoken language in the world, and has more second-language speakers than any other language. English is also the language of the Internet, and so studying, doing research, interacting with international companies and travelling is almost impossible without at least some English. It is now impossible to find a country where learning English has not become popular. You wish to travel someplace, you have to communicate. If you don't know the language of the country where you go, just try speaking English and they will understand. magine that you don't know english and you go to china and of course you don't know chinese and you need to find an address. how will you ask that address to some one ? and i can give you thousands of examples like that. Now in most of the job application the company ask about the languages you know. and all of them expect that you know english because international customers rely on English speaking employees to help them with day to day operations to interpret, translate and communicate directly with English speaking customers. Speak fluent English can improve job opportunities. There are other opportunities available for those who learn English. Learning English can improve the chances of being accepted into colleges. Learning English also can expand the ability to access news and information, much of which is generated only in English. if you are looking for an information on internet and if you are looking it in english you will find more than in your language. because english is an international language. you can find all the news , magazines, all the information you need you can find in english. as we all know music connects people to people. f you don't know english how will you understand the meaning of the song and how will you enjoy it. music is really important in life. imagine a life without music how boring will it be. no music on the radio when you are in rush? i really can't imagine a life like that . english is important for your education too. if you go to USA to study you get a better education than you will get in your country. you will mee t some new international friends and some hay if you need some think from the countries that you have friends you will solve it easily. in the end learning english is the best thing to do for your life.

Is Competition Good or Bad??

A continuing concern within physical education is the proper role and level of competition. Many of the abuses associated with organized sport are assumed to be the result of an overemphasis on competition, of a win-at-all -costs perspective. It is not uncommon for physical educators to advocate reducing competition, to replace competitive activities with cooperative activities, and to modify competitive activities in ways that reduce competitiveness.In its most extreme form, this kind of criticism within the physical-education profession suggests that competitive activities are harmful for children. The issue can be viewed from another perspective. The issue is not whether competition is all good or all bade, but rather is how we can eliminate bad competition and emphasize good competition. Good competition creates a festival atmosphere, with all the attending traditions, rituals, and celebrations.Good competition creates a forum within which children and youth can test themselves a gainst accepted standards of excellence. Good competition involves rivalry, but never the kind of rivalry in which one side can win only to the extent that the other side loses. Good competition also means striving within the rules and traditions to do the best you can and then, when the competition is over, understanding that the winning or losing have little meaning outside the competition itself.Bad competition, on the other hand, should be eliminated. Using the rules to gain an advantage, assuming that the only way to win is to have the best score, disregarding the traditions and rituals of the activity, and letting the outcomes affect you after the competition is over are all indications of inappropriate competition. Students in physical education should learn the differences between good and bad competition. The only way they can do this is to have these things pointed out to them as they experience good competition.

READING Bias Essays - Critical Thinking, Parapsychology

READING Bias Essays - Critical Thinking, Parapsychology READING Bias rev. August 2005 BIAS Bias is prejudice about or leaning towards something. An author shows bias by leaving out information or by altering facts to force the reader to have a certain opinion about a subject, or to convince the reader to take a certain action. Critical reading requires that a reader recognize bias in writing. Without this recognition, the reader may become the victim of the writers propaganda. To identify bias in a passage or article, the reader must read through the material and ask, What does the writer want me to think or to do? Bias is often present in editorials, advertisements, religious publications, and political materials. There are several common devices or techniques used by writers of propaganda and biased material. Some of these are 1. USE OF WORDS FOR EMOTIONAL EFFECT Words like commie, racist, hippie, liberal, pinko, and others are used to promote either a positive or a negative response in the reader. 2. REFERENCE TO GREAT MEN Politicians often refer to famous men in the history of our country in order to gain support for their ideas. 3. FLATTERY The writer may use praise to try to gain a positive reaction from the reader. 4. STACKING THE CARDS Instead of giving an objective description, the writer may give evidence to support only one side of a question and may deliberately omit any opposing ideas. 5. BANDWAGON A writer might suggest that everyone is doing something or thinking in a certain way and that the reader should do the same. 6. PLAIN FOLKS Many politicians and advertisers try to appeal to common people. Politicians attempt to make voters identify with them by presenting themselves as ordinary people. READING Bias rev. August 2005 BIAS PRACTICE EXERCISES EXERCISE I. Read the following letter to a local newspaper in which the writer argues that Fairlawn Park should not be turned into a baseball field. Note the negative terms that are used to influence the reader. Citizens of the Fairlawn Park area look with alarm at the diabolical plot to change a beautiful spot into a baseball park. If this malicious plan is carried out, the lovely trees in the park will be chopped down. Values of the property within the area will drop sharply as the park fills with the filth and debris of the bulldozers and other equipment. Later the shrieks of the young ruffians who take over the park will destroy the peace and quiet of the neighborhood. Obviously no one cares about the poor citizen who has slaved to pay for his home and to keep up with his taxes. 1. In this passage, the author shows bias against a. homeowners and taxpayers b. citizens of the Fairlawn Park area c. a baseball field in the park d. more trees in the park Did you find the following terms used to sway the mind of the reader? 1. alarm 6. debris 2. shrieks 7. filth 3. malicious 8. diabolical 4. destroy 9. poor 5. ruffians 10. slaved EXERCISE II. Read each paragraph; then, choose the best answer to the question that follows to find out if you can identify bias. New cars are not built as well as they used to be. Owners of new cars in 2002 have more complaints about their automobiles than in past years. In fact, the recalling of new cars by their makers is becoming a routine practice in America. Instead of insisting upon safe, well-designed products, carmakers seem more concerned with throwing together shoddy automobiles and making a profit. Invariably, new cars need parts replaced almost as soon as the warranty expires. Unfortunately, people need transportation, so they continue to buy new automobiles. 2. The author shows bias against a. new car owners b. foreign car manufacturers c. car repair shops d. automobile manufacturers READING Bias rev. August 2005 BIAS PRACTICE EXERCISES Everyone who cooks should own a food processor. This marvelous invention is now being used by over 12 million vegetarians, compared with only half that number a couple of years ago. Vegetarians rarely have a weight problem since most vegetables are low in calories and contain little or no fat. They do not suffer a build-up of cholesterol in the bloodstream as they grow older. Some doctors have suggested a link between vegetarianism and longevity. As Americans become more health-conscious, vegetarianism will certainly become more popular. 3. The author show bias for a. eating more vegetables b. avoiding cholesterol c. eating health foods d. becoming a vegetarian America is certainly a strong military power; it now has the nuclear power to destroy the entire world. We are not the only country that has

Preschool Programs essays

Preschool Programs essays Unlike countries such as the United Kingdom, Sweden and Italy, the United States does not have a free, universal and comprehensive pre-school system. Early childhood education has been a neglected priority, to the detriment of the country's youngest citizens. After all, studies have shown that preschool and early childhood education programs have both short- and long-term positive effects on a child's physical, emotional and This paper argues that preschool programs can have a lasting impact on a child's life. Given the importance of this early foundation, the federal government should thus follow the European example and provide funding for preschool programs for the country's children. Children learn to develop fundamental motor skills in early childhood. These early motor skills later serve as foundations for more advanced movement, such as the coordination needed to play sports. Researchers believe that children need to learn early motor skills to participate successfully in more advanced activities as they grow older (Hoffman). According to researchers, the best way to develop motor development is through interaction and through ensuring ample opportunities in a student's environment. This is particularly significant for children who have difficulty developing motor skills because of biological factors or because they live in neighborhoods that are not conducive to physical play (Hoffman). Such children risk falling behind their peers in their physical Researchers thus studies whether a preschool intervention program could help children who had developmental delays in the area of motor skills. The research focused on children who had problems with locomotor and object control skills. The results of their study showed that children who were enrolled in a "compensatory preschool program" performed better in locomotor skills activities such a...