Computer Crime, hacking, phreaking and software piracy

Computer Crime, hacking, phreaking and software piracy It's the weekend, you have nothing to do so you decide to play aroundon your computer. You turn it on and then start up, you start callingpeople with your modem, connecting to another world, with people just likeyou at a button press away. This is all fine but what happens when youstart getting into other peoples computer files. Then it becomes a crime,but what is a computer crime really, obviously it involves the use of acomputer but what are these crimes. Well they are: Hacking, Phreaking, Software Piracy.To begin I will start with Hacking, what is hacking. Hacking isbasically using your computer to 'Hack' your way into another. They useprograms called scanners which randomly dials numbers any generating tonesor carriers are recorded. These numbers are looked at by hackers and thenused again, when the hacker calls up the number and gets on he's presentedwith a logon prompt, this is where the hacking really begins, the hackertries to bypass this anyway he knows how to and tries to g ain access to theEnglish: Ankit Fadia Computer Hackersystem. Why do they do it, well lets go to a book and see 'Avid youngcomputer hackers in their preteens and teens are frequently involved incomputer crimes that take the form of trespassing, invasion of privacy, orvandalism. Quite often they are mearly out for a fun and games evening, andthey get entangled in the illegal use of their machines without realizingthe full import of what they are doing', I have a hard time believing thatso lets see what a 'hacker' has to say about what he does 'Just as theywere enthraled with their pursuit of information, so are we. The thrill ofthe hack is not...

Communication with Families Essay Example | Topics and Well Written Essays - 750 words

Communication with Families - Essay Example Teachers should treat everyone equally. A very good thing that is visible from the address that the teacher has made a generous consideration when she is making the speech. She even had a translator at the speech; this would have reduced the barrier between the parents and the teachers. It is very important that the barriers are reduced so that the communication takes place in a perfect way. Another consideration that she has made is that she has kept the meeting after 8 pm. This makes the parents feel that the teacher is actually looking forward to the improvement of the children and they are genuinely concerned. The parents would feel honored and respected and would actually take interest in the child’s growth and development. For a proper communication it is very important that all kinds of barriers are crossed and gotten rid of so that the message goes without any impurity to the receiver. That is why the explanation of the jargons and the terms is important and it has bee n done by the teacher who is giving the introductory session. Also, she is doing it subtly and, therefore, the parents would not feel degraded or troubled when they feel that the teacher is explaining each and everything (Mendoza, 2003). ... The teacher has also made it easier for the parents to become involved as she has used simpler terms and jargons so that the parents can feel that they are not very laid back or not educated at all (Mendoza, 2003). This quote is from the part when the teacher actually makes the effort to disclose all the information to the parents and plans on making this easier for them. According to Welch and Tisdale, â€Å"To make sure you understand how my classroom will be run, I have written a disclosure document and made a copy for all of you. A disclosure document is just a written explanation about how I will grade your children, what my class rules are, and other general information to help you understand my classroom† (Welch &Tisdale,1986). Another quote that can be given here is the one that is related to the extra time that teacher is willing to put in and has kept it at the time when the parents of the children are available (Epstein, 2001). The quotes clearly show that the teach er is making efforts to actually help the parents in continuing the education of their children and providing them guidance at each and every step so that the parents can actually participate equally in the education of the children. It is very important that despite being sensitive about the feeling of the parents the teacher should have also provided some kind of help and guidance so that the parents who are disabled or have disabled children should also be provided due guidance. The documents should also be written in easier and the normally used language so that the parents do not have any kind of issues in actually understanding the matter in it. Failure to understand the document can lead to non compliance (Epstein,

G Research Paper Example | Topics and Well Written Essays - 3000 words

G - Research Paper Example Its first product was the Toyota AA and ever since, it has grown and incorporated other brands in its production. Such brands include Scion, Ranz, Lexus, as well as Hino. The company has also invested heavily in other automobile industry such as Isuzu, Daihatsu, Tesla, Sichuan FAW Toyota, and Fuji Corporation. Toyota Corporation was first incepted in the year 1933. During this year, the corporation was a subsidiary of the Toyoda Automatic Corporation. The Toyoda Corporation was run by Toyoda Kiichiro. The company’s first automobiles were the A1 and G1 that were manufactured in 1935. It was after the first production of the Automobiles that Toyota Corporation moved to establish an independent company that would allow total control of the production activities of its automobiles. This establishment took place in the year 1937 under the leadership of Toyoda Kiichiro. During this time, the immediate competitors of the company were Ford and GM motors. However, in order to provide an incentive to the customers and boost sales, the company decided to sell its automobiles at a cheaper price than its immediate competitors. The sale price of the model AA was only 3,350 yens. Ford sold their first car at a more expensive price that involved paying 400 yens more. Since then, Toyota Corporation has established more than one hundred subsidiaries. The company recognizes five principles. They include teamwork, kaizen, challenge, respect, and ‘go and see’. The company has general guidelines called the ‘Toyota Way 2001’ that lay out various policies and guidelines in which every employee in the organization ought to follow. Liker (21) suggests that Toyota Corporation focuses its efforts more on addressing the importance as well as the positive experiences of owning private quality vehicles. Its mission is to provide high quality and affordable automobiles on a global scale. In its corporate strategy to mitigate risks, Toyota has always been upfront

Exploring ideas about art Assignment Example | Topics and Well Written Essays - 1000 words

Exploring ideas about art - Assignment Example Therefore, evaluating various ideas about art suffices towards having a better understanding of art as a whole. As such, one idea about art that can be gained from the Institutional theory of art is that art has a function to perform by maintaining its cultural category. Additionally, art is generally part of a larger system defined by the art world, such it is difficult for art to stand on its own without connections to its art world. When this happens, the art tends to lose its being art in the context in which it was intended by the creator. Moreover, institutionalisation of art forms the framework that enables the proper understanding of any given work of art. This approach means that art cannot be viewed as a single item, rather, it is what makes up a given institutionalised system. On the other hand, Michelle Kamhi’s A Conservative View of Aesthetics looks at the pre-existing notions given to art, and the contemporary understanding of what can be defined as being art. While the typical definition of art is based on a representational approach as highlighted by paintings and sculptures, one significant point in this reading is that art can be anything as long as it is represented by the right individual. This brings another point such that the right individual is anyone who has been associated with art for a given period of time, therefore giving them the jurisdiction to delegate ‘art-wood’ to an object. Additionally, there is the element of art having to be attached to ideas and certain attributes that are characterised as being formal. From the a\idealization posited in this reading, art can mean virtually anything, and this depends only on the context in which it is presented. Nelson Goodman’s When is Art?, brings another perspective towards understanding art by demonstrating that art can be a method, object, or even a language. As a language, art is used as a form of communication or method that makes it easy for individuals to

Didions on Morality Essay Example for Free

Didions on Morality Essay What is it that forms and drives our â€Å"moral behaviors†? Are we born with a basic sense of morality or do we develop a set of moral â€Å"social codes† to keep society from falling into chaos and anarchy? In her essay â€Å"On Morality,† Joan Didion dissects what lies beneath the surface of humanity’s morality. By recounting several stories and historical events, she shows that morality at its basic â€Å"most primitive level† is nothing more than â€Å"our loyalties to the ones we love,† everything else is subjective. Didion’s first story points out our loyalty to family. She is in Death Valley writing an article about â€Å"morality,† â€Å"a word [she] distrust more every day. † She relates a story about a young man who was drunk, had a car accident, and died while driving to Death Valley. â€Å"His girl was found alive but bleeding internally, deep in shock,† Didion states. She talked to the nurse who had driven his girl 185 miles to the nearest doctor. The nurse’s husband had stayed with the body until the coroner could get there. The nurse said, â€Å"You just can’t leave a body on the highway, it’s immoral. † According to Didion this â€Å"was one instance in which [she] did not distrust the word, because [the nurse] meant something quite specific. † She argues we don’t desert a body for even a few minutes lest it be desecrated. Didion claims this is more than â€Å"only a sentimental consideration. † She claims that we promise each other to try and retrieve our casualties and not abandon our dead; it is more than a sentimental consideration. She stresses this point by saying that â€Å"if, in the simplest terms, our upbringing is good enough – we stay with the body, or have bad dreams. † Her point is that morality at its most â€Å"primary† level is a sense of â€Å"loyalty† to one another that we learned from our loved ones. She is saying that we stick with our loved ones no matter what, in sickness, in health, in bad times and good times; we don’t abandon our dead because we don’t want someone to abandon us. She is professing that morality is to do what we think is right; whatever is necessary to meet our â€Å"primary loyalties† to care for our loved ones, even if it means sacrificing ourselves. Didion emphatically states she is talking about a â€Å"wagon-train morality,† and â€Å"For better or for worse, we are what we learned as children. † She talks about her childhood and hearing â€Å"graphic litanies about the Donner-Reed party and the Jayhawkers. She maintains they â€Å"failed in their loyalties to each other,† and â€Å"deserted one another. † She says they â€Å"breached their primary loyalties,† or they would not have been in those situations. If we go against our â€Å"primary loyalties† we have failed, we regret it, and thus â€Å"have bad dreams. † Didion insist that â€Å"we have no way of knowing†¦what is ‘right’ and what is ‘wrong,’ what is ‘good and what is ‘evil’. † She sees politics, and public policy falsely assigned â€Å"aspects of morality. † She warns us not to delude ourselves into thinking that because we want or need something â€Å"that it is a moral imperative that we have it, then is when we join the fashionable madmen. † She is saying this will be our demise, and she may well be correct. Hitler’s idea that he had â€Å"a moral imperative† to â€Å"purify the Aryan race† serves as a poignant reminder of such a delusion. In 1939 Hitler’s Nazi army invaded Poland and started World War II. World War II came to an end in large part due to the United States dropping two atomic bombs. If the war had continued and escalated to the point of Hitler’s Nazis and the United States dropping more atomic bombs we could have destroyed most, if not all, of humanity, the ultimate act of â€Å"fashionable madmen. † We may believe our behaviors are just and righteous, but Didion’s essay makes us closely examine our motives and morals. She contends that madmen, murders, war criminals and religious icons throughout history have said â€Å"I followed my own conscience. † â€Å"I did what I thought was right. † â€Å"Maybe we have all said it and maybe we have been wrong. † She shows us that our â€Å"moral codes† are often subjective and fallacious, that we rationalize and justify our actions to suit our ulterior motives, and our only true morality is â€Å"our loyalty to those we love. † It is this â€Å"loyalty to those we love† that forms our families, then our cities, our states, our countries and ultimately our global community. Without these â€Å"moral codes,† social order would break down into chaos and anarchy.

Promote Children and Young Peoples Positive Behaviour

Promote Children and Young Peoples Positive Behaviour Student name: Yasmin Albadri    Summarise the policies and procedures of the setting relevant to promoting children and younger peoples positive behaviour Evaluate how the policies and procedures of the setting support children and young people to: a. Feel safe, b. Make a positive contribution, c. Develop social and emotional skills, d. Understand expectations and limits Explain the benefits of all staff consistently and fairly applying boundaries and rules for children and younger peoples behaviour in accordance with policies and procedures of the setting. Explain the benefit of actively promoting positive aspects of behaviour. Demonstrate ways of establishing ground rules with children and young people which underpin appropriate behaviour and respect for others. Demonstrate strategies for promoting positive behaviour according to the policies and procedures of the setting. Demonstrate realistic, consistent and supportive responses to children and young peoples behaviour. Provide an effective role model for the standards of behaviour expected of children, young people and adults within the setting. Demonstrate strategies for minimising disruption through inappropriate behaviour of children and young people. Demonstrate strategies for managing inappropriate behaviour according to the policies and procedures of the setting. Apply rules and boundaries consistently and fairly, according to the age, needs and abilities of children and young people. Provide support for colleagues to deal with inappropriate behaviour of children and young people. Explain the sorts of behaviours or discipline problems that should be referred to others and to whom these should be referred. Recognise patterns and triggers which may lead to inappropriate behavioural responses and take actions to pre-empts, divert or diffuse potential flash points. Use agreed strategies for dealing with challenging behaviour according to the policies and procedures of the setting Access and manage risks to own and others safety when dealing with challenging behaviour. Support children, young people and colleagues to identify the situations and circumstances which trigger inappropriate behavioural responses and ways of avoiding these from happening. Recognise and take immediate action to deal with any bullying, harassment or oppressive behaviour according to the policies and procedures of the setting. Demonstrate ways of supporting children and young people to review their behaviour and the impact of this on others, themselves and their environment. Demonstrate ways of supporting children and young people with behavioural difficulties to identify and agree behaviour target Use own knowledge of promoting positive behaviour to contribute to reviews of behaviour policies, including bullying, attendance and the effectiveness of rewards and sanctions. Provide clear and considered feedback on the effectiveness of behaviour management strategies to inform policy review and development. Task 1. Everyone who works in the school setting needs to be aware of the policies and procedures and have the responsibility to model a high standard of behaviour. Policies offer consistency, all staff must treat the same sorts of behaviour the same and children will know what to expect. When a staff does not follow, the policy may lead confusion for children. All staff has rules to deal with misbehaving behaviour by the children which never shout, respect children, listen, address the problem, establish the fact, use sanctions carefully. At Drayton-green primary school, children are supervised when they are in a play time, when they are in the lunch hall and when they are lining up to the class, to the hall. All staff is agreed to the positive behaviour promotion strategies and sanctions. To promote a positive behaviour, we all should encourage children to do their best with their learning and while they have a positive behaviour as that increase the motivation by recognising their success in which give suitable praise, writing a positive comment in the childs work, use suitable stickers, house points, celebration assembly that include nominate who has achieved a high standard of work or positive behaviour a star of the week then an award certificate from the head teacher, this will teach children that unacceptable behaviour is not acceptable in the school environment, this includes bullying, disruption behaviour, disrespect staff, etc. that will lead to have verbal warning, detention may be given, parent informed, discipline, etc. Task 2. Feel safe -Drayton-green primary school ensures that they are meeting the five aims and outcomes of every child matters such as feel safe and make a positive contribution. The school guarantees that all children feel safe and secure in the school setting from bullying and discrimination because the rules of the school rule are to have a safe and happy learning environment. When the child worries from something happened, or will happen later, the school encourages children to talk if they have any concern and will ensure the child is secured and protected from any harm may cause to him also the school encourages parents to talk if they have any issue or worries may be experiencing. Make a positive contribution-Drayton-green primary school ensures that childrens views are reflected in the curriculum teaching and planning. Its important that parents are encouraging their children to develop their positive behaviour and relationships as that increase their confidence with everyday challenges. The school awards children because of their hard work, good behaviour, help others as that present a good example to encourage others to do the same. Develop social and emotional skills- its important to ensure childrens social and emotional skills are developed to develop a healthy, social and emotional life. Its important to ensure children learn social skills in which they need to know to take turns, learn to cooperate and able to respond positively in certain circumstances as that able them to gain confidence in social situations. Understand expectations and limits- all children and young people in the school setting have the knowledge of the expectations and limits of how the school works. All children must follow the schools guidelines that are set such as golden rules and class rules by the school. Children know that within the school they must develop the sense of responsibility for which to apologise when needed, accept other actions and behaviour, the opportunity to help others and avoid over reactive and take one responsibility. Task 3. Consistency is imperative to achieving good behaviour in schools. The entire staff must employ the same standards. Pupils have consistency from adults, so they know what they are expecting from them and know where they stand. If one adult tells pupil one thing and another adult tell them something different then that will confuse children about whats right and wrong, the same as the rules and boundaries, all staff must say the same thing and the wording must fall into the policies of Drayton-green primary school. At our school, we say, for example, your behaviour is not acceptable instead of saying you are naughty as this language is not allowed. Task 4.   At work setting, when I am working with a year 2 group, it becomes obvious that we have certain circumstances with inappropriate behaviour on a regular basis such as children talking to each other, taking others pencils, talking while the teacher describing a learning activity, not listening to the teacher, etc. and that would be good if we keep a record of their bad behaviour situation and if that happen again, then if possible we try to avoid it, but when the child is having unacceptable behaviour again then we need to remove the child from his place and make him sit somewhere where he can only listen to the teacher and in many time we need to speak to the child to show how their behaviours are, for example disturbing others, hurt others feeling, etc. Its important to make it clear to the child so he/she will not have the same behaviour.   When teachers recognising that children are behaving well and listen, then the teacher gives them praise for their good behaviour. Once children realise they are obtaining teachers attention, then they will repeat having the same behaviour. If children want the teachers attention, then will know how to achieve it. Doing this will promote positive behaviour as B.F. Skinner discovered that its important to concentrate on the positives and certain behaviours can be changed and improved. The alternative such as nagging children to stop, being quiet, and sit down as that I am paying attention to children who are misbehaving. Task 13.This is when there are situations require more staff for instance, when there is a child is dangerous, a child is behaving unpredictably and could be dangerous or when I dont feel in control of the situation then I need to call for help because the other staff have specialist knowledge and know how to deal with them. When there is a child with behaviour issue, then the school will have many options in hand to deal with the child such as the school may give them a warning, inform the parents, inform the social worker, etc.

Infectious Mononucleosis (Mono) :: essays research papers

Infectious mononucleosis is caused by the Epstein-Barr virus (EBV). It is a double stranded DNA virus indistinguishable from other members of the herpes virus group. It get its’ name from the mononuclear (single nucleus) cells. It is also known as the â€Å"kissing disease†, because the most frequent mode of transmission is intimate salivary contact. It can also be transmitted from shared drinking and eating utensils, toothbrushes, etc. Mono is not likely to spread by aerosol (ex. sneezing) or fomites (ex. doorknobs). About half the population is not exposed to this virus until late adolescence. The peak incidence for girls is 14-16 and boys 16-18. After initial contact with the virus, there is an incubation period of 4-6 weeks and then the symptoms start appearing. Symptoms include fever, sore throat and lymph adenopathy (swollen and tender lymph nodes). Mono may be called glandular fever as well because of the swelling in the lymph nodes. Fevers can get as high as 102 degrees Fahrenheit and may remain high for 3-4 weeks. Other symptoms include enlargement of the spleen and liver, fatigue, loss of appetite, periorbital edema (swelling of the tissue around the eyes), petechiae (tiny bruising like spots on the roof of mouth), and a fine rash. The white blood cell and liver enzyme counts are elevated, and anemia can occur with low platelet counts. Diagnosis is made based on the clinical picture and the hematological features. A sample of the patients’ blood is mixed with sheep’s blood and if the patient has mono, the sheep’s blood cells will stick together. Antibodies to sheep or horse red blood cells are positive in 90% of cases. Mono is not a fatal disease, but there is no specific antiviral therapy. Doctors will most likely prescribe much rest. Acetaminophen and ibuprofen are sometimes used to relieve aches and manage the fevers, but the use of aspirin is not recommended due to the link to Reye’s syndrome. Corticosteroids are used to reduce the amount of tonsillar swelling and intravenous rehydration is necessary. Patients are cautioned to avoid contact sports for 6 weeks after recovery to avoid the risk of spleen rupture. Most cases of mono resolve without complication, but some rarely occur. Complications are tonsillar enlargement, which can cause respiratory obstruction; rupture of spleen; encephalitis, an infection of the brain tissue; Galen-Barer syndrome, a progressive and sequential worsening syndrome of weakness and paralysis; hemolytic anemia, the red blood cells are destroyed; uvetis, an eye involvement; myocarditis, an inflammation of heart muscle; pneumonia; hephritis, a kidney infection; and Reye’s syndrome; a severe neurological syndrome.