No to same-sex marriage Essay Example for Free

No to same-sex marriage Essay Everything is permissible, but not everything is helpful. Everything is permissible, but not everything builds up. I Corinthians 10:23 Against Same Sex Marriage The Six Point Case Each of these six points against same sex marriage will be explained in detail in the following articles. Click on each link for more explanation. Natural marriage is the foundation of a civilized society. Homosexual behavior is inherently destructive. The law is a great teacher, and it encourages or discourages behavior. Government-backed same-sex marriage would encourage and normalize homosexual behavior, and it would harm natural marriage, children, adults, and homosexuals themselves. The law should promote behaviors that are beneficial and prohibit (or at least not endorse) those that are destructive. Therefore, the law should promote natural marriage, and it should provide no option for government-backed same-sex marriage or civil unions. Against Same Sex Marriage The Executive Summary Same-sex marriage is a very emotional issue for many people. However, when one separates emotions from facts, it is clear that the state has compelling reasons to endorse natural marriage and not same-sex marriage or civil unions. Natural marriage is the immune system of civilization. When our marriages are strong, our civilization is strong; when they are weak, individuals and communities suffer. Legal endorsement of same-sex marriage would destroy the institution of marriage, resulting in negative effects on children, crime rates, health and health-care costs, tax rates, and religious freedom. Same-sex marriage activists want to redefine marriage as simply a personal relationship between two committed parties, but marriage is much larger than the two parties involved in a marriage. Marriage is a social institution of long-established rules (based on the natural design of the human body) that provides society with the very foundation of civilization—the procreating family unit. That is, marriage is fundamentally about children and the civilization of society both now and for the future. Only natural marriage can procreate and consistently provide a nurturing and stable environment for the growth and maturation of children. In this sense, the most basic and effective â€Å"form of government† is the natural two-parent family. Statistically, children and adults inside of natural marriage are much better off socially, physically, financially, mentally, and emotionally than those outside of natural marriage. Those outside of natural marriage are not only worse off personally by those measures, but they cost society billions of dollars in social welfare and law-enforcement expenses. The law is a great teacher—it encourages or discourages behavior. Since the law is a great teacher, government-backed same-sex marriage or civil unions would put society’s stamp of approval on same-sex relationships and behavior. This endorsement would fundamentally change the institution of marriage to our detriment. It would do the following: Equate same-sex marriage with natural marriage, thereby teaching citizens the socially disastrous ideas that natural marriage is no better than any other relationship and that marriage is not a prerequisite for children. Disconnect marriage from childbearing by making marriage just about coupling. This will result in soaring cohabitation and illegitimacy and painful costs to children and society. Encourage more homosexual behavior, which is medically destructive to those who engage in it and financially burdensome to the public in general. Result in higher medical, health insurance, and tax costs to the general public. Provide legal grounds to  restrict or prohibit religious freedom and free speech. Much of this is already happening in countries that have government-backed same-sex marriage. Natural marriage is weakest and illegitimacy strongest where same-sex marriage is legal. Most homosexuals are not interested in marriage—approximately 96 percent of homosexuals in countries with same-sex marriage do not get married. They want government-backed same-sex marriage because it would validate and normalize homosexuality throughout society. (Homosexuals can already marry privately and many of them do—what they want is government endorsement.) Some homosexual activists admit that they would like to destroy natural marriage by legalizing same-sex marriage. Since they refuse to live by society’s standards, they will only feel validated if they beat down those standards to the level of their own behavior. If they succeed, everyone in our country will be harmed in some way. This House Bill may seem to be very good in its outward appearance but it will simply gave way to the Promotion and Acceptance of Homosexual Lifestyle in the Philippines. If this bill will be approve in Congress who knows whats next. Lets Fight Against this Bill to protect the Divine and Natural Institution that God himself Pre-ordained ever since the beginning of time. Lets make sure that the Philippines will be secure from any danger of accepting a Culture that will go against the Balance of Nature and propagate a lifestyle that will be harmful both today and the Generation to come. A Culture that will be a potential Treat to the Divine Institution of Marriage and the Family. Lets be vigilant and make sure this Bill will not be approved by participating in this Signature Campaign.

Renewable And Non Renewable Resources

Renewable And Non Renewable Resources Our societys emphasis on green living and the global focus on conservation provide the perfect backdrop for teaching students about fossil fuels. Children are naturally curious about whats going on in the world around them. Now is the perfect time for us, as educators, to capitalize on our students innate curiosity by leveraging current events in the world such as the rapidly increasing prices of gasoline for motor vehicles and the ongoing search for economical and efficient forms of renewable energy to engage students in study about how fossil fuels, natural resources and Provide appropriate vocabulary words. Give students the basic vocabulary words they will need in order to achieve your lesson objectives. Basic vocabulary words for teaching students about fossil fuels would include: fossil fuels, coal, oil, natural gas, renewable and nonrenewable. This module will help the students to learn about the fossils fuel , its importance ,need of its conservation and its harmful effects The teacher may use various skills to decide the complexity level of the content. However teacher may take up the topic as given below- (a)Complexity of content(concrete, Symbolic,Abstract) CONCRETE SYMBOLIC ABSTRACT Natural resources,Destructive distillation of coal, Combustion of fossils fuel Exhaustible and non exhaustible energy resources , Formation of fossils fuel, Harmful effects of caused by fossils fuels Fractional distillation (b) Learning Environment- 1. The chapter may be introduced in class rooms, school lab (bringing sample of different items to the lab) , computer lab (by a power point presentation),Outdoor trip etc. 2.Sequence of the lesson can be taken this way_ Introduction Using concrete or symbolic material for group discussion or the class can be divided into groups or individually students may be engaged in a warm up activity as given in students module. Students wi;ll be asked to make a table and fill that PLASTIC PAPER GLASS METAL WOOD OTHER The possible answers to the questions asked in students module will be- Which column had the longest list? (Answer: It will very likely be plastic.) Which category do you think you depend on most? Why? (Answers will vary.) Where do you think these items come from? (Answer: Everything at some point comes from our natural resources. Paper and wood come from trees, plastics are made from oil, glass is made from sand, and metal is made from ore, etc.) You may also do this as a whole class, instead of individually. You may draw a puzzle with blanks and may ask the students to fill in the blanks to complete the schemetic diagram related to natural resources as shown in students module or show the diagram and ask them to list natural resources 1.2 RENEWABLE AND NON RENEWABLE RESOURCE Teacher may begin the lesson with a small activity of hunting fossil fuel STUDENT ACTIVITY 1 or any other activity or can narrate a story to introduce two categories of natural resources Teacher may involve the students in activities highlighting the depelition of resources as in students module Students Activity 2 DEPLETION OF RESOURCES SIMULATION Through the activity, students will hypothesize that as the next generation comes along, there will be fewer resources available to them and eventually, there could be nothing at all. In addition the number of people using a resource and the amount each person uses are critical in determining the rate at which resources, both renewable and nonrenewable, get used up. Teacher may have a supply of extra popcorn (out of sight of the class) for those students who do not participate directly in the simulation Students will probably eat as much of the popcorn as they can without any thought as to who will come after them. By the time the 3rd generation students are finished, there should be little or no popcorn left. Some of the generation coming next people will therefore have little or none at all. Do not discuss what is happening to the popcorn until all the generations have gotten their popcorn. Some students will begin to realize what is happening. Some students in the 2nd generation may think of the 3rd generation and not take as much. The teacher should just watch and listen without making any comments. Review the definitions of renewable resource, and nonrenewable resource. Relate these definitions to the popcorn simulation. Did any of the students who were part of this simulation think about those who might be eating after them, or were they only trying to get as much popcorn as they could? Assessment, Student Product Each student will turn in their own report after they have gone over the discussion points. Each group of 4 will create a slogan that advocates personal responsibility for resource conservation Teacher may build up the lesson by asking the students to perform another activity in groups comparing renewable and non renewable resources as in students module or may use internet for the students research to compare different energy sources for which the class may be divided into groups and assign different energy resources to be researched and compared to coal energy. Students should include topics of safety, efficiency,environmental impacts and cost. Teacher may involve the students in STUDENTS ACTIVITY 3 to understand symbolically that Coal, oil, natural gas and nuclear fuels will last some day and so they are non renewable resource while renewable source will never finish Assessment: Have students explain the exercise and their findings to the class. Encourage them to discuss what other factors might dictate which energy sources are used by a community, such as environmental impact and the persuasion of special interest groups. What specific factors influence the choices of energy sources in your area? How have local energy costs changed over the past ten years? Use a debate format to discuss factors that might dictate community decisions as stated above. Extension: Encourage students to find out what energy sources are used in other countries. Direct them toward coal-dependent countries (such as the United Kingdom and Germany), as well as countries that do not rely primarily upon coal for their energy (such as Sweden, France, and Japan). Challenge them to find out and compare the energy costs of other countries to that of the United States. Continue with researching 10 years of costs/supply and demand and graph the changes over the 10-year period. Have students compare and contrast the outcomes between the different energy sources. Teacher may share the following facts with students to arouse their interest such as- It took 10 feet of plant matter to make 1 foot of coal. The first oil well in the world was drilled in Pennsylvania, USA. World coal consumption is more than 5.3 billion tons annually of which three quarters are used for generating electricity. The earliest known use of coal was in China. Coal from the Fu-shun mine in northeastern China may have been used to smelt copper as early as 3,000 years ago. The Chinese thought coal was a stone that could burn To run a 100-watt light bulb 24 hours a day for a year we need to use about 714 pounds (325 kg) of coal in coal powered power plant (thermal efficiency of such power plant is typically abut 40%). One liter of regular gasoline is the time-rendered result of about 23.5 tonnes of ancient organic material deposited on the ocean floor. . On August 27, 1859, Edwin L. Drake (the man standing on the right in the black and white picture to the right), struck liquid oil at his well near Titusville, Pennsylvania. He found oil under ground and a way that could pump it to the surface. The well pumped the oil into barrels made out of wood. This method of drilling for oil is still being used today all over the world in areas where oil can be found below the surface. 1.3 COAL Coal is a hard, black colored rock-like substance. It is made up of carbon, hydrogen, oxygen, nitrogen and varying amounts of sulphur. There are three main types of coal anthracite, bituminous and lignite. Anthracite coal is the hardest and has more carbon, which gives it a higher energy content. Lignite is the softest and is low in carbon but high in hydrogen and oxygen content. Bituminous is in between. Today, the precursor to coal-peat-is still found in many countries and is also used as an energy source. Teacher may introduce the concept by giving the students the basic knowledge about coal which they are already familiar of or may ask some general questions about the coal 1.3.1 COAL FORMATION The teacher may plot a story of historical background of coal or give the idea by demonstrating an activity as described in student module-COAL FORMATION ACTIVITY The teacher must arrange the material beforehand. The activity will help in reinforcing Critical thinking ,Cooperative learning The activity may take two class periods over four weeks I f you line your container with plastic wrap before you begin, you can lift the whole formation out when it is dry. T his is a smelly activity. If you have an area where you can put this out of the way and observe it occasionally, you will like it better! Teacher can further illustrate the mining of coal through the activity discussed in students modulestudents activity 4 Chocolate Chip Cookie Mining This activity teaches students about coal and mining. Discuss with the students how coal is excavated . Coal is mined out of the ground using various methods. Some coal mines are dug by sinking vertical or horizontal shafts deep underground, and coal miners travel by elevators or trains deep under ground to dig the coal. Other coal is mined in strip mines where huge steam shovels strip away the top layers above the coal. The layers are then restored after the coal is taken away. The coal is then shipped by train and boats and even in pipelines. In pipelines, the coal is ground up and mixed with water to make whats called a slurry. This is then pumped many miles through pipelines. At the other end, the coal is used to fuel power plants and other factories. 1.3.2 TYPES OF COAL: Types of coal may be introduced to the students by showing them samples of different types of coal and comparing their physical properties through STUDENTS ACTIVITY 5- coal identification activity. This will help students to understand the characteristics of different types of coal and enhance their Critical thinking,Cooperative learning and skill of Comparison and contrast. They will lso understand that the harder coal absorbs more heat. Teacher may discuss with students . Does burning show that peat is the lowest rank of coal? Does the manner of burning of bituminous coal show that it still has volatile material (gas) in it? 1.3.3 COMBUSTION OF COAL Combustion or burning is the sequence of exothermic chemical reactions between a fuel and an oxidant accompanied by the production of heat and conversion of chemical species. The release of heat can result in the production of light in the form of either glowing or a flame. To understand that coal is combustible teacher may perform an activity as stated in students moduleSTUDENTS ACTIVITY- 6 Teacher must arrange for the material before hand . If lignite coal sample is not available, charcoal may be used Students should be motivated to illustrate and describe their observations. Teacher may discuss how coal may be useful because it is combustible and gives off heat. Teacher may take a small sample of the dried plant matter from and hold with forceps. Place sample in the flame of a candle and observe combustion. (This matter can be compared to peat.) Discuss observations. . 1.3.4 DESTRUCTIVE DISTILLATION OF COAL Destructive distillation is the chemical process involving the decomposition of feedstock by heating to a high temperature; the term generally applies to processing of organic material in the absence of air or in the presence of limited amounts of oxygen or other reagents, catalysts, or solvents, such as steam or phenols. The process breaks up or cracks large molecules. Products like coke, coal gas, gas carbon, coal tar and ammonia liquor are formed after the destructive distillation of coal. This helps in producing thousands of distinct chemical compounds. Teacher may demonstrate the pocess of destructive distillation of coal in lab or class as illustrated in students module,and keep the students interest entact . Teacher will discuss different observations about the mixtures collected in the end in test tube and beaker and also explain their uses eith the help of placards or flashcards. 1.4PETOLEUM . Petroleum or crude oil, and natural gas are important hydrocarbons that are found in nature within pores and fractures of rocks. Oil and gas form over millions of years as the result of the decay of marine organisms. These organisms die and collect on the ocean floor. Sediments such as clay and mud are deposited above these organisms. During burial and compaction, the organic matter becomes heated. Hydrocarbons are formed and are forced out of the source rock into permeable beds such as sandstone. As by now the students are familiar with the concept of fossils fuel with its examples and its formation in case of coal the teacher may build the lesson on the previous knowledge of the students with the help of role play Teacher may give students more information about the excretion of petroleum Because oil and gas are not very dense, they migrate upward through the water-saturated rock layers. In some cases, this movement is stopped by overlying impermeable layers of rock such as shale or rock salt and the hydrocarbons are trapped. Then, the oil and natural gas form a reservoir in the porous rock. This type of hydrocarbon accumulation requires a source rock, a reservoir rock, and a cap rock. Most of the worlds reservoirs are in sandstone, limestone, and dolomites. Structural traps are related to folds, faults, or salt domes. When an anticline fold that contains hydrocarbons is drilled, the first material encountered is usually natural gas. This gas often is underlain by oil due to density differences. Water is the densest fluid and is found at the bottom of a reservoir. Secondary recovery methods can be used to increase the amount of crude oil that can be pumped from wells. Presently only about 30 percent of the crude oil in a well can be recovered. However, as oil reserves dwindle, steam, carbon dioxide, and detergents can be used to force out the heavy oil that normally cannot be pumped. 1.4.1 REFINING OF PETROLEUM Petroleum in its crude state consists of various organic compounds that must be refined to form usable products. After giving a brief idea about refining of petroleum and fractional distillation the divide the students into research teams. Each team will research how fractional distillation works, as well as describe one of the major products of fractional distillation. Students may then be motivated to use distillation to separate 2 liquids . The teacher must approve the distillation set-up of the students Misconceptions: Students will assume that the mixture will keep getting hotter and hotter as the water boils. They will not expect the temperature to stay steady until almost all the water has been converted to steam. Students may also think that the melted ice cube is dripping through the foil into the beaker. Teacher needs to clarify their misconception Students should be encouraged to use diagrams and charts to present their information. A rubric is provided for assessing the group work at this stage. A copy of this rubric should be given to students before they start their research so that they are aware of the grading criteria. The objectives of the activity performed are . Students will learn that fractional distillation is the first stage in processing crude oil into usable products. (The other two stages are: Conversion: cracking and rearranging of molecules, and Treatment.) Students will understand how fractional distillation works and what products are produced. They will become aware of how these products are used in their world. Students will familiarize themselves with 8 major products of fractional distillation. Students will be able to perform a simple distillation of liquids modeling the distillation of crude oil. Students will share, display, and explain specific information gathered in their research. Research time will vary based on the availability of computers. Most of the research can be completed in 1 to 2 class periods on the computer. The actual distillation will take one period The activity will help improving the following skills of the students Cooperative learning Student centered learning Communication of information Relevant application to daily life Following Directions Making Connections Mathematics integration Drawing Conclusions Because so many petroleum-based products are found in the home,so teacher may motivate the students to perform a take home activity. To complete the activity, students work with their families to identify six petroleum-based products at home. They write those products on the list. Then they think of one way to help conserve petroleum, by reducing their use of a petroleum product, reusing a petroleum product many times over, or recycling a product so it can be made into something else. They add their conservation idea to the bottom of the list, and have their at-home helper sign the form. When students have completed this short at-home activity, they will bring their list back to school and share it with their classmate. If students are having difficulty completing the project at home, a few minutes could be devoted to the activity in school. 1.4.2 COMBUSTION OF PETROL Teacher may correlate the topic with combustion of petrol in vehicles and explain that incomplete combustion of petrol is dreadful as it produces CO which is suffocating. Students may be motivated to collect data in this regard and analyze and help them to differentiate between the combustion of coal and petrol. 1.5 HARMFUL EFFECTS OF EXCCESSIVE COMBUSTION OF COAL AND PETROLEUM Many non renewable energy resources have detrimental consequences upon the environment. Most people are aware of the greenhouse effect created by carbon dioxide and other greenhouse gases that are released by gasoline-powered vehicles, but this is only one of many serious consequences. Coal plants alone generate hundreds of millions of tons of harmful byproducts, including flue gas, desulfurization sludge, fly ash, and bottom ash. These materials can poison waterways and leach harmful toxins such as arsenic, mercury, uranium, and thorium into the ground and water.. Combustion of these fossil fuels is considered to be the largest contributing factor to the release of greenhouse gases into the atmosphere. Teacher may use powerpoint presentations or vedieosto illustrate the concept 1.6 IMPORTANCE OF NONRNEWABLE SOURCES Fossil fuels are of great importance because they can be burned (oxidized to carbon dioxide and water), producing significant amounts of energy per unit weight. The use of coal as a fuel predates recorded history. Coal was used to run furnaces for the melting of metal ore. . Teacher may introduce the topic with some questions such as What function crude oil serves in our life. Is it something that is really necessary in life? What if it was not available, how would our lives differ? (Students answers will vary). Emind students that Petroleum is the Source of many objects ,e.g. à ¢Ã¢â€š ¬Ã‚ ¢ bandage à ¢Ã¢â€š ¬Ã‚ ¢ glue à ¢Ã¢â€š ¬Ã‚ ¢ plastic bagà ¢Ã¢â€š ¬Ã‚ ¢ bubble gum à ¢Ã¢â€š ¬Ã‚ ¢ golf ball à ¢Ã¢â€š ¬Ã‚ ¢ plastic container or bottleà ¢Ã¢â€š ¬Ã‚ ¢ comb à ¢Ã¢â€š ¬Ã‚ ¢ lipstick à ¢Ã¢â€š ¬Ã‚ ¢ toothbrush and toothpasteà ¢Ã¢â€š ¬Ã‚ ¢ crayon à ¢Ã¢â€š ¬Ã‚ ¢ nail polish à ¢Ã¢â€š ¬Ã‚ ¢ tube of hand creamà ¢Ã¢â€š ¬Ã‚ ¢ elastic band à ¢Ã¢â€š ¬Ã‚ ¢ panty hose à ¢Ã¢â€š ¬Ã‚ ¢ wax paper T ell students that one of the most common petroleum products is gasoline that goes into a car to make it run. Remind students that petroleum-based products can last a very long time. Thats why we should reuse and recycle them whenever we can. For a greater challenge, students could be motivated to write their own Who Am I? questions for different petroleum-based products. When there are enough clues written, each student could read out a clue and ask the rest of the class to guess the product. In the end teacher may guide the students to conserve the fossils fuel -coal and petoleum

Penetration Testing Of General Hospital Information Technology Essay

Penetration Testing Of General Hospital Information Technology Essay Penetration testing PeT appendix B has always been an important first-step in any security life cycle. By doing penetration testing, the Hospitals IT team can obtain many invaluable information about the Hospitals newly developed security system. Basically the process of penetration testing will be involved with gathering information. Using these information to identity and then try to exploit the security vulnerabilities. 1/ Why do we need to perform penetration testing: Penetration testing is one of the oldest and effective method to evaluate the security of a computer system. Nowadays many organizations are using penetration testing in order to discover and fix security weakness before the get exposed. And for General Hospital after the process of creating a new security system, it is important that we do penetration testing, not only to find out about any potential vulnerability, but also to demonstrate the effectiveness of the new system, these are just a few points on why General Hospital should do penetration testing: The main purpose still for greater understanding of the current security system and finding any gap in security. This help the Hospitals IT team to have proper action plans to minimize the threat of attack or misuse. The penetration test will be documented carefully (more information on this bellow), and these well documented results will help the managers in making a strong business case to the Hospital board, explaining, justifying all the budget had been use for creating this new security system. Security is not a one-time solution, its actually a long process of maintaining and upgrading along the way, as new threads are being discovered. This pen-test maybe the first that SGH have, but itll definitely not be the last. By doing a proper pen-test, the result will act as a good foundation for future testing. 2/ Quality of the test: Like any big project, before we actually committed to complete the task, we have to have a very clear picture of the final product as well as the strategy, and every steps of the way, committing without planning is one way to ensure to achieve failure (more information on planning in the next part). As we go on later in this document, well see that the Hospital will cooperate with a security partner in order to carry the testing, the more reason for two party to sit down and agreed on the standard quality of this test. So, what makes a good penetration testing? Scope of the test: defying a clear scope, that will be most suitable for the Hospital that will be the first and most important task, for a good scope will help to prevent wasting of resource at the same time able to cover every potential vulnerability (the scope defying will be in the next section, the planning stage). Reliable partner : after the planning, sketch out a good strategy, its the security partner job to implement, launch the test, thats why we have to chose a skilled and experienced partner, the one who know what they are doing, in the fourth section, we will chose a partner that: Legally capable. Technically capable Can abide the non disclosure agreement, and this is especially important, for we a hospital, working with highly sensitive information. Choosing correct and adequate series of test, this depends heavily on the scope that we decide on. Also the executing of the test must follow strict methodology, every test must be planned carefully, followed the plan, and the well documented. This is very important because if we treat the test just like a guessing game, to see where the weaknesses are, its very likely that we are going to miss something, and that alone make the purpose of doing penetration testing completely voided. Result oriented: the only thing we care for its the result of the test, thats why the results should be well documented, the team should pay attention also to make the result understandable, so that the Hospital board can easily understand the problems, the consultant of the security partner company should also be ready to present and explain the results. With that set of quality in mind, we are going to proceed to the planning and further steps accordingly. However, because we are not going to actually perform the test, so we are only going through: planning, defying scope, chose a strategy, choosing the tests, and lastly defying methodology and standard for these series of test, we are going to explain what do we chose and why, as for the definition and how to execute please refer to the appendix. II/ The planning stage: In this part, we will cover the planning, defying scope, that lead to a strategy plant, which will be the back bone guide line for any further tests to follow. The security priorities of different target are different, for a service net work it is important to have a high stability, availability, or in case of an e-business network, it requires high authenticity. However none of that can be apply to SGH, for a hospital the utmost priority are confidentiality, data integrity, we are dealing with patients data here, there is no point in taking the Hippocratic Oath to keep the patients information confidential while on the other hand slacking off In putting effort to protect those information. Not only that we are dealing with much higher stake game here, which involve humans lives. This is no longer just protecting data for data mean money. When I were young, I remember a movie where a patient with a broken jaw put back together by metallic platting, years latter he has cancer, and his doctor without knowing about the platting still send him to the MRI machine (highly magnetic), and lead to his gruesome death. All of which cause by lack of de ntal documentation in his medical history. So in a nut shell, SGH highest priority is data Integrity and confidentiality, but in the mean time we still have to do minimum checking on every other aspect, leave out nothing. The second as part of SGH network system is the personnel, which in this case are doctors and nurses mostly. They are among the most highly trained employees, however not in IT. Nowadays almost every hospital in Singapore has been completely digitalized, dealing with database instead of paper files, also with many medical devices are being monitored by computer programs. The combination of high tech with unexperienced user leads to a very high chance of application misuse, data input wrongly. That put application security testing (appendix B application security testing) priority a bit higher than normal. So as a conclusion for the strategy of this penetration test: we are going to do a penetration test follow Blind Testing strategy (Bind testing strategy Appendix B) to stimulate the action like a real hacking attempt by hacker to obtain confidential data, or to modify, deleteà ¢Ã¢â€š ¬Ã‚ ¦etc. In the same time we will combine with certain Internal testing (Internal testing strategy), mostly focus on application security, misuse..etc, and of course a few basic test again common threat however we are not going to deep in that. After decided on a plan and testing strategy, the next step will be vulnerability assessment III Vulnerability assessment (VA): Why should we do VA (VA appendix B)? In fact there are some confusion between VA and pen-test, sometime people lable them as the same. Pen-test mostly consis of VA, but then take one step futher, find out the weak spot then attack it. So basically before we do pen-test, the first step would be VA. For the detail of how to do VA please refer to VA Appendix A . But basically we are going to series of techniques that can be considered as research before attack. Passive research: learn as much as we can about SGH, from out site point of view. Open source monitoring: utilizes Internet meta-searches focus on specific keywords, or sensitive information to see if there are any leaking. Network mapping and OS fingerprinting: from out side view, figuring out the structure of the network, even able to draw out a network diagram from the information gatherd through different tools Spoofing: trick the targeted computer in side the Hospital, sending out packets pretending that they are from trusted source. Network sniffing: capture data as it travel in and out the network, especially we have the different site between Clinics and Hospital, this can be a good check to see if our VPN is working properly. Trojan attack: and yes the traditional, butter and bread Trojan attack, Even though its basic, but because its so popular, itll be a mistake to think that our fire wall can do all the job, when Trojans combine with social engineering can be devastating. Brute force attack: this can be optional as we mention before the availability of the network may not be our highest priority, however if the resource allow, we can still do it, as a better safe than sorry. Vulnerability scanning: finally we can use automated tools to scan the whole database looking for potential vulnerability (the how, and what tool can be found in VA appendix A) After all those test, its very likely that we may able to discover a few holes in our security system. However in order to make sure that in all those vulnerabilities weve just discover none are false positive we will go to the next step is exploit testing, meaning actually attack to see if any got through. IV penetration testing, different types of test: Exploit testing (exploit testing appendix B) normally is the final stage in the whole process of penetration testing. There are many type of test, each with different level of commitment. We have to chose which test, and how far do we want to push. This decision is based on two aspects. One is the predefined scope that everybody agreed on earlier, we will conduct the test accordingly to that scope, to the strategy. The second is based on the result of VA, attack on every potential vulnerability that weve just found. In this scenario, because we have not actually performed the test, so we are going to chose based on the scope only. 1/ Database Integrity: As we discussed in the previous section, the integrity and confidentiality of SGH database is our highest priority. The fact that in the process of VA, we have done many test and checking, sniffing, mapping, Trojan, brute force, those are not only VA testing but actually a part of testing the confidentiality and integrity level of the data base also. Thats the fine line between VA and penetration testing as many of the assessment can actually be consider as exploitive. In the same manner in this stage of exploitive testing there still are test that could be done that may very well have been a part of VA like: War dialling: (war dialling appendix B): by calling a wide range number of telephone inside SGH, we may catch a modem, remote access devices, and maintenance connection that may leave an open on the hospital network. Why do we even consider this method? The fact that nowadays not only user, but even IT staff have very high ignorance when considering the phone network, while in fact they are the very primate assess point that possible for hacker to exploit, you dont actually need to be ignorance, just careless is enough, like leaving an open modem on a critical node of the network is enough to create an opening. There are many tools we can use for war dialling: ToneLoc from Minor Threat and Mucho Maas, or its alternative ModemScan , they both can be use for Microsoft window platform. TeleSweep for Microsoft also, and its free. For Macintosh use Assault Dialer. Unix try PAWS, THC-SCAN NG, Telescan, IWAR (intelligent war dialler), or ShokDial (from: http://www.tech-faq.com). 2/ Social engineering testing: Social engineering test (appendix B SE) is part of the blind strategy testing. The environment we are working on is SGH, where most of the employee dont have in-depth training in IT, an other point is the helpful nature, answering question is kind of comes with the job description, all in one word: gullible nurses. For any cunning hacker, this is a big fat moving target for social engineering attack. For that reason, basic training in social attack is required, in the same time several test can be conduct, mainly in two forms: Non face-to-face: the test can be done over mail, or phone, pretending to be somebody who have authority, or who needs help to tricks the user to use account, password, or giving out sensitive information. Face-to-face: this is a more advance kind of social engineering, by posting as an employee of authorized personnel , gaining physical access to restricted areas getting information, from intercepting mail to dumpster divingà ¢Ã¢â€š ¬Ã‚ ¦etc Social engineering maybe no as technical as other test, but it has equal importance if not more, for the fact that there are actually no fool proof method to prevent social engineering attack other than out smart the attacker, which Is ironically we dont usually put the smartest people of the organization to the reception desk , the only thing we can do is to raise the level of awareness of the employee (there are books on this matter like: the art of deception, the art of intrusion both by Mitnick Simon ) . 3/ Application security testing: The second point from the scope as we discussed earlier is Application security: there are a series of test for application security (technical detail on appendix A AppT): Code view, Authorization testing, Input validation, cookie security, Lockout testing, there are also some test for the functionality of the application as well like: input validation, Transaction testingà ¢Ã¢â€š ¬Ã‚ ¦etc For why we need application testing we have discussed above, but then again, do we really need to do all those test? Yes, we do. The objective of doing so many test on Application alone is to fully evaluate the control we have over our application (medical application, network applicationà ¢Ã¢â€š ¬Ã‚ ¦). The focus of those test still focus mainly on protecting the confidentiality and integrity of information, how to authenticate user, and also on the using of cookies (appendix B cookies) 4/ other test: There are some other test like: denial of service testing, resource..etc but as we mention above, these are not compulsory, not that they are not important, but there are higher priority test that need to be done. But since these are common attack and easy to carry out, its recommended that if the resources allow, we should go ahead and perform the tests, even at basic level. (the detail of the test can be found at DoS testing appendix A). V Other detail of a penetration test: 1/ methodology and standards: Methodology actually is a very important factor of a penetration test. A test that acts without a formal methodology has no real meaning, just poking around. But on the other hand, methodology should only acts as a framework, a discipline guideline to follow, we should not restrict the tester rather than let him/her fully explore his/her intuitions, while acting accordingly to the guideline. There are several methodology and standards, as for their technical detail, please refer to appendix A Metho 2/ Security partner: The reason why we needs to pay money for a third party to perform the test for us is : Un unbiased point of view: like a beta tester, sometime the programmer, or in this case the SGH IT team, cannot see ones own mistake clearly, so we need to hire trained professional to look for us. Highly experienced and highly trained: for the member of the IT team, some may have done a penetration test before, some may not. But for a company that specialize in penetration testing. They have done it hundreds of time, even done it for some big organization, thats why with the experience and the training, its more likely that they can discover things that the IT team cannot. Certified result: a Certified penetration testing company will have to satisfies certain level of standards (refer to appendix A Metho). If a test done by a Certified party, it can become a potential strong legal argument for future conflicts (for example: Insurance conflicts). With all those reason weve decided to hire a security partner to perform the test for us. In Singapore there are many company that have the certification and standards to perform such test, most trustworthy must be: Cisco IBM (with the express penetration testing service) Obtechs Certified penetration testing specialist 3/ Risks in doing penetration testing: While doing penetration testing, there are certain risks that we should consider and be careful for: Risk of exposure: there are many sensitive data in the hospital, sometime these data can be expose during a pen-test it can be unintentionally or intentionally, we have to have strong agreement of the conditions and responsibility of the security partner. Time delay: Pen-test take time, and for Hospital environment we cannot simply lock down our data base for testing, thats why a strict time-frame. For the size of our Hospital system, the testing should not take more than a month. VI Conclusion: As we all know security is continuum, no absolute. Through the penetration tests we should be able to not only find out there are flaws in the security system, but we have to go further to understand the process failures that lead to those flaws. Through the test, we can see that even a brand new developed security system can have many vulnerability, its a reminder to us so that we never have a false sense of security!. Appendix A: 1/ VA (Vulnerability assessment): As documented by SANS, Vulnerabilities are the gateways by which threats are manifested. In other words, a system compromise can occur through a weakness found in a system. A vulnerability assessment is a search for these weaknesses/exposures in order to apply a patch or fix to prevent a compromise. How do these weaknesses occur? There are two points to consider:  · This newly developed security system for SGH were born with it, means while underdeveloping by mistake the developing team creat the weakness.  · Many vulnerabilities occur as a result of misconfigurations by system administrators. Misuse by user, all can lead to the result of making a hole in the security system. There are many ways to search for vulnerability, however in our scenario, it is best to do it as a out side hacker would do it, before attacking a system, the hacker also have to perform a vulnerability assessment test on the system, only different would be we are going to do it on full scale, not only from outside looking in but also from the insider view. There are however certain number of technique that could effectively point out the weaknesses if the system have one. Passive research: As the name suggests, a passive research is a method used to gather as much information about an organizations systems configuration from public domain sources such as: o DNS (domain name service) o RIPE (Rà ©seaux IP Europà ©ens) o USENET (newsgroups) o ARIN (American Registry for Internet Numbers) Passive research is generally performed at the beginning of an external penetration test. Open source monitoring: This service is an associated technique that utilizes Internet meta-searches (multiple searches of Web sites, newswires, newsgroups and other sources) targeted on keyword that are important to the organization. The data is collected and discoveries are highlighted to the organization. This helps identify whether organizations confidential information has been leaked or whether an electronic conversation involving them has taken place. This enables an organization to take necessary measures to ensure confidentiality and integrity. Network mapping and OS fingerprinting: Visualization of network configuration is an important part of penetration testing. Network mapping is used to create a picture of the configuration of the network being tested. A network diagram can be created which infers the logical locations and IP addresses of routers, firewalls, Web servers and other border devices. Additionally, this examination can assist in identifying or fingerprinting operating systems. A combination of results from passive research and tools such as ping, traceroute and nmap, can help create a reasonably accurate network map. An extension of network mapping is Port Scanning. This technique is aimed at identifying the type of services available on the target machine. The scan result reveals important information such as function of a computer (whether it is a Web server, mail server etc) as well as revealing ports that may be serious security risks such as telnet. Port scans should include number of individual tests, including: o TCP (Transmission Control Protocol) scan o Connect scan o SYN (or half open) scan o RST (or Xmas-tree) scan o UDP (User Datagram Protocol) and ICMP (Internet Control Message Protocol) scans. Tools such as nmap can perform this type of scan. o Dynamic ports used by RPC (Remote Procedure Call) should be scanned using tool such as RPCinfo. Spoofing: Spoofing involves creation of TCP/IP packets using somebody elses Internet addresses and then sending the same to the targeted computer making it believe that it came from a trusted source. It is the act of using one machine to impersonate another. Routers use the destination IP address in order to forward packets through the Internet, but ignore the source IP address. The destination machine only uses that source IP address when it responds back to the source. This technique is used in internal and external penetration testing to access computers that have been instructed to only reply to specific computers. This can result in sensitive information be released to unauthorised systems. IP spoofing is also an integral part of many network attacks that do not need to see responses (blind spoofing). Network sniffing: Sniffing is technique used to capture data as it travels across a network. Sniffing is an important information gathering technique that enables capturing of specific information, such as passwords and also an entire conversation between specific computers, if required. To perform sniffing, the network card of computer needs to be put in promiscuous mode, so that it captures all data being sent across the network. Sniffing is extensively used in internal testing where the sniffer or the computer in promiscuous mode is directly attached to the network enabling capturing of a great deal of information. Sniffing can be performed by a number of commercial tools such as Ethereal, Network Associates SnifferPro and Network Instruments Observer. Trojan attack: Trojans are malicious programs that are typically sent into network as e-mail attachments or transferred via IM chat rooms. These programs run in stealth mode and get installed on the client computer without the users knowledge. Once installed, they can open remote control channels to attackers or capture information. A penetration test aims at attempting to send specially prepared Trojans into a network. Brute force attack: A brute force attack involves trying a huge number of alphanumeric combinations and exhaustive trial and error methods in order find legitimate authentication credentials. The objective behind this time consuming exercise is to gain access to the target system. Brute force attacks can overload a system and can possibly stop it from responding to legitimate requests. Additionally, if account lockout is being used, brute force attacks may close the account to legitimate users. Vulnerability scanning/analysis: Vulnerability scanning/analysis is an exhaustive examination of targeted areas of an organizations network infrastructure aimed at determining their current state. The targets range from a single system or only critical systems to scanning the entire network. It is usually performed using automated tools that test for a multitude of potential weaknesses in a system against a database of known vulnerabilities and report potential security holes. And although they dont actively prevent attacks, many scanners provide additional tools to help fix found vulnerabilities. Some of the commonly used vulnerability scanners include: the open-source Nessus Projects Nessus, ISS Internet Scanner, GFI Softwares GFI LANguard Network Security Scanner, eEye Digital Securitys Retina Network Security Scanner, the BindView RMS vulnerability-management solutions and Network Associates CyberCop. 2/ application testing ( AppT ) For the purpose of application testing there are several test that can be done: * Code review: Code reviews involve analysing all the application-based code to ensure that it does not contain any sensitive information that an intruder might use to exploit an application. For example: Publicly available application code may include test comments, names or clear text passwords that will give an intruder a great deal of information about the application. * Authorization testing: Involves testing the systems responsible for the initiation and maintenance of user sessions. This will require testing: o Input validation of login fields bad characters or overlong inputs can produce unpredictable results; o Cookie security cookies can be stolen and legitimate sessions can be used by an unauthorised individual; and o Lockout testing testing the timeout and intrusion lockout parameters set in the application, to ensure legitimate sessions cannot be hijacked. This is performed to discover whether the login system can be forced into permitting unauthorised access. The testing will also reveal whether the system is susceptible to denial of service attacks using the same techniques. * Functionality testing: This involves testing the systems responsible for the applications functionality as presented to a user. This will require testing: o Input validation bad characters, specific URLs or overlong inputs can produce unpredictable results; and o Transaction testing ensuring that the application performs to specification and does not permit the user to abuse the system. 3/ DoS testing: Denial of service testing involves attempting to exploit specific weaknesses on a system by exhausting the targets resources that will cause it to stop responding to legitimate requests. This testing can be performed using automated tools or manually. The different types of DoS can be broadly classified into software exploits and flooding attacks. Decisions regarding the extent of Denial of Service testing to be incorporated into a penetration testing exercise depend on the relative importance of ongoing, continued availability of the information systems and related processing activities. Denial of service can take a number of formats; those that are important to test for are listed below: * Resource overload these attacks intend to overload the resources (i.e. memory) of a target so that it no longer responds. * Flood attacks this involves sending a large amount of network requests with the intention of overloading the target. This can be performed via: ICMP (Internet Control Message Protocol), known as smurf attacks UDP (User Datagram Protocol), known as fraggle attacks * Half open SYN attack this involves partially opening numerous TCP connections on the target, so that legitimate connections could not be started. * Out-of-band attacks these attempt to crash targets by breaking IP header standards: o Oversized packets (ping of death) the packet header indicates that there is more data in the packet than there actually is. o Fragmentation (teardrop attack) sends overlapping fragmented packets (pieces of packets) which are under length. o IP source address spoofing (land attack) causes a computer to create a TCP connection to itself. o Malformed UDP packet header (UDP bomb) UDP headers indicate an incorrect length. 4/ Methodology and standards (Metho): The Open Source Security Testing Methodology Manual (OSSTMM) by Pete Herzog has become a de-facto methodology for performing penetration testing and obtaining security metrics. According to Pete Herzog, The primary goal of the OSSTMM is to provide transparency. It provides transparency of those who have inadequate security configurations and policies. It provides transparency of those who perform inadequate security and penetration tests. It provides transparency of the unscrupulous security vendors vying to sponge up every last cent of their preys already meager security budget; those who would side-step business values with over-hyped threats of legal compliancy, cyber-terrorism, and hackers. The OSSTMM covers the whole process of risk assessment involved in a penetration test, from initial requirements analysis to report generation. The six areas of testing methodology covered are: * Information security * Process security * Internet technology security * Communications security * Wireless security * Physical security The OSSTMM focuses on the technical details of exactly which items need to be tested, what to do before, during, and after a security test, and how to measure the results. New tests for international best practices, laws, regulations, and ethical concerns are regularly added and updated. The National Institute of Standards and Technology (NIST) discusses penetration testing in Special Publication 800-42, Guideline on Network Security Testing. NISTs methodology is less comprehensive than the OSSTMM however it is more likely to be accepted by regulatory agencies. Standards in penetration testing Lets take a look at some of the standards and guidelines available: Standards for Information Systems Auditing (ISACA): ISACA was established in 1967 and has become a pace-setting global organization for information governance, control, security and audit professionals. Its IS auditing and IS control standards are followed by practitioners worldwide and its research pinpoints professional issues challenging its constituents. CISA, the Certified Information Systems Auditor is ISACAs cornerstone certification. CHECK: The CESG IT Health Check scheme was instigated to ensure that sensitive government networks and those constituting the GSI (Government Secure Intranet) and CNI (Critical National Infrastructure) were secured and tested to a consistent high level. The methodology aims to identify known vulnerabilities in IT systems and networks which may compromise the confidentiality, integrity or availability of information held on that IT system. CHECK consultants are only required when the assessment for HMG or related parties, and meets the requirements above. In the absence of other standards, CHECK became the de-facto standard for penetration tests and penetration testing in the UK. Companies belonging to CHECK must have employees that are security cleared and have passed the CESG Hacking Assault Course. However, open source methodologies such as the following are providing viable and comprehensive alternatives, without UK Government association. OSSTMM: The aim of The Open Source Security Testing Methodology Manual is to se

Technology and Education Essay -- Internet Computers Learning Papers

Technology and Education Technology has revolutionized the way in which all humans go about their daily lives. In every second of every day, our world and way of life becomes more developed and dependant on technology for the basic needs of human existences. Whether it is at home, work, school, walking down the street, or listening to music, technology has allowed people to do things better, faster, and more efficiently. As the world continues to explode with new technology being developed and current technology being refined, the emphasis on technology in education will be increasingly important. Technology can significantly enhance the development of learning and it is important that an understanding of technological principles and instruction be establish in our educational systems. Through the proper use, having technology incorporated into the curriculum of school systems gives children the opportunity to become smarter and more well rounded individuals. One may ask of how much of an impact that technology has on the development of students or why it may be needed in the classroom. For starters, technology flat out makes kids smarter. Now I am not say that simply placing a child in front of computer screen will increase their literacy, mathematical skills, or scientific capacity, but a properly structured computer or other technological program dealing with any of the subjects of study will have a greater positive impact on the learning of all students than the traditional teaching methods alone. Even so, how does technology make kids smarter? Well first of all, technology can refine the skills of teachers through further education, give them access to new and interesting concepts, a better unders... ...leave the classroom. Nothing will ever take the place of physically going to these places in person and experiencing all of the wonders that this world has to offer, but the use of technology creates means by which we can all experience new and wonderful things. That is teaching, gathering new and important information and shaping the minds of the future to carry on the existence of our society. Technology makes this possible and should continue to make this possible in the generations to come. References: www.education-world.com/a_admin/admin121.shtml www.education-world.com/a_admin/admin122.shtml). www.edweek.org/sreports/tc/class/cl-n.htm http://finney-mathew.tripod.com/Tech.html www.kitzenberg.net/education/debate/point.htm www.mff.org/edtech/article.taf?_function=detail&Content_uin1=127 www.weac.org/Kids/1998-99/sept98/ownmoney.htm

Essay --

Introduction Gone with the Wind is a classic fictional love story that depicts life in the old south before, during and after the Civil war. The book was originally written in 1936 by Margret Mitchell, the movie adaptation was released in 1939, directed by Victor Fleming, and staring Clark Gable and Vivian Leigh. Ms. Mitchell grew up listening to Civil war stories from confederate veterans. It was reported that they told her everything; everything that is, except that they had lost the war, she found that out when she was 10 years old. Though the book was written 71 years after the Civil War ended, Ms. Mitchell did her research and appears to have drawn inspiration from those childhood stories that she was told. This is apparent in the detailed description of the clothing, houses, and everyday discussions and interactions of the characters throughout the book. Though not all historically correct most of what is in the book is accurate. During the time the movie was released, â€Å"damn† was considered to be vulgar and controversial and they used the term â€Å"darkies† to describe the slaves. Summary of the movie The movie revolves around the sometimes love hate relationship between Rhett Butler and Scarlett O’Hara and how she will do whatever it takes to survive. It over romanticizes the old south and how the plantations were run and deals with topics such as slavery, reconstruction of the south and has a strong feminist survival theme to it. Scarlett â€Å"makes her uncontrollable self-centeredness seem like the most charming thing in the world.† She is a young southern belle and every man in the county is smitten with her. Though she could have any man she wanted, her eyes are set on the Mr. Ashley Wilkes who is engaged to marry his c... ...e (Ashley’s wife) dying and a promise to take care of their son, Scarlett realizes her true love to Rhett though it is to late as Rhett walks away from the marriage. She will return back to Tara plantation to find a way to win him back. Mitchell, Margaret, Margaret Mitchell's Gone with the Wind Letters, 1936-1949, Edited by Richard Harwell, New York: Macmillan, 1976. â€Å"Gone with the Wind Letters† is essentially a collection of letters written by Ms. Mitchell to those that wrote to her about Gone with the wind. One letter in particular is to Vivian Leigh who plays Scarlett in the movie. Thompson, C. Mildred. Reconstruction in Georgia: Economic, Social, Political, 1865-1872, Gloucester, Mass.: P. Smith, 19641915. This book contains the history of the Reconstruction of Georgia. It gives you an insight to the economic, social, and political aspects of Reconstruction

Apush Native American Essay

The United States government used many different techniques to remove Indians from Western lands so they could use it for their own selfish needs. Some of these methods were clearly harmful, while others were written to seem reasonable and helpful. Nomadic Indians were finding it hard to live due to declining bison herds and deteriorating grasslands. This situation was made worse by thousands of pioneers pouring into the west because of the new discovery of silver and gold in the Rocky Mountains. The government attempted to solve this problem by creating a structure of smaller reservations for Indians. They would use force if necessary. The Indian’s responses varied from tribe to tribe. The Pueblos, Crows, and Hidastas happily and obligingly adjusted to their new life. Others felt differently, however. The Navajos and the Sioux strongly opposed the new reservations, but failed in the end. Ten years later, eight new western reservations had been established. Many Great Plains tribes retaliated faced the U. S. army in a series of battles for the West. Similarly, soldiers who were a part of the local militia destroyed Cheyenne and Arapaho camps, who responded with many attacks on travelers. The governor of Colorado authorized white citizens to find and kill and hostile Indians. He then ordered a set of troops to massacre a peaceful group of Indians, including women and children, at Sand Creek. These Indians had originally believed they would be protected by federal troops. This massacre and others that were similar revitalized debate over federal Indian policy. In 1867, Congress sent a peace commission to end the disputes. They set aside two large land reserves, hoping the tribes living there would take up farming and convert to Christianity. Although hidden, here it is clear that one of the government’s main goals was assimilation. The plan seemed to be successful at first. Most Indians believed that they were not meant to live like the â€Å"white man. † They were given hunting grounds and animals to hunt by God, and that was the way they wished to live their lives. Indians with these beliefs did not move to the reservations or refused to remain on them once there. Hoping to take a stand against the reservations, war parties of angry Cheyennes, Arapahos and Sioux raided ettlements in Kansas and Colorado, setting fire to homes and killing white men. Army troops responded by sending army troops to attack, even the peaceful ones. That same fall, Lieutenant Colonel George Armstrong Custer’s raiding party struck a Cheyenne village at night, killing over a hundred men, shooting their horses, and taking women and children as prisoners. In 1871, Congress decided that the treaty making process was not workin g, and they began to only send out executive orders and acts. This set off a series of retaliations from the Indians. In 1874, southern Plains Indians started the Red River War. This particular war ended badly for the Indians, who ended up losing their independence. Soon after, in Arizona and New Mexico, the Apaches fought a guerrilla war until surrendering in 1886. All of these battles and conflicts were truly horrible, but none compare to the battles fought in by the western Sioux tribes. To protect their sacred hunting grounds, they raided near by non- Indian settlements, intimidated federal government workers, and harassed anyone else who came onto their land. In 1874, the government took action against these Indians by sending a force led by Colonel George Armstrong Custer into the Black Hills of South Dakota. Negotiations to buy this area had been broken because the Indians were asking for too high of a price, therefore Custer’s new goal was to drive the Indians out of this area. Indians still outside the reservations would be hunted down and taken in by force. The battle fought in this land in June 1876 was a great unexpected Indian victory, which only angered and motivated the U. S. army more. Indians were chased down and imprisoned, but most refused to cooperate. Many Indians created dramatic escapes, such as a group following a Dull Knife, who shot the guards and broke away for freedom. Small efforts such as these proved that the Indians were going to keep on fighting for as long as possible. The government’s continual habits of breaking their treaties led to a number of groups and societies devoted to Indian’s rights. The Women’s National Indian Rights Association was founded in 1883, along with other groups with similar causes. Helen Hunt Jackson published A Century of Dishonor, which promoted public opinion against the broken treaties. Many white Americans began new reform movements of creating schools for Indians. Their main goal was to stamp out their Indian identities. Despite these goals, the movements often backfired. The Indians would learn the english language and how to farm, but still had the Indian inside of them. In addition to the schools, many people believed the Indians would be better off if their reservations were broken up, gradually incorporating them in society by giving them the rights of citizens. Most of these people genuinely wanted to help the Indians. This division of reservations was enforced by the Dawes Severalty Act.

Imperialism in Africa

Explain what is meant by the term imperialism. Discuss the causes of imperialism in the 1800s. Kamar Findlay ID# 092165839 Mico University College Imperialism in Africa Mrs. Pitter October 29, 2011 Imperialism is â€Å"the creation and or maintenance of an unequal economic, cultural, and territorial relationship, usually between states and often in the form of an empire, based on domination and subordination† (Johnston, 2000. p. 375). In its simplest form Farah and Karls (2001) describes imperialism as one country’s domination of the political, economical and social life of another country.The Europeans imperialism during the 1800s occurs out of the advantages of strong economies, well organized governments and powerful armies and navies. ‘Superior technology including riverboats and telegraph, as well as improved medical knowledge also played a part’ (Esler et al 2009. p. 752). Advances such as the Maxim Machines Guns and steam driven warships were very st rong signals in persuading the Africans and Asian to accept European domination. European imperialism did not begin in the 1800s. European states have had empires in the Americas after 1492 and in South Asia and China.Imperialism has been found in the histories of Japan, the Assyrian Empire, the Chinese Empire, the Roman Empire, Greece, the Persian Empire, and the Ottoman Empire, ancient Egypt, and India and was a basic component in the conquest of weaker state. According to Smith (1998) the word itself, derived from the Latin verb imperare (to command), the Roman concept of imperium, while the actual term ‘Imperialism' was coined in the 16th century, reflecting what are now seen as the imperial policies of Belgium, Britain, France, the Netherlands, Portugal, and Spain in Africa, Asia, and the Americas.Imperialism not only describes colonial and territorial policies, but also economic and/or military dominance and influence. From about 1870 to 1914, imperialist gain control ov er much of the world. Leading the way were the soldiers, merchants, settlers, missionaries, and explorers. In Europe, imperial expansion found favor with all classes, from bankers and manufacturers to workers. Western imperialism expanded rapidly for a number of reasons. The imperialism in the 1800s resulted from four key factors.First, nationalism created an atmosphere in which rival European countries build empires in their competitive quest for dominance in Europe and indeed the world. Secondly, the Industrial revolution created an extraordinary demand for raw material and new markets, which in essence push industrialized nations to seek over sea territories. Thirdly imperialism rested on the notion of what was called the â€Å"White Mans Burden†. This was a belief that was held by the European powers that it was their responsibility to civilize the people who the belief was pagans.Farah and Karls (2001) lamented that humanitarian impulses inspired many individuals to leav e their secure lives at home and head for distant colonies. The desire was to spread western technology, religion, custom and tradition to those how were seen as the uncivilized. Finally, according to Ellis and Esler (2009) behind the idea of western civilizing mission was the growing since of racial superiority. European races, the lamented, were believed to be superior to all others and domination of the weaker races was simply nature’s way of improving the human species.Nationalism played a vital role in the drive towards imperialism. ‘Nationalism is a political ideology that involves a strong identification of a group of individuals with a political entity defined in national terms’ (Athena, 2001. p. 226) . It is also seen as the belief that a nation will benefit from acting independently rather than collectively, emphasizing national rather than international goals Ellis et al (2009) lamented that western leaders claimed that colonies were needed for nationa l security. In the last half of the 1800s European nations visualize them self as the ideal country.If Great Britain started a small colony in distant or Africa, France had to start one too-and so did Belgium, Germany, Italy, Holland, Spain, Portugal and Russia. Nationalism in the extreme promotes the idea of national superiority. Industrialized countries therefore felt they had the right to take control of weaker areas. Countries also tried to increase their power through the control of more land and people. In the 1800s Europe underwent a renewed period of imperialism which was very sophisticated in its nature. Much emphasis was placed on gaining or controlling a colony.The resources and wealth gain from the colony was used to finance war and the army as well as the economy. The stronger a European military gets the more power full that country become in Europe and as such gaining the wealth from a colony could either break or build the power and prestige of a nation. When France for example, moved into West Africa, rival nations such as Britain and Germany seized lands nearby to halt further French expansion. In essence the Europeans taught of the colonies as a source of security. So strong and sophisticated was the sentiment of nationalism that it set of what was known as a ‘Scramble for Africa.West Africa was already known to the European but the interior was untouched. The Belgian king Leopold the second occupies and carry profitable economic activities in the Congo (South Central Africa). Before long Britain, France, Germany and Italy were all lock in a tussle, pressing rivals claim to the region. According to Bickers and Henriot (2000), the scramble was turning out to be bloodshed between European powers. However this was somehow prevented with the calling of the Berlin Conference in Germany by the German Statesman Otto Von Bismarck.This conference was design to reach a peace full agreement over the partition of Africa, but it reflect the ideals of imperialism as only the European powers were invited to the meeting and yet still it was the land of the Africans they were dividing among themselves. The Industrial Revolution of the 1800s knew no borders. The era known as the Industrial Revolution was a period in which fundamental changes occurred in agriculture, textile and metal manufacture, transportation, economic policies and the social structure in England’ (Ashton, 1969. p. 24).Advances in agricultural techniques and practices resulted in an increased supply of food and raw materials, changes in industrial organization and new technology resulted in increased production, efficiency and profits, and the increase in commerce, foreign and domestic, were all conditions which promoted the advent of the Industrial Revolution. ‘The industrial revolution was the most compelling driving force behind imperialism in the 1800s’ (Thompson, 1964. p. 147). The newly build machineries and factory in Europe and the un ited state utilizes tons of raw resources and produces a tremendous amount of manufactured goods.Europe alone could not provide the raw material and the bulk the recourses needed for manufacturing would have to come from outside of Europe. On the same note the European market was becoming overwhelmed with producers and a new market was also needed for the selling of the manufacture goods. As such, face with the desire for well needed raw materials and new markets, the industrialize countries of Europe set out on a quest for new colonies in order to facilitate the needs of their new industrialize cities.Fascinatingly the areas such as East Asia, Africa and the Americas were scarcely known to the Europeans. However the little they know about areas was compelling enough to indicate that these regions amass a huge amount of resources. Thus it is not surprising that these regions would become the safe haven for European exploit of raw material and markets. According Ellis (2009) the indu strial revolution started with the textile industry in Britain and the amount of textile produce was dependent on the availability of cotton.Cotton was grown in huge amount in the regions of North Africa particularly the ancient civilization of Egypt. Cotton was also grown in excessive amount in India and because of this supply it came with little or no surprise that the British would seize the opportunity to colonize and bring these areas under their control. In great demand was raw material such as gold, copper, Rubber, diamond, silver, ivory, steel, Coal, Petroleum. Most of these resources if not all could be found in Africa and areas in the Middle East (Near East).As such these areas became the catalyst of European exploiting and economic activities. The economic demands of the industrial revolution were one of the reasons why these areas with the abundance of resources succumbed to the burden brought by the European imperials ideals. Europeans also ventured on a path to civiliz ed (Civilizing Mission) the people who they themselves claim as uncivilized. The ‘civilizing mission’ as it was term was notably the underlying principle of French and Portuguese  colonial rule  in the late 19th and early 20th centuries.Kuper (1965) lament that it was influential in the French colonies of  Algeria,  French West Africa, and Indochina, and in the Portuguese colonies of Angola, Guinea, Mozambique and Timor . The European colonial powers felt it was their duty to bring  Western Civilization  to what they perceived as backwards peoples. Rather than merely govern colonial peoples, the Europeans would attempt to westernize them in accordance with a colonial ideology known as â€Å"assimilation†. Those who did not practice the Christian faith were seen as pagans and as such it was the ‘white man burden’ (Europeans) to save these people by Christianizing them.According to Esler (2009) during the age of imperialism, growing numbers of catholic and protestant missionaries decided to bring the Christian message to the most remote parts of Africa and Asia. Like many other Europeans and Americans of this period, these missionaries believed that Christianity and Western Civilization together could benefit and transform the world. Educating the people into western education was just another aspect of European conquest as even the education itself was design in such a way to prevent the people from the colonies to accept their own traditions and culture.To achieve these goal missionaries usually set up churches schools and hospitals as well. Esler (2009) explained that some Europeans seized on the theory of Social Darwinism as a proof of their cultural and racial superiority. ‘Social Darwinism’ is a belief, popular in the late Victorian age in England, and America which states that the strongest or fittest should survive and flourish in society while the weak and unfit should be allowed to die’ ( Hawkins, 1997. p. 457).The European adopted this theory and truly put it into effect as one of their reason for conquest and imperial rule was because they saw themselves as the dominant race with the god given right to rule. European during the 1800s and the earlier half of the 1900s view the non-white race of Africa and Asia as barbaric and uncivilized or somewhat a lesser species of the human race. Because of these descriptions the European held it in their view that this race should be control and dominated by the superior race which of course was the Europeans.European domination led to erosion of traditional African and Asian values and destroyed many existing social relationships. Native peoples were forced to work long hard hours for subsistence pay. In an attempt to come to a conclusion, the research done have shown that imperialism in the 1800s was cause out of four key factors. These were the Industrial Revolution, Nationalism, religion and racial superiority. The econom ic demands of the industrial revolution had a profound impact on European economy and the colonies the governed. The more resources came from he colonies the wealthier and more power full the mother country became. In their quest was also to civilized the people of the colonies who the thought were barbaric. As such schools and church alike was established within the colonies. Imperialism was also driven on the basis of racial superiority. The Europeans held the view that they were superior to the colonies over which they dominated. Africa and Asia were the continents that succumb to the imperialist ideals of the 1800s. They were a region with a lot of resources and wealth which was needed to foster economic growth n Europe.Reference Athena,L (2001). Encyclopedia of Nationalism. New Brunswick: Transaction Publishers Ashton, T. S. (1969) The Industrial Revolution. London: Oxford University Press Chambers, J. D. The Workshop of the World. London: Oxford University Press, 1968. Esler, A and Ellis, E (2009) World History. USA: Prentice Hall Farah, A and Karls, A. B (2001) World history: the human experience. USA: McGraw Hill Hawkins, M (1997). Social Darwinism in European and American Thought 1860-1945: Nature and Model and Nature as Threat.London: Cambridge University Press Johnston, Ronald John (2000). The Dictionary of Human Geography (4th ed. ). USA: Wiley-Blackwell Kuper H,(1965) Urbanization and Migration in West Africa . California: Mayfield Publishers Company Bicker,R and Henriot,C (2000) New Frontiers: Imperialism's New Communities in East Asia, 1842–1953. Manchester: Manchester University Press Simon C. Smith, (1998) British Imperialism 1750–1970, Cambridge University Press Thompson, E. P. (1964) The Making of the English Working Class. New York: Pantheon