Thursday, November 28, 2019

Buddhism Essays (3162 words) - Gautama Buddha, Buddhism In Japan

Buddhism In Life there is suffering. This spurs on the unending search for universal truth and meaning. Jodo Shinsu is an answer to this search. The "practice" of Jodo Shinshu is the recitation of the Nembutsu with self-reflection. It involves hearing the call of Amida Buddha, the Buddha of Eternal Life and Infinite Light, Compassion and Wisdom, within others' or ours recitation of the Name. Which calls us to raise our spiritual perspectives beyond immediate ego interests to universal concerns for compassion, justice in the human community and concern for the life of nature. The hole of life is Nembutsu. A life lived in awareness, that we ourselves are the expressions, the manifestations, of interdependence and compassion and dedicated to bringing that reality to others as we have experienced it. The Nembutsu is a spiritual shrine, which can be transported and reverenced wherever one may be. Time or space does not bind religious practice. Rather, from within the deep recesses of one's spirit the call of Amida Buddha can be heard, bringing our attention back to the very source of life itself, and evidencing its presence in the very act of living itself. http://www.mew.com/shin/doc/txt/pax.html Buddhism is one of the world's great religions. The religion is based on the teaching of Siddhartha Gautama, commonly known as The Buddha, who lived approximately 557 BC to 477 BC. The word "Buddha" means a Supremely Enlightened One or Fully Awakened One (also a Tathagata) who has won the realization of the True Permanent Absolute Reality, the ultimate truth. Buddhism is built on a framework that consists of the Four Noble Truths, four fundamental principles of nature (Dhamma) that emerged from the Buddha's honest and penetrating assessment of the human condition and that serve to define the entire scope of Buddhist practice. These truths are not fixed dogmatic principles, but living experiences to be explored individually in the heart of the sincere spiritual seeker: To each of these Noble Truths the Buddha assigned a specific task, which the practitioner is to carry out. The first Noble Truth is to be comprehended dukkha (suffering, unsatisfactoriness, and stress): life is fundamentally fraught with unsatisfactoriness and disappointment of every description. The second is the cause of dukkha: the cause of this dissatisfaction is tanha (craving) in all its forms. The third is the cessation of dukkha: an end to all that unsatisfactoriness can be found through the relinquishment and abandonment of the cravings. The full realization of the third Noble Truth paves the way for the direct penetration of Nirvana, the transcendent freedom that stands as the final goal of all the Buddha's teachings. The last of the Noble Truths (the Noble Eight fold Path), contains a prescription for the relief of our unhappiness and for our eventual release once and for all from the painful and wearisome cycle of birth and death (samsara) to which through our own ignorance (avijja) of the Four Noble Truths we have been bound for countless aeons. The Noble Eight fold Path offers a comprehensive practical guide to the development of those wholesome qualities and skills in the human heart that must be cultivated in order to bring the practitioner to the final goal, the supreme freedom and happiness of Nirvana. The eight qualities to be developed are Right View, Right Resolve, Right Speech, Right Action, Right Livelihood, Right Effort, Right Mindfulness, and Right Concentration. The Quality of Right View is to aspire to attain realization of perfect wisdom, the ultimate true permanent reality. Abstain from all evil acts of thought, to attain the total destruction of all cravings. The Quality Of Right Resolve is to renounce all manifesting, all constructions, all that is "created" make-believe, to develop dispassion, total detachment, absolute renunciation, self-surrender. To bring about the cessation of all "created" realities. To self-realize is the incomparable awakening of self. To win the freedom of mind, the freedom through perfect intuitive wisdom, the sane and immune emancipation of will. Right Speech is to abstain from all lying speech, all perjurious speech, all evil abusive speech and all frivolous speech. To engage in speech and discussion that pertains to and leads to Nirvana, to what's actually permanent and real. Right Action is to abstain from all killing of all creatures, abstain from all stealing, abstain from all sensual and sexual misconduct, abstain from all evil acts, and abstain from all forms of intoxication. Right Living is to abstain from all evil methods of livelihood. Right Effort is to destroy all evil states of mind that has already arisen. To keep new evil states of mind

Sunday, November 24, 2019

matrin luther king annd malcom x essays

matrin luther king annd malcom x essays During the twentieth century Black people faced a lot of discrimination from the whites and found it very difficult to achieve civil rights. Black people were at one point denied of voting. In order for blacks to achieve civil rights they needed a leader to follow. Many black leaders did rise for the fight for civil rights, some had some ways of thinking some had others. Two of the most powerful and influential leaders of the twentieth century had to Malcolm X and Martin Luther King. These two leaders had different approaches, and different views towards white people, but fought for the same thing. Malcolm X was Born Malcolm Little in 1925 in Omaha, Malcolm was six years old, when his father was murdered by the Black Legion, a group of white racists belonging to the KKK. He changed his name to Malcolm X while in prison. He was serving ten years because of a robbery. Also while in prison he became a follower of Elijah Muhammad. Muhammad was the leader of an group called the Nation of Islam. During the 1950's, Malcolm became the spokesman for the Nation. Malcolm became a powerful speaker in the movement. As King captured the spirit of the Southern Black, Malcolm became the messiah of the ghettos of Harlem, Chicago, Detroit, and Los Angeles. Originally a small group, the Nation grew rapidly under Malcolm's leadership. He not only spoke the words of the Koran and his spiritual adviser, Elijah Muhammad, but he also lived it to its fullest. As the crowds grew to hear him speak, so did the disapproval to his rising popularity. Malcolm taught a message of self help and personal responsibility. This is the message from the Nation of Islam. Like the Nation, he also spoke of a separate nation for Blacks only, which was also the view of Marcus Garvey, a leader that Malcolm followed, and also the view that Black is beautiful. .The beginning of Malcolm's problems with the Nation of Islam was whether or not to participate in the civil r...

Thursday, November 21, 2019

How would you account fro the rise of fidel castro Essay

How would you account fro the rise of fidel castro - Essay Example Fulgencio Batista’s government which seized power illegally in 1952 was corrupt and unstable. This form of writing pieces together what might have driven Fidel Castro’s rise to power at the age of 30.Fidel Castro introduced the first communist state in the western hemisphere after a successful overthrow of Fulgencio’s government in 1959 and ruled for almost five decades with great performance in plummeting illiteracy, engraving out racism and improving public health though condemned for depriving economic and political freedoms. Fidel Castro who interestingly came to power with an intention of fighting oppression, injustice, corruption and poverty finally became the oppressor after realizing that only revolution could help Cubans. â€Å"Bio. True Story† explains that Fidel was born in 1926 in the eastern Cuba before studying law at the University of Havanna where he got into student politics (1-2). His intelligence, political savvy and being a good orator earned him a place as a student leader and later joined a political system that was opposed to Batista. His attempt to go for peaceful political change was unsuccessful and being an idealist, he believed that the populace would gather behind him to overthrow the then leader, Batista. Castro initially attacked the Moncada military barracks with only 100 followers using inferior weapons (Eldridge Web). Interestingly, Fidel Castro even prepared a revolutionary address which he expected to be broadcasted on the radio stations then give weapons to people and win Santiago. However, inadequate experience of the revolutionaries failed the mission. The failure was followed by brutal overreaction of the army killing innocent civilians and later led to Castro being put on trial and imprisoned for 15 years in Isle Pines (â€Å"Bio.True Story† 1-6). Although in prison, Castro still used his oratory prowess to make outstanding speech and ensured they were printed and circulated during his trial. Fortunately, the violent response to the attempted revolution by the army and the reaction by the Catholic Church to the army’s response made him respectable and a great hero. In 1955, Batista declared a general amnesty for all political prisoners prompting the release of Fidel, his brother Raul who went to Mexico and formed the 26th of July Movement where he officially announced that they would invade and overthrow Batista (â€Å"Bio.True Story† 2-5). On December 1956, he landed with his team in eastern Cuba where they prepared for a night march while sleeping in a cane but they were betrayed by a guide. They were then ambushed and badly tortured and butchered but still Castro survived and he continued gathering and recruiting his army. They invaded small town army posts and the army expeditions in the mountains making soldiers to refuse marching at the head of the column. He divided his army into various columns headed by numerous commanders as more people wer e recruited in the revolution. They established base camps and resembled small cities with hospitals, schools and hydroelectric station and a rebel newspaper, El Cubano Libre was published as well as telephone lines connecting several revolutionary columns (â€Å"Bio.True Story† 2-4). â€Å"Bio. True Story† explains that Fidel’

Wednesday, November 20, 2019

Triaxial method Lab Report Example | Topics and Well Written Essays - 250 words

Triaxial method - Lab Report Example Insitu soil material is tested in during subsurface phase. This phase is an investigation stage that will help prepare design a waste containment facility or structures. The tests done will be used for structural fill, recompacted soil layers, and any other engineering components. These forms of tests are called conformance tests and are performed before any construction starts. Appropriate ASTM test methods must be followed when performing tests of materials. The common tests applied in geotechnical investigation are; Standard Test Method for Direct Shear Test of Soils Under Consolidated Drained Conditions ASTM 3080, Standard Test Method for Unconsolidated-Undrained Triaxial Compression Test on Cohesive Soils ASTM 2850, Standard Test Method for Unconfined Compressive Strength of Cohesive Soil ASTM 2166, Standard Test Method for Consolidated-Undrained Triaxial Compression Test for Cohesive Soils ASTM 4767 and Standard Test Method for One-Dimensional Consolidation Properties of Soils ASTM D 2435.1.0Â  Theoretical BackgroundThe purpose of this test is to establish the undrained shear strength of soil and applied to scenarios where fine-grained soils will be saturated and loading expected at a rate that overwhelms the ability of soil materials to dissipate excess pore water pressure. The author states that the shear strength parameters of fine and course grained soils in undisturbed or remolded state is quickly established. In a situation where the rate of construction is slow and allows the soil.

Sunday, November 17, 2019

Business Negotiations Coursework Example | Topics and Well Written Essays - 250 words

Business Negotiations - Coursework Example However, the employees do not want to lose their jobs or have their salaries’ deducted because of the responsibilities they have. Negotiation is a good way to handle the conflict. It provides both parties with a forum to bring forward their grievances and the affected parties will work something out that could solve their differences. I have two options: to urge the union leaders act ethically and agree to have a mature and productive negotiation process where both parties can benefit or to claim bankruptcy which will justify my firing some employees and reducing their wages. If the union leaders agree to have an ethical negotiation process, I will suggest the laying off some of the employees during this bad economic period, then rehire them once the condition is good; or convert some of the permanent employees to contracts such that they can be recalled during high peak seasons. Consequently, all employees can agree to stay in the company but have their wages reduced. The employees will have to understand that these decisions are not selfish but are circumstantial. If the negotiation process results in laying off some employees, they will be given a three months’ notice during which they can look for other jobs or sources of income. The employees will be laid off, according to their productivity levels. T hose with poor performance and poor productivity levels will be the first ones to get a compulsory leave (Reitz, Wall, & Love,

Friday, November 15, 2019

Development of memory in infancy

Development of memory in infancy Discuss, with reference to appropriate experimental studies, the development of memory in infancy. Memory is the process of encoding, storing and retrieving information. Encoding is the acquiring and the entering of information into the system. Storage is the retaining of the memories over time, and retrieval is recovering the stored memories when required to do so. Memory consists of three systems. Firstly there is the sensory memory, which is the perceptual system which stores only the recently acquired images for long enough to integrate it with the next, therefore producing an apparent motion. Secondly there is short-term memory that is a temporary storage for small quantities of information for a brief time. Finally the long-term memory system holds relatively permanent information. Studying the development of memory in infancy has many benefits, as it helps to show how memory develops over time. This knowledge from research can be applied to different settings, for example an educational setting, where the more a teacher understands about the memory development of children the more they can use this information to guide childrens learning therefore giving the best possible learning outcomes. This essay will discuss the strategies used to help with encoding, storing and retrieving information. To help compare the development of infants memory, studies with older children have been included. Memory strategies are the ways in which people effectively remember information. These strategies include encoding strategies and retrieval strategies. Encoding strategies are used to help enter the information into the memory; this can include rehearsal, organisation and elaboration. Rehearsal refers to the mental repetition of information. Brainerd and Reynas (2002) fuzzy trace theory suggests there are two memory representations. These are verbatim trace and gist trace. The verbatim trace refers to remembering information exactly, whereas gist trace is remembering the general meaning of the information. The gist trace representations last, but the verbatim trace representations leads to more forgetting. Flavell, Beach and Chinsky (1966) studied rehearsal in 5 year, 7 year and 10 year olds. Each age group had 20 children, who were all given a set of 7 pictures. The children were told to try and remember some of the pictures. After a 15 seconds gap, the children were asked to say al oud the pictures they could recall. During the 15 seconds gap a lip reader assessed what they believed each children might have been saying to themselves. They found that two of the 5 year olds, more than half of the 7 year olds, and most of the 10 year olds repeated the pictures to themselves. It was found that rehearsal lead to better recall. Flavell et al. (1966) found that age differences may show the development of strategies used, such as rehearsal. Although some of the children may have been using rehearsal strategies, but may not have moved their lips. McGilly and Siegler (1990) carried out an extension on Flavell et al.s (1966) study, by also asking children to report how they remembered the pictures. They found a high amount of children (74%) reported using rehearsal strategies. However only 39% were observed, by lip reading techniques, using rehearsal strategies. Therefore suggesting that children of all ages use rehearsal, however it may not be as effectively used in you nger children (Smith, Cowie Blades, 2003). This would explain age differences in recall in Flavell et al.s (1966) study. Ornstein, Naus and Liberty (1975) compared the rehearsal strategies of 7 year olds and adults. Participants were given a word to remember every 5 seconds, and asked to say aloud what they were thinking. They found that children repeated the word until the next word was given, then they would repeat the next word. Whereas adults repeated the word until they were given the second word, then they would repeat both words. Therefore showing that adults effectively used organization, but 7 year old children did not use this at all. This is important in showing that children use rehearsal strategies, but they lack the knowledge of how to effectively use such strategies. A study by Naus, Ornstein and Aivano (1977) taught 8 year olds a strategy of rehearsing in groups of three. They found that the 8 year olds could recall the same amount as 12 year olds, after being taught the chunking strategy. Therefore younger children can do this, but the organization of rehearsal does not occur naturally at these ages. Organisation, or chunking, is the grouping of information in an effective way to help with encoding. Moely, Olson, Halwes Flavell (1969) showed children a set of pictures that were in a random order in laid out in front of them. The set included pictures of animals and furniture, for example. The children were instructed to learn all the pictures and if it helped them they were allowed to rearrange the pictures. It was found that the children of 10 years and older had effectively used organisation strategies, as 10 year olds had categorised pictures according to whether it was an animal, or a piece of furniture, etc. As with rehearsal strategies, the younger children were not effectively using the organisation strategy. The children use this strategy, but do not seem to have developed knowledge of how it is best to be used, like the older children had. Elaboration is the strategy when people make associations between given information to help with encoding and the subsequent recall of this information. Foley, Wilder, McCall and Van Vorst (1993) gave 6 and 9 year olds verbal images to help them to recall pairs of words. The childrens recall was better if the image was basic, yet memorable. Pressley and Levin (1980) found that children of 7 years could use elaboration if an effective image was given with the pair of words, of which one was English and the other was its Spanish equivalent. This led to children learning the words better. Therefore children can use elaboration as an encoding strategy when given support, but the use of elaboration by themselves had not yet developed fully. As Buckhalt, Mahoney and Paris (1976) found when children first begin to use elaborations they use simple, static elaboration, whereas older children use active elaborations. Active elaborations are images that are distinctive and therefore remembered better, allowing for a better recall. Leichtman and Ceci (1995) studied the reliability of childrens testimony. The study was set in a preschool, where a stranger, Sam Stone, came in for a day. Some of the children were then given suggestive interviews every week for four weeks after. All of the children were interviewed on the fifth week, by a new interviewer, who had not seen Sam Stone or any of the previous interviews. The children were firstly asked for a report of what happened on the day of Sam Stones visit, and then asked questions. The leading questions had led a high majority of the 3-4 year olds to make false claims, although the 5-6 year olds were less likely to do this. Therefore younger childrens encoding is effected by what is inferred by other people, for example the leading questions in Leichtman and Cecis (1995) study inferred that Sam Stone had done something wrong, this lead to 72% of the 3-4 year olds saying he had done it, and 44% even claiming to have seen him do it. The older children were not affe cted by the leading questions as much, therefore showing that the encoding for the older children may have been better as they felt secure in what they could recall. Retrieval strategies are the ways in which people recall information from long-term memory. Kreutzer, Leonard and Flavell (1975) studied how 5 and 10 year olds would retrieve information from long-term memory. They used a story and asked the children how they could remember the answer. Kreutzer et al. (1975) found all 10 year olds could think of one way at least, whereas only half the 5 year olds could do this. Therefore the 5 year olds had not all developed effective retrieval strategies. Kobasigawa (1974) used 24 pictures, from 8 categories, for children of 6, 8 and 11 years of age to learn. Along with the pictures the children were shown 8 cue cards, one for each category. Later on the children were shown the cue cards and asked to recall the earlier pictures. A third of the 6 year olds used the cue cards, whereas most of the older groups did this. The 11 year olds only effectively used the cue cards, by using them to help name all the pictures they could remember from that catego ry. The 6 and 8 year olds who used the cue cards, only named one picture from each category. Therefore suggesting that the 6 year olds had not developed the knowledge of how to use cue cards. The 8 year olds knew to use the cue cards, but they didnt know exactly how to use them. Therefore full knowledge of the usefulness of cue cards must develop later on, as the 11 year olds could use them effectively. Retrieval cues, such as cue cards, are strong aids to recall, according to Nelson (1990) people have no early memories because verbal cues are used as retrieval cues. Simcock and Hayne (2002) assessed the language skills of infants of 27, 33 and 39 months, and then tested the infants verbally and non-verbally. The infants were then tested on their recall at 6 or 12 months later. Simcock and Hayne (2002) found retention on both verbal and non-verbal recall, however non-verbal memory recall was better than verbal. They also found that verbal recall reflected the verbal abilities at the time of encoding, therefore showing that encoding is important in the recall of information. Overall many of the basic processes are seen at birth, and are crucial from the early days. Memory strategies develop from the second year, but only become predominant between 5 to 7 years old, these strategies include rehearsal, organisation and elaboration. With age comes the development of quality, frequency, flexibility and the effective use of these strategies. Changes in the efficiency with age of encoding can be seen, as at the age of 2-5 years children can hold from 2 to 4 pieces of information in short-term memory, and at 7 years this is increased to 5 pieces of information. This is through the effective use of rehearsal, as this helps the child to become better at registering information as well as organising it and therefore helping to make storage and retrieval easier. Meta-cognitive skills refer to knowing that you know. Implicit knowledge of meta-cognition skills can be seen later on in infancy, whereas explicit knowledge develops from the age of 5 to 15. In general children under-report, therefore specific questioning leads to greater reporting and prevents the information from decay. To increase retrieval of information in infants it is important to encourage them to think deeply about what they are being asked to remember (Butler, Gross Hayne, 1995). The phrasing of the question can clearly lead children into the answer they think the interviewer wants, as Leichtman and Cecis (1995) study has shown. An important area to study in memory is forgetting, as a lot can be learnt about memory from what is not remembered as well as what is. For example, Hartshorn et al. (1998) found that infants aged between 2 and 18 months exhibited retention after the shortest test delays. They also found as the interval increased the younger infants were the first to forget, this is determined by experience. This study shows that forgetting is affected by experience; therefore what is remembered must also be affected by experience. Research into memory development in infants needs to take into account the biological side, as the brain is still changing and developing itself and plays a huge role in memory. References Butler, S., Gross, J., Hayne, H. (1995). The effect of drawing on memory performance in young children. Developmental Psychology, 31, p. 597-608. Brainerd, C. J., Reyna, V. F. (2002). Fuzzy-trace theory and false memory. Current Directions in Psychological Science, 11, p. 164-169. Buckhalt, J.A., Mahoney, G. J., Paris, S. G. (1976). Efficiency of self-generated elaborations by EMR and nonretarded children. American Journal of Mental Deficiency, 81, p. 93-96. Flavell, J. H., Beach, D. R., Chinsky, J. M. (1966). Spontaneous verbal rehearsal in a memory task as a function of age. Child Development, 37, p. 283-299. Foley, M. A., Wilder, A., McCall, R., Van Vorst, R. (1993). The consequences for recall of childrens ability to generate interactive imagery in the absence of external supports. Journal of Experimental Psychology, 56, p. 173-200. Hartshorn, K., Rovee-Collier, C., Gerhardstein, P., Bhatt, R. S., Klein, P. J., Aaron, F., Wondoloski, T. L., Wurtzel, N. (1998). Developmental changes in the specificity of memory over the first year of life. Developmental Psychobiology, 33, p. 61-78. Kobasigawa, A. (1974). Utilization of retrieval cues by children in recall. Child Development, 45, p. 127-134. Kreutzer, M. A., Leonard, C., Flavell, J. H. (1975). An interview study of childrens knowledge about memory. Monographs of the Society for Research in Child Development, 40, p. 1-58. Leichtman, M., Ceci, S. (1995). The effects of stereotypes and suggestions on preschoolers reports. Developmental Psychology, 31, p. 568-578. McGilly, K., Siegler, R. S. (1990). The influence of encoding and strategic knowledge on childrens choices among serial recall strategies. Developmental Psychology, 26, p. 931-941. Moely, B. E., Olson, F. A., Halwes, T. G., Flavell, J. H. (1969). Production deficiency in young childrens clustered recall. Developmental Psychology, 1, p. 26-34. Naus, M. J., Ornstein, P. A., Aivano, S. (1977). Developmental changes in memory: The effects of processing time and rehearsal instructions. Journal of Experimental Child Psychology, 23, p. 237-251. Nelson, K. (1990). Remembering, forgetting, and childhood amnesia. In R. Fivush J. A. Hudson (Eds.), Knowing and remembering in young children. P. 301-306. New York: Cambridge Univ. Press. Ornstein, P. A., Naus, M. J., Liberty, C. (1975). Rehearsal and organizational processes in childrens memory. Child Development, 46, p. 818-830. Pressley, M., Levin, J. R. (1980). The development of mental imagery retrieval. Child Development, 61, p. 973-982. Simcock, G., Hayne, H. (2002). Breaking the barrier: Children do not translate their preverbal memories into language. Psychological Science, 13, p. 225-231. Smith, P. K., Cowie, H., Blades, M. (2003). Understanding Childrens Development (4th Edition). Blackwell.

Wednesday, November 13, 2019

Analysis of The World Bank’s Findings on Air Pollution Essay -- Pollut

Analysis of The World Bank’s Findings on Air Pollution (PM10 Concentration) in World Cities The World Bank is an international non-governmental organization with the goal of aiding developing countries throughout the world with financial and technical assistance. Besides the obvious concern of financial stability for the impoverished countries of the world, the World Bank also focuses on education, health, infrastructure, and communications. Our analysis deals with the environment and infrastructure aspects of the World Bank’s work. The World Bank provided us with the dataset entitled â€Å"Air Pollution in World Cities (PM10 Concentration).† â€Å"PM† stands for particulate matter pollution in the air. This dataset showed every major city in the world with a population of 100,000 or more and also every country’s PM concentration. The country-based portion of the dataset was used for this analysis. The primary determinants of PM concentrations are the scale and composition of economic activity, population, the energy mix, the strength of local p ollution regulation, and geographic and atmospheric conditions that affect pollutant dispersion in the atmosphere. (World Bank) Thanks to economic improvements throughout the world and technological advancements, PM10 concentration has increased at a very slow rate. The objective of this analysis was to determine the pollution concentration of several regions throughout the world, including Africa, Asia, Australia/Oceania, Central America, Europe, the Middle East, North America, and South America. Our original null hypothesis was that the ÃŽ ¼ of the pollution concentration of each region was equal. Conversely, the alternative hypothesis states that the ÃŽ ¼ of each region is not equal. We used se... ... show the discrepancy between region means, but it can also be physically observed when comparing the two extremes of Europe at 30.95 and Africa at 73.31 PM10 concentrations. It is obvious from the results of this analysis that the world has a wide range of pollution effects. Traditionally more advanced regions such as Europe and North America have pollution under control because of a stable economy and a wide array of technological resources. Other regions such as Africa and Central America are struggling with pollution, relative to more developed regions, improvements in technology and structural shifts (World Bank) in the world economy are helping these regions keep air pollution to a minimum. WORKS CITED 1. The World Bank http://econ.worldbank.org/WBSITE/EXTERNAL/EXTDEC/EXTRESEARCH/0,,contentMDK:20785646~pagePK:64214825~piPK:64214943~theSitePK:469382,00.html

Sunday, November 10, 2019

Operation Anaconda

United States Air Force Tactical Air Combat Controllers saved the lives of many of the olders and the entire operation by call in close air support, strafe, and bombing runs. The air operations took out machine gun nest and bunker that were pinning down American troops in the valley. The were also mortar teams raining shells down on to United States and Coalition troops in the valley that were destroyed by United States Air Force Tactical Air Combat Controllers from there're observation points on each side of the valley.The Tactical Air Combat Controllers air strikes allowed the pinned down troops to make much needed headway to find better cover and state returning fire on the machine gun nest and mortar teams. The United States and Coalition troops finally took the valley after heavy fire and sustained losses, which were drastly lessened by the United States Air Force Tactical Air Combat Controllers. In totally the were only eight dead and eighty ingerd United States troops.To becom e a Combat Controller ricuers one of the most rigorous sets of training in the US military. The CCT pipeline has a wash out rate upwards of 80-85%, mostly due to washout and injuries sustained during training. The Air Force is working to lower the washout rate through proper education, testing and rigorous pre-pipeline training. Combat Controllers maintain air traffic controller qualification skills throughout their career in addition to other special operations skills.Many qualify and maintain proficiency as Joint terminal attack controllers. Their 35-week initial training and unique mission skills earn them the right to wear the scarlet beret and their 3 skill level. From that point they attend a 12-15-month advanced skill training course to obtain their 5 skill level. Once they complete AST their training pipeline is finished and they are mission-ready Combat Controllers. Operation Anaconda By Phillipcolburn

Friday, November 8, 2019

Intelligenge Testing & Grouping Essays - Intelligence, Psychometrics

Intelligenge Testing & Grouping Essays - Intelligence, Psychometrics Intelligenge Testing & Grouping Definition: Intelligence Testing In reviewing the text, I found the definition of intelligence testing to be very simple; testing used to measure intelligence. Two definitions found on an Internet site at dictionary.com are: (a) A standardized test used to establish an intelligence level rating by measuring a subject's ability to form concepts, solve problems, acquire information, reason, and perform other intellectual operations. (b) A psychometric test of intelligence; they used to think that intelligence is what an intelligence test tests. In defining intelligence, there has always been the question of whether intelligence is measured as one phenomenon or if it has many variables that are combined. For example, is it how smart a person is? Or is it a mixture of survival, mathematical, social and other abilities. There are many debates regarding weather measuring intelligence is determined from test scores and results or if it is measured by the person ability to process and problem solve. Uses of Intelligence Testing In an educational setting, intelligence and achievement tests are administered routinely to assess individual accomplishment. They are used to improve instruction and curriculum planning. High schools use these test to assist in the students future educational planning. Elementary schools utilize screening and testing procedures to help determine readiness for reading and writing placement. Intelligence can be measured, though imperfectly, by intelligence tests, among them the Standford-Binat Intelligence and the Wechsler scales. These tests are intended to determine an individual's intelligence quotient (IQ). Intelligence tests usually provide an estimate of global cognitive functioning as well as information about functioning within more specific domains. Compared to measures of virtually all other human traits, intelligence test scores are quite stable. However, the degree of stability increases with age such that early childhood and preschool measures of intellectual function are far less predictive of later functioning than assessments taken during middle childhood. Furthermore, despite their relative stability, intelligence test scores may change as a function of important environmental factors. Therefore, intelligence test scores are descriptive of a child's functioning at that point in time. This could change with alterations in the child's psychiatric status, environmental conditions, or educational program. Components of a good intelligence test are (a) Validity; does the test really measure intelligence and not something else? (b) Reliability; does the test produce consistent measurements? (c) Norms; are the participants being fairly compared? Components that make an intelligence test flawed are (a) Poor validity; many intelligence tests are sensitive to social factors in addition to intelligence. (b) Poor norms; being compared to people who are different. (c) Inappropriate application; test measures something that has nothing to do with the participants school or job. Theories of Process Psychometric Model Psychometric approach is defined as psychology that deals with the design, administration, and interpretation of quantitative tests for the measurement of psychological variables such as intelligence, aptitude, and personality traits. The psychometric model is a theoretical perspective that quantifies individual differences in test scores to establish a rank order of abilities. There are various psychometric approaches to intelligence. The following paragraphs describe three different theorists and their psychometric model. Charles Spearmans believed that intelligence is a combination of two parts. According to his two-factor theory of intelligence, the performance of any intellectual act requires some combination of g, (general intelligence factor) which is available to the same individual to the same degree for all intellectual acts. (Specific factors) or s is specific to that act and varies in strength from one act to another. S is specific knowledge such as verbal reasoning or spatial problem solving. Spearman equated g with mental energy. If one knows how a person performs on one task that is highly saturated with g, one can safely predict a similar level of performance for another highly g saturated task. Prediction of performance on tasks with high s factors is less accurate. Thus, the most important information to have about a person's intellectual ability is an estimate of their g or mental energy (Plucker 1989). Thurstone's theory is based on seven primary mental abilities. In the area of intelligence, his theory maintains that intelligence is made up of several primary mental abilities rather than just the g and s factors. He was among

Wednesday, November 6, 2019

10 Facts for a Group Project on Network Security

10 Facts for a Group Project on Network Security Welcome to our guide on writing a group project on network security. This is our first guide, and it will help you understand how group project tasks are distributed among members involved and exactly what should be done to get the desired results. This guide has three parts. Our first guide contains 10 facts for a group project on network security which will help you understand the concepts and knowledge behind network security. References are also mentioned at the bottom of this guide to help you verify these facts or collect more information if you want to. Our second guide, 20 network security project topics, help you select a relevant topic for your group project. All the topics mentioned in the guide are authentic and researchable for the students. We have also written a short sample essay for you. The presence of ready-made topics will give you a path to start. Our third and final guide, Writing a Group Project on Network Security, explains how a group project should be carried. Furthermore, it will tell you how to divide your work among members keeping individual strengths of every student in mind. This guide will give you a clear vision of planning and proceed with your group project. A group project is different from an individual project as there are several minds involved and creative conflict is a common problem. We have collected 10 solid facts which you can discuss with your group members and pick a fact you can design your project around. Let us begin with the facts on network security: Network security is a process that helps in securing the network  infrastructure of a computer. Certain security policies are applied to protect the assets and resources of an organization or a single user. Securing networks means protecting them against attackers or hackers, who can get access to secure information which is transmitted through a network. Data magnets are tools used to fetch personal data. Personal data refers to personal information such as a person’s name, email and financial information. All this information is available on the network when users provide it on websites for different purposes. Cryptography is a networking related field which deals with the study of Secret(Crypto) Writing(Graphy). It works on two terminologies namely, encryption and decryption which deals with hiding the content of the given data for privacy purpose (Encrypting) and reverting it back to usage (Decrypting). Many apps on networks use this technology for better protection. There is an FBI department looking for cyber criminals who have robbed millions of dollars from around the globe. The list on FBI’s site consists of 19 individuals, each having robbed between $350,000 to $100 million. One of the most wanted criminals is JABBER ZEUS. It is a group of criminals using viruses to hack computers and get access to files and data. HTTPS is more secure than HTTP. Every website on the web should follow HTTPS protocol because without HTTPS hackers can easily hack your website. HTTPS even provides you a bit of security from government surveillance applications and keeps all your online activities safe. Every time a person requests to access a web page, the user’s IP is saved by the server of that particular website. IPs are useful in tracking a user’s online activity and even track their location. Users use tools to go anonymous on the web to hide their activity and location by using proxy servers and similar apps. Trojans are a hacker’s favorite tool. They can be disguised as a useful application, making users install them without worries. Trojans are usually transferred via emails. They dont spread automatically or by their own will. However, trojans are easy to remove as compared to other malware. Cybercrime has been increasing day by day. Suspicious emails, trojans and several other types of network security attacks are committed every hour. To control these crimes, the cyber security market has also expanded regarding budget and resources. The cyber security market is expected to reach $120.1 billion by 2017. The United States alone loses $100 billion every year at the hands of cyber crime attacks. A minimum of 556 million cases is recorded in a single year. From strong individuals to giant business tycoons, cyber attacks are used against everyone. The U.S. Navy force has one of the strongest cyber security systems because it receives around 110,000 cyber attacks every hour. Network security experts are said to use complex passwords and changing those passwords at least every 3 months. Hackers get a tough time if a password is composed of 4-5 longer strings. This has been proved to be a good strategy to prevent cyber attacks. These were some of the facts related to network security. We hope they turn out to be useful for your group project and help you out in understanding what Network Security is. Our next two guides involve having 20 group project topics along with a sample essay and also tips on how to write a group project. But first, let’s have a look at the references below in case you want to gather more information from reliable sources. References: Abdelmounaam Rezgui, Virginia Tech (2003), Privacy on the Web: Facts, Challenges, and Solutions. William Stallings (2005), Cryptography and Network Security Principles and Practices, Fourth Edition. Rezgui, A. Bouguettaya, and Z. Malik, â€Å"A Reputation-Based Approach to Preserving Privacy in Web Services,† Proc. 4th VLDB Workshop on Technologies for E-Services (TES ‘03), Springer-Verlag, 2003 Axelsson, S. (2000) The Base-Rate Fallacy and the Difficulty of Intrusion Detection. ACM Transactions and Information and System Security. Bishop M. (2005), Introduction to Computer Security. Boston: Addison-Wesley. Xiang-Yang Li, Cryptography and Network Security

Sunday, November 3, 2019

Ex3 Music Assignment answer the questions Example | Topics and Well Written Essays - 1500 words

Ex3 Music answer the questions - Assignment Example Sitar India idiophone it is a gourd Idiophone 13. Nay (Nai) Middle East Chordophone flute 14. Buk or Puk Korea Membranophone leather drums Short Essay 15. The only of Islam that uses music is the children’s songs. These are however considered secular though under the Islam religion. They are written in Arabic. 16. Tala is the term used to describe the rhythmic patterns of any composition and the whole subject of rhythm in the Indian classical music. A tala can also be termed as the regular repeating of a rhythmic phrase. The country that uses tala is India in classical music. 17. The three layers of Indian music are; 1. The melodic layer. This layer is made up by a melodic soloist and an accompanist. The voice is the main component of melody though other melodic instruments such as violin, vina, bansuri, nagasvaram and saxophone may be used. 2. A percussion layer. In this layer, a percussion instrument known as mridangam is used. This is double-headed drum. Tavil, tambourine, mouth trap and a clay pot are some other examples of percussion instruments that can be used to supplement mridangam. 3. The drone or scruti layer. This is the layer that is often played by specialized instruments such as tambura which is a four-stringed plucked instrument with a buzzing timber. 18. Vajrayana Buddhism is practised in India. It is considered the fifth and the final period of Indian Buddhism. 19. Some of the countries that form Zen Buddhism include; China, Vietnam, Korea and Japan. 20. The notable predecessors of Japanese Geisha were Saburuko, who had come into existence in the 17th century and the Shirabyoshi who emerged during the late Heian. 21. Nongak is a Korean folk music tradition that consists of drumming, dancing and singing. The performances are done outside, with tens of players, all in constant motion. It falls under the pungmul style of Korean music. 22. Slendro and pelog are the two oldest essential scales of gamelan music that are natives to Bali and Ja va in Indonesia. 23. King Bumibol of Thailand composes Jazz music. He is commonly referred to as â€Å"The Jazzy King†. 24. They believe that the Venus is the morning star that represents the spirits of their god Munyal that whispers to them how to dance and how to sing for each living thing. They listen to his instructions and they come as ideas. 25. Met allophone is any musical instrument in which the sound is produced by striking metal bars of varying pitches. Examples include Gangsa and Fangxiang. 26. The two Korean genres that were once Buddhist rituals are Jeongak and salpuri. Kathak dance is the Indian dance that is performed in theatres but used to be a religious dance. 27. These are the two major Sanskrit epics of ancient India. Countries they were experienced include china, Korea, Japan, and Vietnam. 28. It can be used to refer to leather constructed puppets theatre. These puppets are carefully chiselled and supported by buffalo horn handles and control rods. It can also be used to refer to the ancient Indonesian art of shadow play. They are found in Indonesia. 29. This is the positive thinking towards music making. Examples include Flemish far-right, multiversity, axiological and rigorous fusion. 30. Tibetan â€Å"Primordial A† is a musical album that is produced in the Tibetan language by Primordial. The album contains two discs. The first disc has eight songs and the second one has ten songs. The Chinese music follows a high level of cosmos. The lyrics of

Friday, November 1, 2019

International Finance Essay Example | Topics and Well Written Essays - 1500 words - 10

International Finance - Essay Example The exchange rate is a variable of the International Fisher Effect, which states that the value of a currency of a nation whose interest rate is relatively higher is likely to depreciate against the value of currency of another country whose interest rate is relatively lower (Madura 2011, pp. 114-120). On that note, the paper presents the importance of the international finance; the factors influencing the exchange rate and discussion of the findings of the IFE test. The test will be conducted using the UK interest rate and the exchange rate between the UK and Greece’s currency from the year 2005 to 2014. The method adopted during the IFE test is a regression analysis (the coefficient of correlation) (Sowa & Acquaye 1999, pp. 2-10). The concept of the international finance can be strongly grasped after its elements are uncovered. The elements are the interest rate, the exchange rate, the inflation rate, export, and imports, etc. The following two theories are influenced by the mentioned factors: the International Fisher Effect (IFE) and the Purchasing Power Parity (PPP). The international finance refers to cross-border borrowing/lending of funds and any other transaction between the local and the foreign countries the leads to movement of funds, assets, and capital between the trading countries. The idea of Purchasing Power Parity contends that the prices of resembling products should be equal in different countries, when the currencies of the trading countries are converted into a single currency. There are two types of the purchasing power parity. That is, the absolute and relative purchasing power parity (Mankiw 2009, pp. 707-709). The theory of Absolute Purchasing Power Parity asserts that the real prices of commodities must be identical in all countries. Thus, the absolute Purchasing power parity is realizable when the purchasing strength of the local and foreign currency is alike, after the conversion of the currencies to foreign denomination, using the