International Preliminary Examination Essay Example for Free

International Preliminary Examination Essay International preliminary examination is an optional feature of the international phase available under Chapter II of the PCT. It is performed by an International Preliminary Examining Authority (IPEA), one of the Offices which are also International Searching Authorities (ISAs) [see Module 7]. The receiving Office with which you filed your PCT application has appointed the IPEA which is à ¢Ã¢â€š ¬Ã…“competentà ¢Ã¢â€š ¬Ã‚  to perform international preliminary examination. If your receiving Office has appointed more than one competent IPEA, you can choose between them, taking into account differing requirements relating to search, such as language, fees, etc. The international preliminary examination gives you the benefit, before entering the national phase, of an assessment from an IPEA on whether your invention appears to be novel, involves an inventive step (non-obvious), and is industrially applicable. This may provide you with greater certainty on your chances of obtaining a patent. You may consider international preliminary examination if, as a result of the international search and the written opinion of the ISA, your PCT application needs to be amended in order to overcome objections previously raised in the written opinion of the ISA. During the international preliminary examination procedure, you can amend the description, claims and drawings of your PCT application. This enables you to further refine your PCT application, which will be useful during the patent granting procedures in the national phase. While international preliminary examination is not binding for the purposes of national or regional examination, it is increasingly seen by national and regional Offices as highly persuasive. It may, in some Offices, result in a reduced examination fee in the national or regional phase. 9.1 The Demand The à ¢Ã¢â€š ¬Ã…“demandà ¢Ã¢â€š ¬Ã‚  is a PCT term that is used to describe the request for international preliminary examination. The demand automatically indicates that you intend to use the results of international preliminary examination in all PCT countries. The Offices of the countries where the international preliminary examination results will be used are referred to as à ¢Ã¢â€š ¬Ã…“electedà ¢Ã¢â€š ¬Ã‚  Offices. The demand must be made on a printed or computer generated form [Form PCT/IPEA/401] and must contain certain indications, all of which are clearly identified on the form. It must be submitted, with very limited exceptions, to a competent IPEA within three months from the date of transmittal to the applicant of the ISR and the written opinion of the ISA, or within 22 months from the priority date, whichever period expires later. If the demand is filed with an IPEA which is not competent for carrying out international preliminary examination, or with a receiving Office, an ISA or the International Bureau, it will be transmitted by that Office or Authority either directly to the competent IPEA, or first to the International Bureau which will in turn transmit it to the competent IPEA. Generally, the original filing date of the demand will be retained. If the language in which your PCT application was searched or the language in which it was published is not accepted by the IPEA, you will be invited to furnish a translation within one month from the date of the invitation. If you do not furnish the missing translation in time, the IPEA will consider the demand not to have been submitted. 9.2 Amendment of the Description, Claims, Drawings When you file the demand, or before the start of international preliminary examination, you have an opportunity to amend your PCT application (description, claims, and drawings). These amendments are commonly referred to as Article 34 amendments. Any amendments that you make may not go beyond the disclosure of your PCT application as originally filed. As far as the claims are concerned, this is a second opportunity for amending them before the international preliminary examination starts (the first being by way of Article 19 amendments submitted to the International Bureau after receipt of the international search report). In practice, most applicants filing a demand for international preliminary examination do not make use of the possibility of amending the claims under Article 19, unless publication of the amendments is desired [see Module 8 section 8.2]. Where it is clear from the references cited in the ISR and the written opinion of the ISA that the PCT application requires amendments, applicants typically furnish their amendments to the IPEA together with the demand. 9.3 Written Opinion of the IPEA The written opinion of the ISA is generally used as the first written opinion of the IPEA, particularly if the ISA and the IPEA are the same. In this case, you will most likely not receive a à ¢Ã¢â€š ¬Ã…“secondà ¢Ã¢â€š ¬Ã‚  written opinion from the IPEA. You should therefore file any Article 34 amendments and/or any arguments in relation to the written opinion of the ISA together with the demand. International preliminary examination does not usually start until after the ISA has drawn up the ISR and the written opinion. You may wait for these documents before deciding whether to proceed further with the PCT application by filing a demand for international preliminary examination. The cost of the examination need not be incurred before it is clear, from the results of the ISR and the written opinion of the ISA, that the invention claimed in the PCT application is not clearly lacking novelty and inventiveness. If the IPEA and ISA are the same, the Office may decide to start international preliminary examination at the same time as the international search, except where, under certain circumstances, the applicant has requested that international preliminary examination be postponed. If, exceptionally, a second written opinion is established by the IPEA, you may have additional opportunities to file amendments during the international preliminary examination. The number of opportunities for filing amendments which will be available depends very much on the time available for international preliminary examination. The international preliminary examination report must in general be drawn up not later than 28 months from the priority date. Any amendments you file after the examiner has begun to draw up the report can no longer be taken into account. Should you wish to make further amendments (which can no longer be filed during the international phase), they can still be filed with elected Offices on entering the national phase. No elected Office may grant or refuse a patent before the expiration of the time limit for amending the application for the purposes of the grant procedure in the national phase. Each national chapter of the PCT Applicants Guide gives details as to when and how amendments may be filed during the national phase [see Module 10]. 9.3.1 Response to the Written Opinion of the IPEA Exceptionally, you may receive an additional written opinion from the IPEA [Form PCT/IPEA/408], with an invitation to respond, before the international preliminary examination report is drawn up. In such a case, you may present further amendments or arguments. Informal communications between the IPEA and the applicant are expressly provided for under the PCT. Consistent with the non-binding, preliminary nature of the international preliminary examination, there is no provision for a formal review of an examiners opinion, except on disputed findings of lack of unity of invention [see Module 7 section 7.1.2]. International preliminary examination can thus be compared to a regular patent examination in an examining patent Office with one exception; namely, in that the time limits set by the examiner for the response are usually much shorter than under the normal examination procedure. A prompt reaction is required from you during preliminary examination in order for the international preliminary examination to be completed within the limited time available. 9.4 The International Preliminary Report on Patentability (Chapter II) International preliminary examination ends with the drawing up of an International Preliminary Report on Patentability (Chapter II) as prescribed under Chapter II of the PCT à ¢Ã¢â€š ¬Ã¢â‚¬Å" commonly referred to as an IPRP (Chapter II) [Form PCT/IPEA/409]. The IPRP Chapter II is typically drawn up before the expiration of 28 months from the priority date. The IPRP (Chapter II) is a non-binding opinion, which essentially contains a statement, in relation to each claim, on whether it appears to satisfy the criteria of novelty, inventive step and industrial applicability as defined in the PCT. The statement is accompanied by the citation of the documents believed to support that conclusion. Further explanations are given where the circumstances of the case so require. No statement may be made on the question whether the invention would be patentable under the national law of any elected State. If the report is based on the PCT application in an amended form, a copy of all sheets containing amendments will be annexed to the report. The IPEA transmits the IPRP (Chapter II) to the applicant and to the International Bureau. The report is established in the language in which the PCT application concerned is published or, if the international preliminary examination is carried out on the basis of a translation of the PCT application, in the language of the translation. The International Bureau must then translate, if necessary, the report into English to meet the language requirements of some elected Offices. Only the IPRP (Chapter II) is translated, not the annexes. The transmittal of the IPRP (Chapter II) completes the international procedure under Chapter II. The IPRP (Chapter II) is not accessible to persons other than the applicant and the elected Offices during the international phase. Neither the International Bureau nor the IPEA may, unless requested or authorized to do so by the applicant, give information on the issuance of an IPRP (Chapter II) or on the withdrawal or non-withdrawal of the demand or of any election, except for communications or access provided to elected Offices. Upon receipt of the IPRP (Chapter II) (at the latest, at about the 28th month from the priority date), you have until the expiration of 30 months from the priority date in which to evaluate it and to decide whether to proceed further by entering the national or regional phase before the elected Offices. If a translation of the PCT application must be furnished to the elected Office upon entry into the national phase, it must usually include a translation of the PCT application as originally filed, and of the amendments appearing in the annexes to the IPRP (Chapter II). The translation requirements of the annexes vary somewhat among the elected Offices. The national chapter relating to each elected Office in the PCT Applicants Guide indicates the applicable requirements.

The Basic Concepts Behind Data Bases Information Technology Essay

The Basic Concepts Behind Data Bases Information Technology Essay Databases are collection of raw fact and figures or in single word we can say data in digital form, databases are classified on the basis of their content like text document, bibliographic and statistical etc. Databases are managed by software called DBMS (Database Management System), DBMS are responsible of storing, retrieving, accessing, security, backup and querying the data as fast as possible and in most efficient way. One of the most trusted DBMS in market is ORACLE DBMS. ORACLE is the most trusted in market and almost each and every organization uses it. One of the best security features of ORACLE is Secure Database Access.SDA is based on three things which are Under USER MANAGEMENT comes how much space has to be provided to each user, what level of access has to be provided to users, the space and rights of one user does not interfere with other. Under PASSWORD MANAGEMENT come the default passwords of users, defining the password complexity, deciding the password expiry time limit, password lock facility etc. Under RESOURCE LIMTS comes deciding CPU time, logical reads, concurrent session per user, idle time, amount of private SGA for shared sessions. The above mentioned security features comes with any enterprise level operating system for example SUN SOLARIS a UNIX flavored OS has all this security features where there is separate file system for all users, each and every file system and file has access permission defined for the root, the user and others, passwords for each user is there and they are stored in encrypted form and for each and every user the resources are defined. Briefly describe the purpose of firewalls and how they work, including a comparison of at least three principal types. Firewalls are a type of hardware or software which is used to protect the system or network. Firewall acts as fences around the system or network which do not allow anybody who wants unauthorized access or after access tries to do some sort of damage. To protect ones data and network Firewalls employ a number of technologies, of which the first one is simple set of rules means all the ports should be closed initially and as one goes with applications there must be ports defined for them and only those ports are opened for those applications to use, open ports are like holes which any hacker can use to access your system. There are 2 physical types of firewalls software and hardware, software firewalls are mostly used in home environment like the one provided by Nortel and McAfee, they are responsible for protecting you home pc against any sort of external attack. Hardware firewalls are commonly used in business environment, they are dedicated units which have the external world plugged in outside and the trusted network from inside and they are often available as a pair so that failure of one unit does not make the network open for attack. Both type of firewalls use a number of different techniques to keep your system and network safe, the first thing described is a rules based or packet filter system, here all data in and out is scanned to see that is in and out to trusted ports on the system and possibly even trusted IP addresses. Proxy server, this is in between the outside world internet and the trusted inside world network it scans all packets of data and make sure if they meet the packet filter rules before passing data to the machine in the trusted network. This adds a layer of security by never allowing the internet system come in direct contact with the trusted machine, network address translation do not make your internal IP address visible to the internet. A proxy server is great against brute force attacks. What are the differences between public key encryption methods and symmetric key encryption methods? Please provide one example of each category. The cryptographic technique based on two keys a public key available to all and a private/secret key known only to the person intended to have it. An important part to the public key encryption is that the keys are related in such a manner that only the public key can be used in encryption of the messages and only the corresponding private key can be utilized in decryption of messages. By no chance one can get private using the public key. Public-key encryption like Pretty Good Privacy (PGP), are growing in popularity for transferring information through internet. They are highly secure and comparatively simple to use. The one difficulty with public-key encryption is that one need to be aware of the recipients public key so that he/she can encrypt a message. What is required therefore is a global registration of public keys Symmetric key encryption for both encryption and decryption uses a same secret key. Exchange of message requires exchange of keys also among users. Message encrypted with secret key can only be decrypted with same secret key Secret-key algorithm is used in symmetric key encryption. Symmetric key encryption techniques are also called content-encryption algorithms. The big limitation of secret-key algorithm is the requirement for sharing the secret-key. This can be overcome by deriving the same secret key at both ends by using a user supplied text string or we can say password based on password-based encryption algorithm, other way round is to securely exchange the secret-key among themselves. Size of the key defines the strength of the symmetric key encryption used. Consider the following cipher text: EHWWHU EH GHVSLVHG IRU WRR DQALRXV DSSUHKHQVLRQV WKDQ UXLQHG EB WRR FRQILGHQW VHFXULWB (Edmund Burke) a) Decipher the cipher text above using a 26-character Caesar Cipher. Explain your reasoning Explain how you would quickly determine if the above cipher text is the result of a simple substitution or a transposition cipher, also explaining the difference between each. Please justify your answer. The cipher text gets decrypted to BETTER BE DESPISED FOR TOO ANXIOUS APPREHENSIONS, THAN RUINED BY TOO CONFIDENT SECURITY A shift of 3 was used to give the output as the quote mentioned above. The above cipher can be determined as simple substitution cipher as we can list down the two alphabet words in English and shifting each alphabet to certain position gives any one of the word. Substitution cipher is all about replacing one character or alphabet with other and transposition cipher is all about jumbling of the words together instead of replacing characters, transposition cipher changes the order of the characters and can be analyzed by frequency analysis. Unfortunately your computer has been infected by some malicious code and you do not know when this infection happened. Luckily you have performed backups on a weekly basis since you acquired your computer. Your idea is to use the backups starting from the beginning, rebuilding the first backup and so on, applying all changes in order. Discuss the feasibility of this approach offering ways to improve it, if necessary. This is the safest way of rebuilding computer again and would definitely solve the issue as this is the gradual step by step up gradation of the system and would bring the system to state where it was infected but without the problem. What I feel like if we start restoring the system from back rather than doing from start and checking for the stability of the system. This approach saves time and effort as after restoring first only you have the probability of solving the issue or what we can do is not do one by one incremental steps but keep an interval of the backups and do. Please compare and contrast incident response plans and business continuity plans. List heir key elements (what would one expect to see in such a document?) The incident response plan is defined as what make up a security incident and highlight the phases of incident response. The incident response plan document is focused on how information reaches the appropriate personnel, investigation of the incident, bringing down damage and strategy to respond, documentation and evidence preservation. The incident response plan consists of responsibility area and pen down and brings in effect procedures for handing security incidents. The document emphasizes on the considerations required to create an incident response plan. The incident is formulated to safeguard against intrusion to organizational resources. An incident is defined as information confidentiality loss, data integrity compromise, theft or damage of IT assets like computer, printer etc, service denial, misuse of assets or services or data, system infection by malicious software, unauthorized access, system abnormal behavior, alarms for intrusion detection and their responses. The incident response goals are incident occurrence verification, business restoration continuity, minimized incident impact, determine the way of attack, prevention against future attacks, response time of security and incident should be improved, illegal activity prosecution, situation and response has to be made aware to management. The incident response life cycle begins by incident preparation, then comes the discovery of the incident, notification, analysis and assessment, response strategy, containment, re infection prevention, affected system restoration, documentation, preservation of evidence, external agencies notification, update policies and response review. The business continuity planning is required for making an organization safe from internal and external threats and identifies the soft and hard assets to provide effective recovery and prevention of the organization. The following threats are there to an organization as Staff death or injury, building are damaged, loss of communication and IT infrastructure, disruption in transport making staff unavailable, stress and demoralization in staff, other business disruption or closing down on which a company is dependent, reputation damage and business change demands. To cover up the following threats following steps should have been planned sufficient workforce with right expertise and motivation to manage and lead the organization, access to key IT system and records, staff communication should be reliable and clear, ability of paying the staff in case of crisis also, product and services procurement and media demand responses. The steps involved in developing a business continuity plan in systematic way are analysis of business, risk assessment, strategy development, plan development and plans should be rehearsed. One hundred years ago, Louis Brandeis and Samuel Warren warned us that, Numerous mechanical devices threaten to make good the prediction that what is whispered in the closet shall be proclaimed from the housetops.' Cryptography is an enabling technology for self-help privacy. Conversely, cryptography can be used to conceal criminal conspiracies and activities, including espionage. a) How have computers changed the ways in which we have to keep certain information private? b) What new threats do computer systems and networks pose to personal privacy? Conversely, what threats are enabled or enhanced by computer systems and networks? c) How does cryptography help or hinder protection of privacy and public safety? d) What policies are needed and appropriate in a networked world regarding the use of cryptography? e) Consider a public key encryption. Ann wants to send Bill a message. Let Annpriv and Annpub be Anns private and public keys respectively. The same for Bill (Billpriv and Billpub). i) If Ann sends a message to Bill, what encryption should Ann use so that only Bill can decrypt the message (secrecy)? ii) Can Ann encrypt the message so that anyone who receives the message is assured that the message only came from Ann (authenticity)? iii) Is it possible for Ann to devise a method that will allow for both secrecy and authenticity for her message? Please justify your answer. Computers help a lot in keeping private informations secure. With all the security features into the system like firewalls and other security features one can keeps his/her information secure from un authorized access. Initially for keeping the information private one has to classify the physical files or documents having information as classified or confidential and have to be kept in safe custody so that unauthorized access is not there, the initially the information transfer has to be taken through physically under supervision but with computers and secure software systems and various encryptions which are efficient and complex to break, transport of information has become easy without any extra effort. With increasing use of information technology in form of computers has also created new types of threats where hackers who are experts in breaking the system security and network security and get easy access of ones private data. People use the information transfer and other IT mea ns to transfer information which cannot be scanned by authorities for example terrorist organizations uses the networks and other safe methods to transport the information which could not be easily get hold of decrypted by organizations working against them. The biggest advantage of public key cryptography is the secure nature of the private key. In fact, it never needs to be transmitted or revealed to anyone. It enables the use of digital certificates and digital timestamps, which is a very secure technique of signature authorization. We will look at digital timestamps and digital signatures in a moment, but as discussed above cryptography can be used by organizations or individuals involved in wrong activities to transfer data which cannot be caught or decrypted by authorities working against them, hence cryptography can go against world peace. Cryptography use should be mandated for the right purposes. There are few cryptographic policies that have been challenged, both literally and figuratively. In particular export controls, key escrow and government control have been issues argued recently, with final decisions still unresolved. International agreements and foreign decisions regarding these topics have influenced the current U.S. position. Ann should use the public key encryption method to send a message to Bill. Ann can create her digital signature of the message using the private key which can be verified using public key to see message is authentic. Yes Ann can use public key encryption for encrypting the message to maintain the confidentiality or secrecy of message and she can use digital signatures with public key encryption to maintain the authenticity of the message.

The Cold War: Effect on Political Discourse

The Cold War: Effect on Political Discourse With the end of the Cold war in 1989, has there been more openness in the discourse of deterrence or in warring words? Introduction The Cold War has been described as a nearly fifty-year war of words and wills, (Maus, 2003: 13). It was a period during which most individuals lived in constant fear that the bomb would be dropped, effectively obliterating life as we know it. Direct combat itself was a very small part of this war: The Cold War, fought with national ideologies, economic posturing and infinite defense budgets, festered without any combat or mass casualties (at least among the superpowers) throughout the latter half of the 20th century before finally coming to a head in the mid-80s (Hooten n.d.). When the Cold War finally came to its ultimate end, the words of war shifted in meaning. Warring words continued to be part of the popular vocabulary, but their connotations had changed, and their definitions shifted. The discourse of deterrence faded away, as there was no longer a need for it. This paper will discuss the ways in which the Cold War has affected not only the history of the world, but also the hi story of the words that changed along with it. The Words of War The language we use to describe the things we do is a significant reflection of who we are at a given time in the culture. Communication is an essential tool for human beings, as we are highly social creatures by nature. The need to communicate is an integral part of our composition. However, in the course of transferring information to one another, there is always a margin of error. This means that miscommunication is bound to occur. According to Coupland, Wiemann, and Giles, language use and communication are in fact pervasively and even intrinsically flawed, partial and problematic (1991: 3). Because communication is so important to humans as a species, it is only natural that miscommunication brings with it some sort of consequence. This is a universal concept, and it affects all of us on a very basic level. As Banks, Ge, and Baker assert, ones theoretical orientation is of no importance in this respect: A key sense of miscommunication, however, regardless of ones theoretical orientation, is something gone awry communicatively that has social consequences for the interactants; without social consequences, the phenomenon would be of trivial interest (1991: 105). As a result, conflict is inevitable in society, and a worst-case scenario of conflict is, of course war. War is more than a militaristic action that is played out with bullets and bombs as tools. Words, too, are very much a part of any war effort, and they can be very powerful as weapons. The Cold War has been described as a nearly fifty-year war of words and wills, as both sides aggressively tried to promote and protect their respective ideologies at home and abroad while always remaining aware of the repercussions of pushing the limits too far (Maus, 2003: 13). How did this war of words manage to continue for so long without reaching the stage of physical combat? One perspective on this is offered by Grimshaw, who asserts that so long as conflict talk is sustained (i.e., if participants do not withdraw) it does not seem to be the case that hostility (‘ugliness’) will increase without some concomitant increase in intensity (1990: 295). During the nearly fifty years duration of the Cold War, neither opponent was willing to back down, yet neither one was willing to plunge into what might turn into a major war with dire, irreversible consequences. It was primarily a war fought with words and bravado, a dramatic opus played on an international stage. In fact, the Cold War was fought with national ideologies, economic posturing and infinite defense budgets, festered without any combat or mass casualties (Hooten, n.d.). This is in keeping with Grimshaws assertion that, although disagreements can reach high levels of emotional upheaval, they do not necessarily have to result in physical interaction. Friendly disputes can get quite ‘hot’; at least to some point they can apparently increase in intensity without the occurrence of hostility’ (Grimshaw, 1990: 295). The ever-present fear of nuclear obliteration may have had a great deal to do with this abeyance of action. Much of the world was still numbed by the disastrous tragedy that this power had wrought in the past, and there was great consternation at the thought of reaching a level of conflict that would require use of it again. Therefore, the Cold War remained a war of words. Words, of course, are more than mere utterances. We communicate a great about ourselves when we use them—more than the actual message we are seeking to convey at any given time. As Halliday explains, ‘in all languages, words, sounds and structures tend to become charged with social value (1978: 166). In states of conflict, Halliday asserts that individuals tend to develop a code of words that not only reflects that conflict, but also helps the individual to come to terms with it on some level. He refers to this code of words as an antilanguage, and he asserts that it is to be expected that, in the antilanguage, the social values will be more clearly foregrounded’ (Halliday, 1978: 166). Since the purpose of an antilanguage is to give individuals an alternative reality that is acceptable to them, the theory may be applied to the language of the Cold War. Living with the constant threat of nuclear war is an unbearable state of mind for most individuals; therefore, they must create a world that is more livable to them. This concept is echoed in the writings of Lemert and Branaman, who assert that: ‘Whatever his position in society, the person insulates himself by blindnesses, half-truths, illusions, and rationalizations. He makes an â€Å"adjustment† by convincing himself, with the tactful support of his intimate circle, that he is what he wants to be and that he would not do to gain his ends what the others have done to gain theirs’ (1997: 109). Hence, the development of this different worldview is basically a survival mechanism during a time of great uncertainty and turmoil. The widely respected historian Hobsbawm has explained that generations grew up under the shadow of global nuclear battles which, it was widely believed, could break out any moment, and devastate humanity (1996: 194). The fear that this knowledge brought to individuals naturally affected them on a very deep level. Through the use of an antilanguage, they were able to go on with the activities of daily life by designing a safe cocoon of illusory safety in which they could feel—or pretend to feel—safe. As Halliday puts it, a social dialect is the embodiment of a mildly but distinctly different worldview—one which is therefore potentially threatening, if it does not coincide with one’s own’ (1978: 179). Post-Cold War Language When the five decades of decades of this war came to an end in 1989, the attitudes in place in society necessarily underwent a change, and that change was reflected in the language used as well. The fall of communism in Europe, combined with the end of the Cold War, were enough to bring new hope to the people of the United States. According to Mason, the vicious circle of threats and distrust was replaced by a new spiral of trust and reassurance (1992: 187). In this mostly positive atmosphere, the constant threat of nuclear attack abated, and people were able to breathe more easily. The words of war lost the impact they once had. As Hooten has explained, the words of war were tinged with fear, helplessness, and frustration throughout the years of the Cold War. After it ended, the words did not disappear from the language, but began to take on new connotations The words of war were once the moral and emotional defense of the nation, corresponding with the real memories and motivations of an embattled citizenry, asserts Hooten. After 1989, as images of war receded from the American psyche, the language of war invaded the common lexicon of America (Hooten, n.d.). Examples of this are ubiquitous, and have become so common that we are often barely conscious of it. For example, words such as defend and bomb, which were once tainted by the association with war, have taken on new and less menacing uses. During the second half of the twentieth century, people may have felt a constant need to be ready to defend themselves in case of nuclear attack. Post-Cold War use of this word became something different: a politician may defend his platform. The constant concern and ever-present worry about dropping the bomb during the Cold War era has resulted in a transformation of this word as well: Consider again the numerous, non-militant ways in which the word bomb is used: â€Å"Frat brothers get bombed on a Saturday night.† â€Å"Your new car is ‘da bomb.† â€Å"Did you see that comedian bomb on Letterman last night?† â€Å"The quarterback threw a long bomb to win the game (Hooten, n.d.). Conclusion Language has changed since the nearly fifty years of the Cold War era. Notice, for example, the language of Reagans Star Wars Speech, which was delivered on March 23, 1983: Deterrence means simply this: making sure any adversary who thinks about attacking the United States, or our allies, or our vital interests, concludes that the risks to him outweigh any potential gains (1983: 250). In contemporary times, deterrence can mean many things, most of which do not pertain to war at all. In a similar vein, many of the violent definitions associated with warring words have fallen out of use. These words have become part of the common lexicon, used to describe the quotidian events of daily life without any sense of impending doom. Words such as battle, bomb, defend, and massacre, have lost the potency they held during the years of the Cold War. They have taken on new, less menacing definitions and uses. Language is an integral part of the human experience. The language we use to describe the things we do is a significant reflection of who we are at a given time in the culture. Because we are highly social by nature, communication is vitally important as a tool for human beings. The need to communicate is an integral part of our composition. However, as noted earlier, in the course of transferring information to one another, there is always a margin of error. This means that miscommunication is bound to occur. Consequently, for miscommunication to have impact, it is not likely to be a perturbation of smooth performance that is repaired in the current interaction (Banks, Ge and Baker 1991: 105). References Coupland, N., Giles, H., and Wiemann, J.M. (Eds.). 1991. Miscommunication and Problematic Talk London: Sage. Banks, Stephen P., Ge, Gao, Baker, Joyce. 1991. Intercultural Encounters and Miscommunication. In: Coupland, N., Giles, H., and Wiemann, J.M. (Eds.) Miscommunication and Problematic Talk. London: Sage, 103–120. Grimshaw, Allen. 1990. ‘Research on conflict talk: antecedents, resources, findings, directions’. A. Grimshaw (ed.), Conflict talk: Sociolinguistic investigations of arguments in conversations. Cambridge: Cambridge University Press, 280–324. Gumperz, John and Jenny Cook-Gumperz. 1982. ‘Introduction: language and the communication of social identity. Pp. 1–21 in Gumperz, John, ed. 1982. Language and social identity. London: Cambridge University Press. Halliday, M.A.K. 1978. Language as social semiotic: The social interpretation of language and meaning. London: Edward Arnold Publishers. Hobsbawm, Eric. 1996. The Cold War Was a Relatively Stable Peace. Pp. 193–198 in  191 in Maus, Derek, ed. 2003, The Cold War. London: Greenhaven Press. Hooten, Jon. n.d. Fighting Words: The War Over Language.  Retrieved January 13, 2006, from  http://www.poppolitics.com/articles/printerfriendly/2002-09-10-warlanguage.shtml Lemert, Charles and Branaman, Ann, eds. 1997. The Goffman Reader. Oxford: Blackwell. Mason, David. 1992. The Last Years of the Soviet Union. Pp. 179–191 in Maus, Derek, ed. 2003, The Cold War. London: Greenhaven Press. Maus, Derek, ed. 2003. The Cold War. London: Greenhaven Press. Reagan, Ronald, 1983. The Star Wars Speech. Document 22 in Maus, Derek, ed. 2003, The Cold War. London: Greenhaven Press.

School Districts Essay -- Education, Teachers

Every school district aims for high achievement; some consistently exceed expectations while others fail. With close to 3.2 million teachers employed nationwide (Fast Facts, 2011), school districts are often categorized into three groups: urban, suburban and rural. Within these categories, lower socioeconomic status is prevalent in the rural and urban areas. However, the students in urban districts are the most culturally diverse. Many people would assume a teacher in a rural school would use similar to identical teaching strategies as one in an urban school. However, this assumption is incorrect for several reasons. Students in urban schools endure many hardships unique to its location and the social issues that exist. This research expository will serve as a guideline for success for administrators and teachers in urban schools and teachers. In this unique environment, it’s critical that teachers build off the most important resource they have: the student body. Urban distr icts have many disadvantages and face my tribulations in its quest to become a successful school (meeting standards). The teachers in urban districts have typically been very unhappy compared to those who teach in rural and suburban districts. Many teachers claim they are dissatisfied because they feel their role is minimal in deciding important educational decisions such as curriculum. In these urban districts, a top-down approach is commonly used and teachers have claimed to feel as though the wrong people are making the most important decisions. Many administrators feel it is necessary in today’s urban educational environment because of the amount of first year teachers hired every year. Another reason district administrators create curriculum is b... ...tion needed to succeed in the school. In experimental studies, urban schools that use service learning as a curriculum guideline have seen attendance and test scores rise while behavior issues subside. Laws, such as No Child Left Behind, that threaten failing schools with punitive penalties if test scores do not meet a standard are fueling the growing pandemic that is the failing urban schools of the United States. It must be understood that education in the public school system cannot be solved with an old fashioned cookie cutter approach; not all schools should be treated the same. The fact is all schools are unique because they are filled with individuals stemming from their own unique cultural background. Motivation and personalization is key; by tapping into their interests and lifestyle, teachers can bridge the gap between success and repeated failure.

History of Slavery in the Caribbean Essay -- Caribbean Historical Essa

History of Slavery in the Caribbean The institution of slavery has played a major role in the history, and the shaping of the Caribbean. Therefore, in order to truly understand the Caribbean one must completely understand slavery itself. Slavery can be defined as belonging to a person, or being treated like a piece of property, and not having any individual freedom This was essentially the life many Africans lived for many centuries in the Caribbean . The master’s had total freedom and control over his or her slaves. As a result of this behavior they were able to run successful sugar plantations that resembled modern day factories. Until the end of the 18th century many sugar estates used the "gang" system. The owner treated hundreds of slaves as units of production. Many plantation owners had a very profitable and prosperous business, but it was expense of human lives. Slaves working in the sugar cane fields always faced the most brutal treatment. Due to the nature of cane farming, a lot of heaving lifting and back breaking cutting was necessary for many hours out of the da...

Touch of Evil: Abuse of Power and Corruption in the Police Force

James Temple Coms 356 Paper on Lighting I believe an important theme of Touch of Evil is the abuse of power and corruption in the police force. The film follows detectives as they try and find out who planted dynamite in a car which blew up. Detective Hank Quinlan shows up on the scene and has a feeling that the dynamite was planted by someone on the Mexican side. Detective Quinlan is a corrupt detective who does anything he can to drag evil doers to justice. His fellow officers awe him and his reputation to take justice into his own hands. Detective Quinlan can be both a good and evil guy. In the first example, Chiaroscuro lighting is used to darken Hank Quinlan’s face. This lighting shows how Quinlan is an evil individual who gets what he wants. This lighting is of low key since it is hard to see Quinlan’s face. To the right of Quinlan is one of the Mexican mob men and Susan with light shining on them coming from the right side of the screen. This light is of high key and high contrast. The light is shining on Susan as if this scene wants to show us how she is good and that she is just an innocent bystander. On the face of Hank is a stern look which gives him a sinister appearance that he’ll do anything to obtain justice. The Mexican mob guy is standing there with his hands up with light shining all over him as to say that he is a good guy and hasn’t done anything wrong but we know that this isn’t the case. In the second example, we have light shining on Hank Quinlan and Ramon Vargas. Here the lighting is of high key and high contrast. This is picture is when Quinlan tells Vargas that the dynamite has been in this box, but Vargas tells him that he just looked in the box and it wasn’t in there before. Vargas’ face is lit showing that he is of innocence and is a good guy. On the other hand Quinlan has his hat on which cast a little shadow over his eyes showing that he is evil. We can tell that Quinlan is up to something and that it was most likely him who put the dynamite stick in the box. Detective Quinlan has a lot of power and he uses it to the fullest. [pic] Example 1 [pic] Example 2

A Conducive Learning Environment Essay

An online and/or fully grown check intoer must(prenominal)(prenominal) buzz off an internal cover psych to motivate themselves to continue and excel in the furcatees and groomingal c atomic number 18er they decided to pursue. In preparation, there are choices that must be made in put in for the adult learner to be boffo. One pregnant tool necessary for the savant to pull ahead is a contributing(prenominal) fixing surround. These surrounds beat in the assimilators genius at a very unsalted age and are fall aparted by parents, teachers, staff, and contrarys connected to the condition and educational milieu. like a shot various explanations about learning are avail commensurate. Some people turn over that school-age childs learn each through with(predicate) the earthy or biological make up of the somebody without any(prenominal) after-school(prenominal) fixs. These people believe that there is non any influence from the environs. While others b elieve people learn according to the environment they are involved. This figure of person understands learning is established through circumstances or the surround. This is proven by the releasing of a learned role of doing something and accepting the clean thoughts and ways of doing something. For exercise, a barbarian has been taught to print his/her name by the parent once this child reaches a certain level in school, the child is taught to write his/her name by the teacher in the school environment. Changing mavens thoughts refers to the process by which misery leads to further learning where a new experience that is contrary to angiotensin-converting enzymes expectations causes one to change their situation. (Brown, 2006)A contributory environment has a positive effectuate on a bookman because it raise determine how and what the person is learning. Conducive environment is defined as favorable surroundings or conditions. One would make the environment contributory to learning starting within. students should be and are motivated internally as well as externally. Built in instructions, found within our genetics take aim the behavior of the scholarly person. Meaning the student should defy an excellent base to build their education on. The student, especially an online learner, must learn to operate the environment which they cause chosen to tell apart class work, homework and study/ exercise time. The student must also develop the energy to absorb or pretermit the surroundings available to him/her.Students in roughly cases conduct a well lit, natural lighting is best, and ventilated area that is tenor conditioned or heated maintaining a certain temperature for comfort. A student exit need the typical supplies to complete the requisite coursework. These supplies and/or tools testament come in handy but the area or environment one is utilizing to study, complete class work and homework is respectable as vital. Students have numer ous necessities on a personal and student level. The environment a student decides to use for his/her educational purposes deviate from one person to the next. Every student has a special area that is contributing(prenominal) to the persons education. The student should have a means of self control. advantage and failure is attributable to forces outside of themselves. (Sullo, 2007) The student should have a clean and booming environment free from foul odors and/or over bearing scents or noisy noises to imply friends and family. The students environment is a secluded area of sorts. The contributive learning environment whitethorn cost practically anywhere inside and outside of the classroom environment solely dependant on the student. This environment should be a relaxing and comfortable setting, but not so comfortable that would be beguiling one to sleep or nap, if one were in a classroom setting, the student would be unable to nap there.An education enquires outside sou rces as well teachers, teachers, and professors alone to name a few of the sources. They are required to appease to an environment which is conducive for the student to learn and for them to be able to teach. An environment with instruction with the transformative power of an utile teacher is the environment one relys and most(prenominal) of all need. (Tucker & Stronge, 2005) This type of teacher has a compassion for the subject matter and have it off their work and with this excitement he/she has the ability to convey to the students with ease of reception. The instructor has accepted the right training and has earned the proper credentials to practice this type of instruction. (Tucker & Stronge, 2005) The anterior explains that not only the physical environment, cosmos the building, is of importance to the students educational training but the instructor is scantily as if not much essential for a conducive environment. cultivation styles differ from culture to cultur e or from background to background. (Brown, 2006) In the United States, students are taught in an environment which allows interaction such as teacher to student and student to student. This is an grateful practice while in other environments which are very formal and controlled, African and Asian societies fit this description, students are demoralised or disallowed to voice their own opinions. Additionally, most parents, teachers and other mentors enforce strict retard during the learning process. (Brown, 2006) However, in other real countries such as the US, learning occurs in a less controlled environment as parents, teachers and other mentors allow children time to take part actively in the learning process. (Brown, 2006) learn habits greatly depends on the nature of the environment in which the student has available to him/her.These would include admittance to the internet as an example of a need for further education even at the particleary school age. The more advan ced the technology the more likely the student will have an opportunity to learn a great deal of education than those without. Students with access to school text books, internet, supplies, a feasible area or work space, and an instructor that is qualified and qualified stands an immense opportunity to be successful in the educational training they require as primary students and seek as a secondary student. A students success is based on the environment that the student has available to them to be educated. In order for this environment to be a conducive environment the student requires certain entities to be met in order for each individual student to fulfill just what they are seeking.The student must have an area that is personable for them for their comfort. They must also have available to them an instructor which is qualified to teach the students. Proper equipment to include text books or e-books, well write lectures and well taken notes, and interaction surrounded by t he student and faculty are just the basics of what a student need to be successful. The most significant element of a conducive environment is the students I can be successful in my education attitude . Without a mindset of being able to complete or conquer any challenges that will come to the student, the student will not be successful. With that said, the most conducive environment begin internally.The student has to want, need, and desire the success of being educated in order to recognize and build the perfect(a) conducive learning environment. In conclusion, different environments may be conducive or distracting for the student. A students cultural rearing is an influence on their access to necessary resources as well as the style of learning the student has. They may be influenced with a teacher-centered learning environment and the student may or may not have active roles in the class. Families that take interest in the students education play a role with equal importance to that of the instructor in the learning process. The design of the classroom, either traditional or online, is an important piece of ground of a conducive environment whole kit CitedWood, D. (1998) How Children Think and Learn, Oxford Blackwell Publishers Ltd p 12 Piaget, J. (1950) The psychology of Intelligence, New York Routledge, p 35-46 Jonassen D.H., Lowyck, T. & Duffy, J. (2002) Designing environments for rehabilitative learning Heidelberg Springer-Verlag, pp. 231-247 Clark, R., Nguyen, F., and Sweller, J. (2006) Efficiency in Learning Evidence-Based Guidelines to Manage Cognitive Load Pfeiffer, p 59Tucker, N., Stronge, J. (2005). Linking Teacher Evaluation and Student LearningRetrieved from http/www.netlibrary.com.ezproxy1.apus.edu/urlapi.asp?action=summary&v=1&bookid=129351. Sornson, B. (2001). Preventing Early Learning bankruptcyRetrieved from http/www.netlibrary.com.ezproxy1.apus.edu/urlapi.asp?action=summary&v=1&bookid=70546.Brown, C. (2006). How the environment play s a role in learning.Retrieved from http //www.articlesalley.com/article.detail.php.123793/148/Relationships/News-and-Society/18/How_the_environment_plays_a_role_in_learningrate