Effect of Geology on Road Transport Essay Example | Topics and Well Written Essays - 750 words

Effect of Geology on Road Transport - Essay Example Effect of Geology on Road Transport Geological rocks cover most parts of the region, which makes it impossible for trucks to pass through for delivering sand and gravel. Poor drainage is another factor that contributes to the fact that trucks cannot be used to transport the products from Salt Ste. Marie to Ontario. Lakes and forests occupy a considerable part of the southern Ontario with widespread bogs. The shield of Canada appears flat in nature, but the south part is characterized by highlands elevated at a height of 2,275 feet. This makes it extremely costly to design roads that would facilitate access of Southern Ontario by trucks. The lowland of St. Lawrence located South east, comprises two sections that are St. Lawrence River valley and peninsular part located between Huron, Lakes Ontario and Erie. The Canadian Shield extension joins with the Adirondack Mountains in New York City. This makes it impossible to construct a road through where the trucks delivering sands would use. In addition, numerous rolling land levels characterize the lowland in southern Ontario where a number of escarpments exist along with steep hills. The Hudson Bay part of the southern Ontario lowland is plain and on the lower parts, that fringes James and Hudson bays northwards. The surface of this region is characterized by marshy and flat areas and comprises of marine deposits, which are elevated above the level of sea during geological period. Scrubby forests enclose most of the region with vegetation such as lichens, mosses vegetation, tundra, and other shrubs. Consequently, the terrain, surface structure, and forest in this region make it exceedingly hard for transportation of sand and gravel by trucks to the Southern Ontario, despite the high cost expected for the products in the region. The operators in Sault Ste. Marie overrule the transportation of sand and gravel to the Southern region because of the easy transportation of the products by trucks within the region of production. Climate is a crucial factor i n road transport. The southern Ontario is characterized by short summers and temperatures in the month of July averages from 55Â ° F in the Northern part to 70Â ° F in the extensive South. Humidity increase as one move to south, ranging from 380mm every year near Hudson Bay to 1010mm in southeast. Snowfall is substantial throughout the settled areas that average 71 to 121 inches annually. Consequently, trucks cannot travel in such a region because of the ice rocks and humidity. Security is a factor is considered while transporting products by road. The geology of southern Ontario region does not offer security to road transport due to the dangers exposed in travelling through forests by trucks. This is because 40% of the land is covered with forests. Most of the forests are a potential source of timber, but only the accessible forests are beneficial. Part B There are conditions that can facilitate routine transportation of sand from Salt Ste. Marie to Southern Ontario. Poor draina ge, in the southern Ontario, led to the emergence of Canadian Shield and the Great lakes; hence, water occupies a percentage of 20% of the region adequate to facilitate water transportation. The drainage in the Southern Ontario part is formed by rivers, flowing in the St. Lawrence region that includes Moose-Mattagami, Albany, Seven, and Attawapiskat. The plenty of rivers

Comparative Education Essay Example for Free

Comparative Education Essay France has a highly organized educational system, which is divided into primary, secondary and tertiary (college) education. Primary and secondary education is usually imparted at public schools although a strong network of private schools also exists. All educational programs in France are regulated by the Ministry of National Education. Schooling in France is mandatory as of age 6, the first year of primary school while secondary education consists of college for the first four years after primary school and the lycee for the next three years. The baccalaureat is the end-of-lycee diploma that students must attain and is comparable to British A-Levels and American SATs. Students have a choice of sitting for the baccalaureat general which is divided into 3 streams of study, the baccalaureat technologique or baccalaureat professionnel. Higher education is funded by the state and fees are very low. Students from low-income families can also apply for scholarships. Academic councils called academies are responsible for supervising all aspects of University education in a given region. ANALYSING TECHNOLOGY EDUCATION THROUGH THE CURRICULAR EVOLUTION AND THE INVESTIGATION THEMES France Twenty years ago, many of them started with this new concept: introducing technology education (TE) in our curriculum. From this point, we developed many project implementing this new subject area and we built progressively meaningful to this area. The aim of this paper is to present this evolution from the French viewpoint with some interest to compare with foreign experiences. We present this evolution through two perspectives: the curricular evolution and the place ofinvestigation. Briefly, we can observe through the French national curriculum a phase of Epistemological delimitation, followed by a phase of activities definitions, arriving, recently, to a phase of activities defined as applied sciences without poor link to the initial epistemological definition. Over these factual dimensions, we can analyze this evolution as the weakness of the knowledge meaningful expressed in the national curriculum, weakness that reinforce the weakness of the TE in front of other subjects as math, literature, foreign language†¦ Many works tried to analyse this particular approach but their audience never really get out the little sphere of TE investigators. A birthday is more the occasion to open perspective and project some ideas and the experience taught us that the position of TE is more a question of social positioning through the knowledge than a question of purposed activities’ interest. 1. CURRICULUM EVOLUTION IN FRANCE The aim of this paper is to present you some aspects about Technology Education in the French school. French schooling has two levels. Primary school starts at the age of three and lasts until the age of eleven, in three cycles: the initial learning cycle (children three to five years old), the basic learning cycle (five to eight years), and the fundamental learning cycle (eight to eleven). Secondary school is divided into two main cycles: middle school (ages eleven to fifteen) and high school (fifteen to eighteen for general education or fifteen to nineteen for vocational training). Technology education was implemented at each of these two levels in the early eighties. 1. 1 THE FIRST CURRICULUM 1. 1. 1 Some elements about the general background The main idea of French schooling is the progressive elaboration of the different school subjects. Understanding the world of children goes hand in hand with organizing that world in different knowledge areas, from the general view to the particular description given by the different subjects. Technology education, like that of science, history, or geography, appears as a school subject specific to the middle school level (Ginestie, 2001a). The second idea of French schooling is the concept of project pedagogy. The introduction of this pedagogy in the Eighties was a departure from a traditional idea that the academic and dogmatic transmission of knowledge is the sole approach to teaching. Under the pressure of a massive rise in number pupils in middle and high schools, project pedagogy was presented as a possible solution to meeting the needs of the diversity of pupils, addressing their individual needs, and developing pupil autonomy (Ginestie, 2002). It was in this context, in 1985, that technology education was introduced in France as a part of science and technology education in elementary schools, as a new subject for all pupils in middle schools and as an optional subject in high schools. We can note four stages of organization of technology education between 1985 and today. 1. 1. 2 1985-1991: the implementation of the first curriculum Technology education was conceived of as a new subject and took the place of MTE (manual and technical education) in terms of hours, classrooms, and teachers. The curriculum emphasized the industrial environment, leaving little room for home economics and craftsmanship (COPRET, 1984). It had two different elements that made these references plain. On the one hand, the general part of the course described the overall goals, context, and aims of technology education in France. The aims were in terms of pupils attitudes towards technology (as related in many papers, e. g. de Vries, 1994; Jones, 1997; Compton Jones, 1998; Gardner Hill, 1999; Dugger, 2000) and in terms of the social and professional world of industrial production (this idea can also be found in many papers all over the world, e. g. Kantola et al. , 1999). It offered a broad perspective to prepare pupils for professional training. At that time, the middle school became the intermediate cycle where pupils had to make their own personal plan for school, and technology education was responsible for indicating possible career choices. On the other hand, general goals were broken down into concepts and skills. This second element of the curriculum described the organization of concepts based on four domains of reference: mechanical construction, electrical construction, and economics management and computer science. Clearly, the chosen references oriented technology education in Jacques Ginestie Analyzing Technology Education the world of industry towards electro-mechanical production, to the exclusion of other possibilities (Ginestie, 2001b). The main problem in introducing the TE curriculum has been to link the general aims to the specific fields (Sanders, 1999; Ginestie, 2004). These difficulties appeared with in-service teacher training programs. Earlier, the French Ministry of Education strongly affirmed the principle that TE was not a compendium of a little mechanics, a little electronics, and a business management with different aspects of computer science as a binder. To link these subjects together, teachers have had to connect general aims and specific concepts into an overall pedagogical project (Ginestie, 2005). Many in-service teacher training programs develop this orientation rather than aiming simply for the acquisition of specific knowledge. The implementation of technology education has not been reduced to the simple substitution of cooking or handicraft lessons by lessons in mechanics, but the true construction of a new world (Ginestie, 2003). Many original curriculum experiments were conducted at the same time to develop new teaching approaches (differential pedagogy, autonomous work, cooperative work, personal projects, etc. ) and to integrate the new references to industry, the market economy, and new labor organizations by taking into account the needs, design, production, marketing, use, and rationale of industrial methods. The major plan was to combine the pedagogical project with a theoretical industrial project method (IPM). We can note comparable initiatives in the UK at the same time (e. g. Hennessy Murphy 1999). 1. 2 THE CURRICULUM EVOLUTIONS 1. 2. 1 1992-1999: Introduction of the Industrial Project Method (IPM) At the beginning of the Nineties, IPM appeared to be a good solution for implementing TE in the middle schools. Certainly, IPM has taken an overwhelming place in TE leaving no other alternatives for organizing technology education courses. This position was made official with different additions and modifications to the initial curriculum. The main decision to use IPM was published in 1992 by the French Ministry of Education. This method allows for the simultaneous definition of content and method for organizing the teaching learning process in TE. Everything was done so that each TE teacher plans and organizes a new project each year for each group of pupils. 1. 2. 2 1999-2004: The second curriculum Three problems arose that reduced the role of the project in TE. First, projects were mainly single production projects without any real progression from one year to the next. Secondly, the teachers profile evolved considerably during this period, with a large increase in new graduates from the advanced technological universities. Thirdly, the union of industrial science and technique, with teachers exerting pressure to open the curriculum to new technologies and new patterns of labor organization. The implementation of the new curriculum took four years, from 1996 until 1999. These changes tried to organize the relationship between the respective roles of the project and the concepts. For the first three years of middle school, pupils have to make different modules of the whole project, but they do not have to make all of it. The teachers task is to focus the attention of the pupils on specific points. During the last year, the pupils have to do a complete project (Ginestie, 2001c). The IPM is always a very strong frame of reference for TE in middle school (Ginestie, 2002). 1. 2. 3 2005: And so long, another change. There is actually a new phase of curriculum change. The Ministry of Education wants to promote the pupils individual choices about their future and by consequences the study they have to do. We can observe a real reduction of the TE as general and Jacques Ginestie Analyzing Technology Education Page 3 cultural subject. The general aspects are more and more developed as applications of sciences; the general method is not the process of design and technology but more and more the process of observation and experimentation (as we can find it in sciences education). The main knowledge properly identified as technological knowledge is banished and the first draft of this new curriculum promote the links with the scientific knowledge. The IPM is still a reference but it is more an object to study more than a method to use with pupils. 2. CONDITIONS OF STUDY IN TECHNOLOGY EDUCATION As we can see briefly, the TE curriculum is unstable as we can note through these major changes since the first writing. These changes are not linked with the technological evolution but mainly due to the lack of understanding about the place of TE in the general systems and to the misunderstanding about the aims of this subject and the knowledge taught. This lack of knowledge’s definition is patent when we observe the structure of the curriculum. This question of knowledge is not so easy to solve. Entry through analysing the conditions of study about TE’s knowledge supposes, in terms of questions for research, a strong agreement with two points: o There is some thing to study in technology education; o There would be multiple study conditions, perhaps different. These two points don’t make evidence. A majority of opinion is that TE is simply a kind of mix between handicraft activities and elements to highlight vocational training choices (Ginestie, 2000; Chatoney, 2003; Brandt-Pomares, 2003). In this posture, all the knowledge comes from sciences and TE is only a question of activities or applications. Evidently, this kind of entry weakens the position of TE as school subject and the recent French evolutions must be understood like this. It is the radical opposite we choose to work in our laboratory. First orientation we choose is to understand the significance of the anthropological approach. 2. 1 THE ANTHROPOLOGICAL APPROACH The anthropological approach allows registering knowledge in a theory of the activity and in a social field identified. The articulation between task and activity is incomplete if we do not speak about the manner to make. The manner to make relieves of the technique employed by the person to realise the task, that it is appointed by the situation or by him. The articulation between the task and the technique defines a know-how that expresses the manner to realise a determined task type (Ginestie, 1995). To get off this private organization either to account for the activity, or to clarify the manner to make, supposes the utilisation of language mediation. To tell the manner to make necessitate proceeding to an extraction of the individual praxis to elaborate a praxeological organisation, significant of the manner to realise the type of tasks and the context in which these tasks are registered. In fact, it concerns to give the senses in the typical articulation between tasks and techniques by elaborating a field of meaning in connection with a technology, perhaps with a theory. It is this elaboration of meanings on the practice that defines, in the anthropological perspective, knowledge. This approach allows rendering account organisations of knowledge as relationships between praxis, taken in the senses of the activity oriented to finality, and a field of significations that allows referring practice to a technology and/or to a theory (Ginestie, 2001c). The epistemological entry is interested in the nature of knowledge (well obviously in the evoked anthropological perspective above) and to the demarcation of a field of reference (Ginestie, 1997). Some articulations allow thinking these fields, objects to know that are fastened there and the manner of which they are or been able being, taken into account in the framework of a technology education: i. The world of technical objects, their mode of existence and social organizations by and in order that these objects exist so as to register the technological education in the human and social activity field; ii. The articulations between functioning, function, structure, form in the senses of a lighting of interdependences and the different manners to describe an object; iii. The articulation design, production, utilisation notably for marks given on process put at stake in each of terms, but equally, of a more global manner, either in a specific approach on an object, or from an evolutionist viewpoint, in a perspective of an history of technical activities; iv. The articulation object, activity, language in an ergonomic inscription (from the thing to the object, the object to the tool, the tool to the instrument) as revealers of the bonds between gestures and techniques, techniques and technologies. The report to techniques is thought in this framework as a demarcation; the report to languages notices the elaboration of symbols (in a relationship meaning, meant) but equally tools to think the world of technical objects and to act in this world. Well obviously, this qualification of fields is a bit coarse, it needs to be specified, notably if we want to be able to read existent curricular organisations, perhaps to propose evolution of these organizations. The curricular approach is one way to understand the knowledge’s organizations for teaching purposes. The problem is not the transposition of praxis but the transposition of praxeological organizations. It is not difficult to ask to pupils making something, but it is difficult allowing them to construct the meaningful on what they make. Certainly, the important instability of our curriculum is based on this difficulty to elaborate this meaningful. Furthermore, the curricular entry is envisaged here as one of the stages of the didactic transposition process: that the placement in text of teaching objects in an prescriptive aimed that has to organize the teaching activity, to the breadth of the production of these teaching objects in the framework of the class to elaborate some objects of study for pupils, objects of study that are going to determine activities of pupils. This placement in text defines the matter to teach and induces the manner to teach it. 2. 2 SCHOOL INSTITUTIONALIZATION We can thus notice the specification and identification work that operates in this process of scholastic institutionalisation. School institution is characterized as the placement of interactions, surely tensions, between three poles: the pupil, the professor and the knowledge. As soon as we wish to describe these interactions, we are confronted with a problem of methodology, methodology that derives of course the framework in which place our study. Thus, analysing the conditions of the study is going to concern us in what the school institution puts to the study and the manner that’s this study functions. This crossing of analysis rests on the articulation between task and activity: o The task is significant to the knowledge put at stake in the elaborated situation by the teacher in the framework that is fixed (curricular organizations, conditions of exercises, particular constraints, etc. ); o The activity is significant to the work undertaken by the pupil to progress in the task that is appointed it by the teacher and representative of the knowledge’s learning process. Jacques Ginestie Analyzing Technology Education Page 5 It concerns to define a framework of analysis that allows looking the functioning of a teaching situation (Ginestie, 1992). The initial framework, elaborated by these analyses method, does not prejudge of: o Knowledge put at stake, their presence or not and their school form; o Organizations elaborated by the teacher so as to organize conditions of the study of these knowledge; o Activities developed by the pupil that are induced by the organization put in game for this study. These two cross analyses, task and activity, characterize the interactions between three complementary existing logics but that can also appear as rival: the logic of subject, the logic of teaching and the logic of learning. The first one follows from knowledge organisation and requires an epistemological study; the second one takes in account the professional activity of the teacher considering his organisation, his style, his manner to do, the professional gestures he develops; the last one can be highlight by the learning theories, specifically the viewpoint of socio-constructivism theories. Many works have shown the incidence of these logics on the school situations and how they are inscribed in different references and different temporality. In fact, stressing these three logics in a school institution can be looked of different manners. But, for ourselves, we are really interested by what it happens in a class; specifically, we try to analyze the effects produced by this placement in tension (Ginestie, 1996). On the one hand, this approach allows the identification of the organisational and structural elements that act and interact in the process of teaching-learning. In this perspective, the task appears as the preferential expression of the teaching’s logic. It express simultaneously what is at stake, the context in which it is situated, what it is waited and what it is necessary that the pupil makes to achieve the task. In this senses, the task is a concentrated expression of a totality of values, models, elements of theories, knowledge that base the subject’s references and that identify the teacher in a teaching population. The analysis of the task is therefore significant how curriculum is implemented, in the particular intimacy of a specific class. It is equally significant activities that it induced at pupils. It is also characteristic of the epistemological, curricular, didactical or pedagogical presupposition (Ginestie, Brandt-Pomares, 1998). On the other hand, the passage to the real supposes to put in stake an analysis of the activity of the pupil. His perusal of the task, the manner he has to organize its activity and to orient its actions, what it takes in consideration and what it does not see even, allow characterising his learning process. In this perspective, we can notice difficulties that he meets, the manner whose he processes them, adopted strategies and the planning of his different actions (Ginestie, Andreucci, 1999). Reading activity through the description of the task allows proceeding pupil’s activity with some precise characteristic elements of the task. We can value difficulties met by the pupil and identify which are relevant to the context (the formulation of the task, the organization of conditions of the study, the use of models, materials, etc.) and which notices obstacles to the learning (Amigues, Ginestie, 1991). 3. SCHOOL ORGANISATION AND PUPIL’S WORK Organizations implemented at school, in the classroom and by the teacher have a direct influence on the work of the pupil and on the result of this work. Concerning the technology education (but it is not specific for these subject), it is important to specify and to define what is waited from the pupil, recourses he disposes to get there, the manner whose he gets there. Therefore, we have to understand the evaluation the Jacques Ginestie Analyzing Technology Education Page 6 nature of the goal, the manner to get there but also the breach of the goal; everything that allows to bring in front understanding about the process of knowledge’s transmission-appropriation. From this point, we are not in a curricular approach that has for object to define contents of teaching and to determine goals to reach; we discuss goals fixed by the institution, their institutional pertinence, their coherence in a scholastic organization datum. Of course, the temptation is great to believe that we could have act on prescription as to reduce these gaps. The evolution of curriculum shows that this kind of actions is limited because it enters in social negotiations that the research can illuminate to defect to inspire them, even to affect them. 3. 1 TASK ANALYSE Our entry by the situations is an analytic viewpoint to render real situations of classify or in a prospective perspective to think possible evolution. For that, the crossed analysis task-activity presents a good framework. The task’s analyze gives some understanding about the placement in text (or the placement in word) of the object of study. This placement in text constitutes one of the last stages of the didactical transposition, stage in the course of which the teacher anticipates and executes the production of the object of study that it makes return in its class. Many indicators allow characterising some ingredients of the organisation that it counts to put in place: o The nature of knowledge that he exhibits,  o The display of the result expected at the end of the sequence, o The spatial and temporal organization type that he puts in act, o The strategies that he gives to orchestrate the activity of pupils, o The different levels of evaluation on which he counts to lean (evaluation his activity, the progress of his sequence, the activity of pupils, the breach of results), o The devices of mediation and remediation that he envisages, o etc. Others indicators allow to notice explicit or implicit models that he uses for the organization of this production: o model of the logic of pupil learning organized around acquisition of competence noticed to the breadth of significant observable behaviours versus a constructivist approach based on the elaboration of knowledge; o Model of the activity of pupils according to a logic of smooth away difficulties versus a logic of confrontation to obstacles; o Model of the teaching organisation according to a logic of guidance of the action of the pupil versus a logic of problem-solving; o Model of the organization of knowledge references that one can caricature in a binary alternative: in technology education, there is nothing to know versus there is only knowledge. The construction of these models supposes the elaboration of a strong theoretical reference by which we can predict the appearance of the objects of study and how they become into school organisations. Of course, we front three different viability risks: one is an instant risk about what’s happen with the course that is going to unfold here, at this hour, in this  classroom, with this teacher and these pupils; second is a progression risk about what happen in the duration of the class, the articulation of the different sessions and their succession; third is durability risk about the permanency of a teaching at such level, in such class, in such context, according to evolution, development, interaction with the other subjects as a kind of general educational ecology. Jacques Ginestie Analyzing Technology Education Page 7 . 3. 2 ACTIVITY ANALYSE The analyse of the activity, as for it, tries to understand the logic of pupils in their evolution to achieve the task that is confided them and the manner of which they adapt conditions organised by the teacher. Retained indicators refer directly to theories of the apprenticeship, notably through: o The strategy they adopt, o The manner to organize their actions, o The manner to notice and to anticipate difficulties and to overcome them or to avoid them,  o The manner to notice or not constraints imposed by the situation and to take into account them or no, o etc. Analysing the activity of pupils is a powerful tool that allows to notice, to qualify and to valorise gaps between what the teacher waits them, what they obtain really and the manner that they use to reach this result. It concerns, on the one hand, to give indicators of efficiency of a device concerning learning and, on the other hand, indicators on the manner to conceive plan. To adopt a criterion of efficiency of plan put in place by teachers is not easy. That supposes to place the question of the acquisition of knowledge by pupils to the heart of the educational act, what is not without consequences in TE. This challenge is important if we want to reinforce the position and the role of the TE as a general education subject. Through our French experience, but also through some related experiences in different countries, we have change of period. The first time of innovation and implementation is definitively done. Many countries know a decrease period with disaffection for TE: decrease of budget, reduction of school time devoted to the subject. At the same time, more and more teams develop investigation in TE. May be, we have to diffuse the results of these investigations and to develop the support that we can provide to the teacher but also to the curriculum designers, this is our challenge to bring our contribution to TE. ICT and Education in Indonesia Harina Yuhetty I. Introduction  In the beginning globalization is fully believed to be able to lead to greater economic development in the sense of greater market scale, which in turn will increase the gross national product. So people believed that poor countries or third world countries will develop faster, thus the economic gap between the rich developed countries and the third world countries will diminished. However, facts show the contrary. It is true that the gross national product of countries will increase, but the gap between the income of the rich and poor countries is also getting wider. The main reason for this gap is the extra-ordinary growth of information as a result of the development of communications and information technologies in northern developed countries which have full control of these technologies. This information boom enables multinational companies to compete with changes in market demands, new products and new technologies, which in turn can boost the economy of a country, increase its efficiency and win global dominance. On the other hand, in third world countries which are also known as southern hemisphere countries, they have difficulties to seek, to receive, to process and to produce information. The lack of appropriate information at the right time will result in low productivity, low quality research works, and waste of time to pursue information and even to do research which actually had been done by others or in other countries. Indonesia as a third world country has a great concern over this deficiency and believe that the digital divide should be reduced so that there will be an economic recovery. The Indonesian government is determined to utilize the information technology effectively to support efforts to increase the national competitiveness. This aspiration is reflected in the Indonesian Presidential Decree Number 50 year 2000 about the establishment of the Coordination Team of Telemathics of Indonesia. This team consists of all the ministers in the cabinet including the Minister of Education. Its tasks are among others to define the government policy in the area of telemathics; to decide the phases and priorities of development in the area of telemathics and its uses in Indonesia; to monitor and control the implementation of telemathics in Indonesia; and to report the development of telemathics in Indonesia to the President. The government realizes that the success of the development and utilization of telemathics depends mostly on the infrastructure which can provide easy access, and also ensure availability of information and subjects. To meet these three provisions, a competent human resources is a necessity. That is why the preparation of qualified human resources is given priority, because it requires hard work and takes time. Meanwhile, we also know that scarcity of and low quality human resources in the area of Information and Communications Technologies can delay mastery of communication and information technology. As such, the government through the Minister of Efficiency of State Apparatus as Head of the Coordination Team of Telemathics of Indonesia in his letter number 133/M. PAN/5/2001 had drawn up a Five-Year Action Plan for the Development and Implementation of Information and Communication Technologies (ICT) in Indonesia. This plan among others includes a plan for the implementation of the use of telemathics in the area of education starting from 2001 until 2005, which includes: * Develop collaboration between ICT industry and ICT educational institutions through training and R D collaboration, and found a network for skill and capacity development * Develop and implement Curricula of ICT. * Use ICTs as an essential part of the curricula and learning tools in schools/universities and training centers * Establish distance education programs including participation in Global Development Learning and other networks * Facilitate the use of internet for more efficient teaching and learning From this action plan we can see that the emphasis of human resources quality improvement is especially geared on the provision and expansion of education of human resources in ICT area. Besides that, utilization of ICT for education and learning purposes, as an effort to fill digital divide, which in turn is hoped to be able to improve the national competitiveness to revive the economy is another emphase. II. ICT in Indonesia As mentioned above, the success of utilization of ICT is among others depends on the infrastructure which includes the telecommunication network, the availability of internet facilities and the use of internet. In general the development of ICT in Indonesia nowadays is less encouraging compared to the developed countries, or even compared to neighboring countries such as Singapore, Malaysia, Thailand and others. To give a general picture of the ICT condition in Indonesia let us consider the data quoted from the Center for Research and Application of Information and Electronic Technologies of the Office for the Research and Application of Technologies, 2001 as follows. A. Public Telephone Lines for 203,456,005 populace 1. The number of Telephone kiosks 228,862 2. The number of Telephone booths 345,307 3. Telephone patrons 6,304,798 B. Internet 1. Internet Service Providers 40 2. General Access Speed rate of ISPs 15 KBPS 3. Patrons of ISPs 511,000 with 1,980,000 users ( 1% of Indonesian population).

Essay --

Danielle: First, efficient market theory implies that the market fully reflects the available information and react quickly to any new information. In fact, good or bad news related to reported net income is usually evaluated rationally by investors and directly reflected the market share price. Indeed, under an efficient market, this reflected market price will meet the price predicted by the investors and that why in some cases we notice no reactions to the earning performance whether it is good or bad. Second, sometimes there no considerable or even a reversed reaction to change in the stock price for the news related to reported net income and that is due to an other event rather internal or external taking place in the same period that affects the market behaviour towards the investors behaviour. To illustrate, if a company working in gas and petroleum industry can have a decrease in its stock price because of a new environmental low (future expenses) even with the release of a higher net income. Finally, there is also the fact that the investors have certain expectation toward the upcoming net income but in case that the reported net income doesn't overcome their expectations , even though the income is positive, investor won't react to these news . In fact, a company that posts a very impressive earnings performance, but its stock price barely moves because the investors had already expected these results and the reported net income just confirm these expectations. Robert: The inefficient market hypothesis consists on a market behaviour that sometimes drive asset prices above or below their true value. In fact, the existence and magnitude of certain stock price variations are sometimes incompatible with an eff... ...te earnings and in this situation, investors can have an idea about the level of accrual persistence so they can take the best decision towards that. Applying the Accounting principles framework would be an efficient way to increase the persistence of accruals.To illustrate, the timely recognition and mesurebility of accruals would decreae the anomalies especially if they are implemented and disclosed to the public using the right method. The non cash assets and the non cash liability such as goodwill and future tax obligation are more easily to manipulate than the cash flow. In fact, in order to increase the accruals persistence, these non cash flows items show follow a certain regulation. Indeed, Accounting provisions for impairment related to any decrease in value of these items or any possible loss but also posing a restrictive rule for any possible gain.

Standard Setting in Political Environment

Introduction Accounting standards dominate the accountant’s work. These standards are being constantly changed, deleted, and/or added to, both in the United States and abroad. They provide practical and handy rules for the conduct of the accountant’s work. They are generally accepted as firm rules, backed by sanctions for nonconformity. Accounting standards usually consist of three parts: * A description of the problem to be tackled A reasoned discussion (possibly exploring fundamental theory) or ways of solving the problem * In line with decision or theory, the prescribed solution In general, standards, especially auditing standards, have been restricted to the prescribed solution, which has generated a lot of controversy about the absence of supporting theories and the use of an ad hoc formulating approach. The general trend, however, is to include the description and the reasoned discussion, thereby providing a concise, theoretically supported rule of action.The Publ ic Interest Theory was implicit in our examination of standard-setting. The theory suggests that regulation is required to answer the demand of the public for correction of market failures. The theory assumes that the central authority has the best interests of the society as its objective. In other words it does its best to maximize social welfare. The regulation is a trade off between the costs involved and the benefits received by society. The Interest Group Theory takes the view that an industry operates in the situation where there are a number of interest groups (constituencies).Development of standard setting approaches in various countries IASB The International Accounting Standard Board (IASB) is the independent, accounting standard-setting body of the IFRS. The IASB was founded on April 1, 2001 as the successor to the International Accounting Standard Committee (IASC). It is responsible for developing IFRS and promoting the use and application of these standards. The Inter national Financial Reporting Standard (IFRS) was incorporated as a tax-exempt organization in the US state of Delaware.The IFRS also the parent entity of the IASB, an independent accounting standard-setter based in London, England. The IASB has 14 Board members. They are selected as a group of experts with a mix of experience of standard-setting, preparing and using accounts, and academic work. In January 2009, they have their meeting with the Trustees of the Foundation concluded the first part of the second Constitution Review, announcing the creation of a Monitoring Board and the expansion of the IASB to 16 members and giving more consideration to the geographical composition of the IASB.FASB Since 1973, the Financial Accounting Standards Board (FASB) has been the designated organization in the private sector for establishing standards of financial accounting that governs the preparation of financial reports by nongovernmental entities. Those standards are officially recognized as authoritative by the Securities and Exchange Commission (SEC) and the American Institute of Certified Public Accountants. The SEC has statutory authority to establish financial accounting and reporting standards for publicly held companies under the Securities Exchange Act of 1934.Throughout its history, however, the Commission’s policy has been to rely on the private sector for this function to the extent that the private sector demonstrates ability to fulfill the responsibility in the public interest. The mission of the FASB is to establish and improve standards of financial accounting and reporting that foster financial reporting by nongovernmental entities that provides decision-useful information to investors and other users of financial reports.That mission is accomplished through a comprehensive and independent process that encourages broad participation, objectively considers all stakeholder views, and is subject to oversight by the Financial Accounting Foundationâ⠂¬â„¢s Board of Trustees. MASB Standard setting in Malaysia entered a new era with the Financial Reporting Act 1997 which established the Financial Reporting Foundation (FRF) and the Malaysian Accounting Standard Board (MASB) in 1997. The Financial Reporting Act 1997 was gazette on 6 March, 1997.The FRF is established under the Financial Reporting Act 1997 (Act). The FRF comprises representation from all relevant parties in the standard setting process, including preparers, users, regulators and accountancy profession. The FRF, as a trustee body, has responsibility for the oversight of the MASB’s performance, financial and funding arrangements, and as an initial source of views for the MASB on proposed standards and pronouncements. It has no direct responsibility with regard to standard setting. This responsibility rests exclusively with the MASB.The aims of the MASB are to implement an efficient, effective structure and ‘due processes’ for the development of MAS B Standards, a conceptual framework and other forms of authoritative guidance. Other than that, MASB also aim to pursue the development of MASB Standards, a conceptual framework and other authoritative guidance on a basis that recognizes that users of financial statements are the primary customer, so that those users are better able to make economic decisions. The MASB established a committee in May, 2002 known as the Issues Committee to replace its predecessor, Interpretation Committee.The change in name reflects the expanded scope of the committee which, in addition to dealing with interpretations of approved accounting standards, also deals with other accounting related issues where there are no existing accounting standards. The committee, hence, is responsible for reviewing accounting issues that have received or likely to receive different views in interpretation and to provide recommendations to the Board for decision. Standard setting approaches MFRSs are full convergence, w hich are copy word by word of IFRSs issued by the IASB except for the terminologies.The due process of MFRS Framework aligns the MASB's due process timeline to that of the IASB with the aim of putting the new or amended standards in place for adoption and application within a timely manner. This is to ensure, that the effective date of the new or amended standards will be the same as that of IFRSs. * Stage 1: MASB seeks public comment on IASB's draft technical pronouncements. The IASB's draft technical pronouncements include Discussion Paper, Exposure Draft and Request for Views.MASB will disseminate the IASB draft pronouncements together with an Invitation to Comment to local constituents by publishing on MASB website a â€Å"Comment Online† feature and sending a copy of the documents to the relevant authorities, professional bodies, accounting firms, industry related associations, and public listed companies. The due date for the public to submit comments to MASB is usually one month before IASB's comment deadline so as to allow MASB Working Group and the Board a reasonable time to consider the comments received before making a submission to the IASB.In addition, public forums may be organized if these IASB draft pronouncements represent major change or shift from current practice. * Stage 2: Deliberation at the Working Group level on IASB's draft pronouncements The IASB's draft pronouncements will be deliberated in WG meetings and to provide comment / recommendation to the issues raised in the draft pronouncements for the Board's consideration. The WG will also consider public comments received and their recommendations on those comments for the Board's consideration. Stage 3: Deliberation at the MASB (the Board). The public comments received, Working Group's comments and recommendations will be tabled at the Board for deliberation and consideration. During the discussion, the Board will consider all comments received and thereafter, a comment letter to the IASB will be prepared and submitted to IASB accordingly. * Stage 4: Issuance of Standard by IASB. Following publication of the final standard by the IASB (IFRS), the Working Group will deliberate on the changes made, if any, from the draft pronouncements.Thereafter, the Working Group's views or recommendation, including possible issues/ implications, if any, of the IFRS will be presented to the MASB for consideration. * Stage 5: Issuance of standard by MASB. After due deliberation by the Board, copy of the MFRS (word-for-word with IFRSs) would be presented to the FRF members for their comments before it being issued as approved accounting standards in Malaysia. Ethics of standard setting It is likely that if there was no regulation, markets would cease to work.Have two motivations, there are the external motivation – the enforcement approach, a regulator, and the internal motivation – the people will want to keep their promises and honour contracts. The more et hically that people behave, the greater reduction there would be in required regulation. One way to look at it would be, for example, if all professionals acted in their own self-interest, ignoring the clients’ recognition, in due course clients would become very suspicious.Regulations would grow and professionals would be very carefully looked into. However, if professionals can be trusted to act in a trustworthy way, then it could be a win-win situation. It goes beyond adopting a code of ethics. Professionals would have to act professionally towards the client. Professionals must become transparent in their actions so clients will have full trust in their actions. Certainly professionals have self-interest and this must be taken into account.As some regulation would be required, what about standard setting from an ethical point of view. When accountants are dealing with clients there is very likely an imbalance of accounting knowledge between the two but accountants should not impose their own values on the client. Issues involved in standard setting The standard setting bodies have an ethical issue because the standards set for clients, those who manage the companies, have a third dimension, as the managers’ interests often conflict with those of the public.Our case is the investing public, the third party. Now investors needs are well served by good disclosure of material. But we have seen in our previous modules that standards that are beneficial to the investor often impose burdens on the managers, volatility. Whose interests should the regulator serve. Duska & Duska, stated the accountant and the regulator can easily reconcile the obligations by acting with integrity. In the long-run the interests of the public and the investor merge.The answer comes across clearly in Duska & Duska. They argue that the profession has an obligation to â€Å"look out for the best interests of the client, avoiding the temptation to take advantage of the clie nt†; this quotation implies the public interest theory. It is important to consider the debate between what is termed â€Å"rules-based† and â€Å"principle based† accounting standards. It is important to consider the debate between what is termed â€Å"rules-based† and â€Å"principlebased† accounting standards.Considering Enron’s actions they were strictly based on rules actions of GAAP. They were not based on â€Å"principles† There is a difference. Rules attempt to put down detailed directions to be followed, and it is difficult to cover all situations. The Principle indicates the intent we have in mind and the course we follow. It is putting into effect the real ethics we wish to pursue. Accounting issue in Islamic Financial InstitutionAccounting standards are developed in various parts of the world and are predominantly developed based on the environment of local jurisdiction and typically the behavior of the large and most often multinational corporations would be subjected to these standards. MASB has also appointed a Working Group to develop a framework of accounting concepts based on the Shari’ah principles to assist the Board in developing financial accounting and reporting standards for the recognition, measurement and disclosure of transactions based on Shari’ah principles which would facilitate the development of the Islamic Capital Market.The main characteristics that influenced the environment of an Islamic bank in the Shari'ah and this has to be central in the development of accounting standards for Islamic banks, which was not part of the consideration of the international standard setter. There are major differences between Islamic banks and Conventional banks that impose difficulties for Islamic banks to comply with standards not actually meant for them. Appropriate mechanism to track the risks and rewards other than a financial reporting system, which Islamic financial instituti on were deprived of prior to AAOFI.Foundation of setting standards for Islamic financial institution is on the basis of filling in a vacuum that conventional standards have left void. AAOFI did not reject existing GAAP standards except in cases where such principles conflict with Shari'ah principles. It is clearly stated in AAOFI's Statement of Objectives that â€Å"it is natural that there should be differences between objectives of other bank and objectives of Islamic bank. The kinds of issues addressed by AAOIFI Standards. Substance over formThe framework of accounting standards by IAS and other generally accepted accounting standards require that the accounting information is presented according to the substance and economic reality and not merely the legal form. Requiring and entity that enjoys a greater of economic benefits of an asset to report the asset in their balance sheet appeared in a leasing contract in consistent with this postulate. Apparently this characteristic of accounting principles is in violation of Shari'ah and hence is not recognized by AAOIFI standards.Prudence Prudence is a concept that appears in the IAS Framework of Accounting Standards and promotes the need to be cautious in overstating asset or profits especially in the business world. AAOIFI Standards are silent on this characteristic of financial reporting. The reason that can be attributed to the silence which must not be read as an objection, is that such a principle conflict with the very idea that financial reporting in Islam should focus on fair reporting of an entity's financial position. AAOIFI Standards are silent with regards to the concept of prudence and leaves it to the best discretion of the preparers of financial statements to compile with their local regulatory requirements. Asset Valuation Typical measurement basis is the historical cost measurement simply because this is the most commonly adopted by the enterprises in preparing their financial statements. Isla mic bank's financial report the measurements of asset would also very much be influenced by the terms of the Shari'a contract underlying the product.AAIOFI's standard requires the bank to value the asset in their balance sheet on the basis of cash equivalents value. The other aspects where AAIOIFI standards depart from conventional practice is on the treatment of asset in an Ijarah Muntahia Bittamleek contract. IMBT is an innovation is in fiqh to satisfy the financial lease contracts in conventional practice. IMBT is a combination of two contracts which runs sequentially one after the other and the reporting of the financial transaction as mentioned in AAOIFI's FAS 8, IMBT would reflects

Organic food †Agriculture Essay

Ever wondered why organic foods are more expensive? Why organic foods are kept separately from the other food in a grocery store? Why some produce has special labels? The food all looks the same on the outside. An apple marked organic looks the same as any other apple in the produce section of the store. The difference is not the outward appearance but how the apple was grown and processed. The word organic gives the impression that the food will be safer and more nutritious to eat than food without the organic label. Many scientific studies have been done to find if there is a significant difference in safety and nutrition. The studies all conclude the same information. Organically grown foods are not any more nutritious or safer for consumption than conventionally grown, non-organic foods. Many people are not clear regarding how organic and non-organic also known as conventionally grown food is grown in the United States. Organically grown food is grown and processed using no synthetic chemicals, such as fertilizers or pesticides (Environmental Protection Agency, 2009). Pesticides derived from natural sources, such as biological pesticides, can be used in growing and producing organically grown food (Environmental Protection Agency, 2009). Biological pesticides are bacteria or fungi that are applied to the plant to control bugs (Environmental Protection Agency, 2009). If raising livestock, the animals eat organic animal food (American Progress, 2008). Organic farming does not have adverse effects on animals and people. Using biological pesticides and fertilizers does not leave toxins or harmful residues in the environment (American Progress, 2008). These types of pesticides and fertilizers are considered to be environmentally friendly, unlike non-organic farming. Non-organic or conventionally grown food is food grown with chemical fertilizers to promote plant growth. Insecticides are used to reduce pests and disease. Chemical herbicides are applied to soil to prevent and kill weeds. The animals are given antibiotics when sick. Growth hormones and medications are given to livestock to prevent disease and spur growth (Mayo Clinic, 2009). The two methods of farming are very different regarding farming techniques. Farming techniques are the main factor that contributes to a food classification as organic or non-organic. Organic farming techniques are one reason the cost is higher than conventionally grown food. Organic farming uses crop rotation (American Progress, 2008). This is growing one type of food, then harvesting that food and planting a different crop in the same place. Crop rotation helps keep the soil fertile. Organic farmers rely on the spreading of mulch or manure to keep weeds down (Mayo Clinic, 2009). Organic farmers may use methods such a hand weeding as opposed to using herbicides sprayed on the entire crop. Organic farmers may use beneficial insects and birds to keep pests from destroying crops (American Progress, 2008). Organic farming is much like farming before all the technological advancements in farming that is used today in conventional farming. Organic farming is designed to reduce pollution and conserve soil and water (American Progress, 2008). Either way a farmer chooses to grow food, the food still has to pass all standards set up by the United States government. The United States Department of Agriculture (USDA) has set standards all food producers must adhere to and pass whether organically or conventionally grown. Food must be safe before it is sold to consumers. The National Organic Program (NOP) develops, implements, and administers national production, handling, and labeling standards for organic agricultural products. The NOP also accredits the certifying agents, both foreign and domestic, who inspect organic production and handling operations to certify that they meet USDA standards (United States Department of Agriculture, 2010). The Organic Foods Production Act (OFPA) and the NOP assure consumers that the organic agricultural products they purchase are produced, processed, and certified to consistent national organic standards. The labeling requirements of the NOP apply to raw, fresh products and processed products that contain organic agricultural ingredients. Agricultural products that are sold, labeled, or represented as organic must be produced and processed in accordance with the NOP standards (Agriculture Marketing Service, 2010). If the food passes all the criteria, the food can legally carry an organic label. Labels are an important part of correctly marketing organic food. All food has to be classified and labeled before it can be sold for consumption whether organic or non-organic. Before a product can carry the organic label, it must pass all the USDA guidelines. Products that are completely organic or made of all organic ingredients are considered 100% organic. Examples of completely organic products are single-ingredient foods, such as fruits, vegetables, eggs. These type foods are labeled 100% organic. These foods can carry a USDA organic seal (Mayo Clinic, 2009). Food that contains organic ingredients but also have other ingredients that may not be organic are considered 95% organic (Agricultural Marketing Service, 2008). An example of this type of food is cereal. Manufacturers and farmers may use the word organic on the product label if the food contains more than 70% organic ingredients (Agricultural Marketing Service, 2008). The label is not the USDA label but the manufacturer’s label. An example of this type of food is a soup that has a manufacturer label boasting it has organic ingredients. Foods containing less than 70% organic ingredients cannot use the word organic on their product label (Agricultural Marketing Service, 2008). The USDA issues heavy penalties for misrepresenting a product as organic. Natural food is not organic even though the two are usually within the same section in a market. Natural food is a term that may confuse people. Natural food does not have strict labeling standards set up by the USDA. Thus, many products can carry a natural food label. It would be easy to misconstrue natural food as organic. By definition, natural food is food that has undergone no or minimal processing and contains no additives such as preservatives or artificial coloring (Encarta, 2009). Natural food is the way the food is processed after it has been grown. Organic and non-organic food is defined according to how it was grown and then processed. The quality of food is still the issue for natural, organic, and non-organic when deciding what to buy. The quality of the food is one of the main issues between organic and conventionally grown food. The concern about conventionally grown food is if the food contains chemicals or chemical residue. Many studies have been done on organic and conventional food. Conventionally grown food does contain trace amounts of residue from the chemicals used in producing the food. Thoroughly washing produce with water and scrubbing before consuming reduces the residue on the fruit or vegetable (Mayo Clinic, 2009). According to the studies, there is no difference as far as taste. Taste is subjective to the growing conditions, season, and if a food is at its freshest point (Mayo Clinic, 2009). Taste is, of course, a matter of opinion. Something that studies can measure is the nutritional value of food. Many studies have been done comparing the nutritional value of organic and conventionally grown food. The studies have shown that there is no conclusive evidence to prove that organic food is more nutritious than is conventionally grown food (Mayo Clinic, 2009). The USDA, even though it certifies the food, does not claim organic foods are safer or more nutritious than conventional food (Mayo Clinic, 2009). An organic facts site states the following about organic and conventionally grown foods, â€Å"There is no evidence to prove that organic food is healthier than non organic food. People prefer organic food because they feel it is safer than conventional food as chemicals are not used in its production (Organic Facts, 2010). † Study after study does not prove organic food safer or more nutritious than conventionally grown food. Nutrition is not the only issue at hand. The controversy lies in the growing methods between organic and conventional farming. The issue should deal more with depleting the soil of its minerals and the chemicals washing off into the water supplies. The labels are added to organic food so that consumers have a choice. A consumer can easily identify organic products by the labels. When at the supermarket, look over the organic section. Do not worry that one fruit or vegetable tastes better than the other. Do not ask if one is more nutritious than the other. What should be asked, do I want to help conserve the environment? References Agricultural Marketing Service. (2010). Agricultural Marketing Service – National Organic Program. Retrieved January 14, 2010, from http://www. ams. usda. gov/AMSv1. 0/NOP American Progress. (2008). Organic vs. Conventional Foods-The Gloves Come Off. Retrieved January 13, 2010, from http://www. americanprogress. org/issues/2008/09/organic_green. html Encarta. (2009). natural food definition – Dictionary – MSN Encarta. Retrieved January 14, 2010, from http://www. encarta. msn. com/dictionary_1861696699/natural_food.html Environmental Protection Agency. (2009). Organic Farming/Agriculture/US EPA. Retrieved January 14, 2010, from http://www. epa. gov/oecaagct/torg. html Mayo Clinic. (2009). Organic Foods: Are they safer? More Nutritious? Retrieved January 13, 2010, from http://www. mayoclinic. com/health/organic-food/NU00255 Organic Facts. (2010). Difference Between Organic and Natural Food | Organic Food Basics | Organic Food. Retrieved January 14, 2010, from http://www. organicfacts. net/organic-food/organic-food-basics/difference-between-organic-and-natural-food. html.

Musics impact on Life essays

Music's impact on Life essays Personal Essay In peoples life there is a point, a main focus, that causes that person to become what they are. For me that point or focus is music. To me its more than just music, and it is involved, in some way, in virtually every aspect of my life. It is also what I hope to support myself on in form or another. That is my ultimate dream. Music governs my life everyday, and not just when Im singing, playing guitar, or studying music theory. It influences my life every time I hear a song and every time I even think about music. When I wake up the first thing I do is turn on music. It starts my day and gets my brain flowing in the morning. This is an essential part of my life as I find listening to music in the morning helps calm me down whenever things get hectic during the day. Then I go to choir and vibrations, all in a row. This aspect is the only time I regret it because I have to put so much time into it, whether it be rehearsals or just sorting things out. Not to say I dont enjoy it, its just taxing. These classes teach me appreciation for all types of music, not just the ones I listen/play. Also included in my school life is music theory, which is one of the most interesting classes Ive ever taken. This class helps me implement the things I learn into my own playing and writing. A fter I go home on the weekends I mostly write music and play in my band, Wynkus, with Andrew Roberts playing drums and Daniel Nix on bass. Playing in a band is the most enjoyable thing I have ever done. Its the foundation of why I want to be a musician. These things so far have all been directly related to music. But I also find that I am governed by music in the way I related and act towards people, the way I see current issues, how I si...

Top teaching apps to download before the year is over

Top teaching apps to download before the year is over Attention teachers- are you looking for ways to maximize your effectiveness and improve your classroom experience, and make this year’s crop of students happy that they had the opportunity to work with you this academic year? As a teacher, you’re more than aware of the value of investing in additional resources and supplies to bolster your lessons and planning- in fact, for many teachers, these extras are absolutely essential. But did you know that thanks to the recent wave of technological innovation there are a wealth of free and low-cost resources that you can take advantage of to help support your teaching efforts? Yes, we’re talking apps, and we’re going to recommend some of the top ones for you to download before the school year is over. Consider the following four options to make your year get even better.KahootLearning doesn’t have to always be serious or boring, and Kahoot is proof- this helpful app let’s teachers take their lesson r eview questions and turn them into fun, interactive quizzes that students can use to practice and review key concepts and build their skills. It makes getting your students motivated to learn learn easier, and they get to have a little fun along the way- a total win-win situation.SeesawThis award-winning app is the perfect conduit between parents and student performance- it creates individual digital student-driven portfolios in which their classroom progress and best work can be posted and shared with their parents. Seesaw also allows students to help manage their learning in a new and creative way, and it helps you keep their parents in the loop and on top of every facet of their child’s development in your classroom- from strengths and weaknesses to changes in performance and skill acquisition. Best of all, the developers of this app have made it completely free for teachers.RemindWho among us doesn’t benefit from a helpful reminder every now and then? The folks beh ind Remind are fully aware of this, and have developed an app that helps teachers bolster their communication with students and parents- all in one helpful place. Everything from individual and group chats to sharing files and content and important classroom updates and announcements can be facilitated through the app (and translated into different languages if need be). It’s a great little teacher’s assistant that fits in your pocket.AdditioTake your classroom management to the next level (and out of the clunky notebooks) with this helpful all-purpose app, designed to help teachers handle some of the routine administrative components of their jobs- everything from attendance records to class and student notes and grades can easily be completed and stored here. There are also a host of planning and data analysis features that you can use to track and grade student progress and keep organized and on top of things. (Some of these features come at a cost, but it may be wo rth the investment.)We all know that being a teacher challenging, but there are tools designed to help make it a little easier. The apps mentioned here are specifically designed for teachers to help bolster classroom learning and skill building, keep the lines of communication with students and parents strong, and store all the files, records, and paperwork teachers are responsible for in one handy place.

The Dawes Act of 1887

The Dawes Act of 1887 The Dawes Act of 1887 was a United States post-Indian Wars law intended to assimilate Indians into white U.S. society by encouraging them to abandon their tribally-owned reservation lands, along with their cultural and social traditions. Signed into law by President Grover Cleveland on February 8, 1887, the Dawes Act resulted in the sale of over ninety million acres of formerly Native American-owned tribal land to non-natives. The negative effects of the Dawes Act on Native Americans would result in the enactment of the Indian Reorganization Act of 1934, the so-called â€Å"Indian New Deal.† Key Takeaways: The Dawes Act The Dawes Act was a U.S. law enacted in 1887 for the stated purpose of assimilating Native Americans into white society.The act offered all Native Americans ownership of â€Å"allotments† of non-reservation land for farming.Indians who agreed to leave the reservations and farm their allotment land were granted full U.S. citizenship.Though well-intentioned, the Dawes Act had a decidedly negative effect on Native Americans, on and off the reservations. US Government-Native American Relation in the 1800s During the 1800s, European immigrants began settling areas of U.S. territories adjacent to Native American-held tribal territories. As competition for resources along with cultural differences between groups increasingly led to conflict, the U.S. government expanded its efforts to control Native Americans. Believing the two cultures could never coexist, the U.S. Bureau of Indian Affairs (BIA) ordered the forced relocation of Native Americans from their tribal lands to â€Å"reservations† west of the Mississippi River, far from the white settlers. Native American resistance to the forced relocation resulted in the Indian Wars between Native American and the U.S. Army that raged in the West for decades. Finally defeated by the U.S. military, the tribes agreed to resettle on the reservations. As a result, Native Americans found themselves the â€Å"owners† of over 155 million acres of land ranging from sparse desert to valuable agricultural land. Under the reservation system, the tribes were granted ownership of their new lands along with the right to govern themselves. Adjusting to their new way of life, Native Americans preserved their cultures and traditions on the reservations. Still recalling the brutality of the Indian wars, many white Americans continued to fear the Indians and demanded more government control over the tribes. The Indians’ resistance to becoming â€Å"Americanized† was viewed as uncivilized and threatening. As the 1900s began, the assimilation of Native Americans into American culture became a national priority. Responding to public opinion, influential members of Congress felt it was time for the tribes to give up their tribal lands, traditions, and even their identities as Indians. The Dawes Act was, at the time, considered the solution. Dawes Act Allotment of Indian Lands Named for its sponsor, Senator Henry L. Dawes of Massachusetts, the Dawes Act of 1887- also called the General Allotment Act- authorized the U.S. Department of the Interior to divide Native American tribal land into parcels or â€Å"allotments† of land to be owned, lived on, and farmed by individual Native Americans. Each Native American head of household was offered an allotment 160 acres of land, while unmarried adults were offered 80 acres. The law stipulated that grantees could not sell their allotment for 25 years. Those Native Americans who accepted their allotment and agreed to live separately from their tribe were granted the advantages of full United States citizenship. Any â€Å"excess† Indian reservation lands remaining after the allotments were determined available for purchase and settlement by non-Native Americans. The main objectives of the Dawes Act were to: abolish tribal and communal land ownershipassimilate Native Americans into mainstream American societylift Native Americans out of poverty, thus reducing the costs of Native American administration Individual Native American ownership of land for European-American style subsistence farming was seen as the key to achieving the Dawes Act’s objectives. Supporters of the act believed that by becoming citizens, Native American would be encouraged to exchange their â€Å"uncivilized† rebellious ideologies for those that would help them become economically self-supporting citizens, no longer in need of costly government supervision. Impact Rather than helping them as its creators intended, the Dawes Act had decidedly negative effects on Native Americans. It ended their tradition of farming communally held land which had for centuries ensured them a home and individual identity in the tribal community. As historian Clara Sue Kidwell wrote in her book â€Å"Allotment,† the act â€Å"was the culmination of American attempts to destroy tribes and their governments and to open Indian lands to settlement by non-Native Americans and to development by railroads.† As a result of the act, land owned by Native Americans decreased from 138 million acres in 1887 to 48 million acres in 1934. Senator Henry M. Teller of Colorado, an outspoken critic of the act, said the intent of the allotment plan was â€Å"to despoil the Native Americans of their lands and to make them vagabonds on the face of the earth.† Indeed, the Dawes Act harmed Native Americans in ways its supporters never anticipated. The close social bonds of life in tribal communities were broken, and displaced Indians struggled to adapt to their now nomadic agricultural existence. Many Indians who had accepted their allotments lost their land to swindlers. For those who chose to stay on the reservations, life became a daily battle with poverty, disease, filth, and depression. Sources and Further Reference â€Å"Dawes Act (1887).† OurDocuments.gov. US National Archives and Records AdministrationKidwell, Clara Sue. â€Å"Allotment.† Oklahoma Historical Society: Encyclopedia of Oklahoma History and CultureCarlson, Leonard A. â€Å"Indians, Bureaucrats, and Land.† Greenwood Press (1981). ISBN-13: 978-0313225338.

Video games for children Essay Example | Topics and Well Written Essays - 1250 words

Video games for children - Essay Example In earlier days, when children did not have video games to play with, they often spent time playing outside their homes, with their friends and family members. They spent time reading and inculcating various hobbies and habits that helped them to pass time as well as develop varied interests in different fields. Video games had never been a part of that period or culture for people. A few games did begin to develop with the advent of the 90s but during that time they were far too expensive to be affordable by the common man. It was for this reason that parents and children alike were able to spend time together and interact with each other. As video games started becoming a part of children’s’ lives, parents began to complain that children were not giving them enough time, or putting in much effort into their homework from school. (Norcia, Andrea) Video games popularized themselves in the 90s with a number of games like Super Mario and Tetris forming the lead into taking children into the virtual world. Instead of running around and gaining some physical exercise, children now began to move joysticks sitting in one place for hours at an end, making the characters within the game run and jump around. Today, there are millions of different video games produced all around the world as children have become completely addicted to playing them in an attempt to reach higher levels every time.

Social work reflective practice Essay Example | Topics and Well Written Essays - 2250 words

Social work reflective practice - Essay Example 26). Social workers in general are usually encouraged to think according to the terms of supervision, ground-breaking approach and eclecticism in extensive ranging. Consequently, a social psychological perspective on social occupation service is both obligatory and crucial for this assortment of concern. Problem solving and learning are very closely related. Problem solving involves the knowledge required by the responder which on the other hand learning fulfills it completely. There are different methods to problem solving that enables one to solve different problems, conflicts and many more issues (Reamer 2013, p. 36). All these methods require one to first identify the problem. The reflection can be used as the core process of solving or analyzing the problem at hand, which in this case is a conflict between two teenagers involved in a fight with an extend of both admitted to the hospital by the police. In this project, the reflective model will help the responder to fully adapt to the task which is the conflict. The two teenagers stared and argued just because of a mere issue, which led them to a fierce fight. That which is commonly known as â€Å"intelligence† is surely the result of the interaction of a great number of cognitive The use of motivation and knowing the background will; however, help me know the cause of the fight, which will be brought about abilities such as motor control, vision, learning, problem solving, and language use, just to name a few (Akhtar 2013, p. 55). Yet, most researchers do not fully exploit the constraints that these faculties impose on one another. For example, research on problem solving often assumes the existence of rich domain knowledge for solving complex problems, but it is typical ignores the issue the acquisition of the assumed knowledge. Similarly, research on learning often views the learner as an entity unto itself, and focuses

Global business enironment Essay Example | Topics and Well Written Essays - 2000 words

Global business enironment - Essay Example Although global organisation operations are intense in the developed nations, the developing nations have also been impacted in one way. Amid the globalisation and diversification of production, the benefit of business activities that are carried out abroad has increased rapidly than even domestic markets (David, Joakim & Richard, 2008).Therefore, the essay evaluates the advantages and disadvantages of globalization for business. Today wave of globalisation that began immediately after World War II has moved businesses and entire world economy to a state of interdependence, and it enabled it through making possible expansion of investment and trade across the national borders. Multinational companies that are always referred as borderless organisations have played a key role in accelerating the pace of world economic interdependence and integration by expanding their businesses (Wallerstein, 2009). Globalisation has led to the dismantling of national barriers and the breakdown of barriers to the flow of goods, capital, services, ideas and people, and the explosion in the volume, complexity and variety of those flows. In addition, it has led to increasing uniformity and standardisation among businesses, the growing homogenisation of infrastructure, policy, and ideas to conform to the global platforms(Wallerstein, 2009). For most of the business organisation, globalisation means an opportunity of taking advantage of scale, and exploiting synergistic benefits, as well as benefiting from the geographical merits and the market power advantages. However, according to the scale economy theory, the average cost per unit goes down as the amount of goods and services that are provided increases. Growth and expansion abroad of the business are the key strengths to getting the benefits of scale, hence achieving important cost reduction for the cost of a production unit, sales system

Will new background checks on gun purchases assist with decreasing gun Research Paper

Will new background checks on gun purchases assist with decreasing gun violence - Research Paper Example This gives rise to organized gangs and illegal trades, which heighten conflicts, thus necessitate the use of the guns in harming others (Kemshall 12). It is therefore with the knowledge that the American streets have more informal guns than the formally accounted guns thus explaining the high crime rates that the government formulated new background check on gun purchases. This policy seeks to review the current laws governing the purchase and ownership of guns thus improving more accountability. The efficacy of such a policy depends on its implementation to regulate the rising crime rates in the countries major cities. The crimes in the cities have an effective pattern that thrives on the formation of organized gangs. Such gangs operate on illegal businesses such as the trade of drugs; drug peddling is the greatest cause of street violence in the country. The illegal trade is worth billions of dollars an amount that requires security to manage. With weaker guns management policies, drug peddlers gain access to guns with which they secure their trades. The heightened rate of conflicts among such guns reciprocates in the use of the very guns in causing harms to other opposing gang members and other innocent citizens. Siegel (19) explains that another group of potential source of gun violence is robbery. Robbery and violent attacks is more prevalent in the American streets all of which are executed by the use of guns. Robbers need force to scare their victims before stealing from them, the most perfect source of scare to most of the people are guns, this therefore necessitate the frequency with which robbers use guns and violence in their robberies. Additionally, guns aid the robbers thwart resistance from their victims. The other type of gun use arises from the unregulated licensing of gun users, in a country with more people officially owning guns, every frustration and conflict attracts the use of guns thus causing more casualties from very light feuds. It is with this understanding that the government formulated the new background check on the purchase of guns in a bid to regulate the private ownership of guns. This in a way seeks to curb the rising crime rates. This new policy is an improvement to the Brady Handgun Violence prevention Act of 1993which required the federal firearms licensees to analyze every prospective firearms buyer and determine their suitability to purchase the arms. This new policy makes this analysis more stringent by dictating that just a single state organ have the ability to dispense guns to the public. With a single dispenser, it becomes to investigate every illegal gun in the street and determine its origin. Furthermore, such a single outsourcer provides effective documentation of the guns and their buyers to ease federal investigations in case of a crime. The legislation further dictate that the gun dispenser share its database with the federal bureau of investigation and any other state investigation body t o fast track investigation processes of any case involving the use of illegal guns (Kemshall 41). This law further requires that the licensing body investigate the mental state of the gun buyers. In doing this, the federal body determines the suitability of the gun buyer to use the firearm responsively without causing intentional arm to the society. The gun purchase further requires the establishment of the need for the gun, the government laws permit top government officials to own guns. Such officials include government secretaries, judges, magistrates, attorneys and other top ranking civil servants. These people attract public attention towards themselves and they conflict with a number of people in the dispensation of their

Cost- Benefit Analysis (CBA) of an oil fuelled power station Essay

Cost- Benefit Analysis (CBA) of an oil fuelled power station - Essay Example Sensitivity analysis also examined project's responses to varying discount rates. 2. Once constructed, the station will begin immediate delivery of electricity, and will continue to do so (at a constant rate) over a period of 45 years from its first operation. Its operational life is 45 years. A Cost Benefit Analysis (CBA) of the above project has to be done given the assumptions and cost/revenue details. An appropriate discount rate is essential for conducting a CBA.In the following paragraphs we would detail the reasons for choosing a particular discount rate. Thereafter sensitivity analysis would be conducted varying critical parameters of the CBA to conclude if such variations do affect accept/reject decisions materially. It would be followed by an appraisal report covering the CBA and the sensitivity analysis. The discount rate is the rate by which benefits/costs accruing in future project running period may be adjusted so that a comparison with present values is made possible. Conceptually this rate should be rate which is the equilibrium rate in demand and supply of savings in the present time. In order to save investors compare the value of current consumption to its future value and seek a rate of compensation required to curtail present consumption. An appropriate discount rate choice becomes important as funds are required

Will new background checks on gun purchases assist with decreasing gun Research Paper

Will new background checks on gun purchases assist with decreasing gun violence - Research Paper Example This gives rise to organized gangs and illegal trades, which heighten conflicts, thus necessitate the use of the guns in harming others (Kemshall 12). It is therefore with the knowledge that the American streets have more informal guns than the formally accounted guns thus explaining the high crime rates that the government formulated new background check on gun purchases. This policy seeks to review the current laws governing the purchase and ownership of guns thus improving more accountability. The efficacy of such a policy depends on its implementation to regulate the rising crime rates in the countries major cities. The crimes in the cities have an effective pattern that thrives on the formation of organized gangs. Such gangs operate on illegal businesses such as the trade of drugs; drug peddling is the greatest cause of street violence in the country. The illegal trade is worth billions of dollars an amount that requires security to manage. With weaker guns management policies, drug peddlers gain access to guns with which they secure their trades. The heightened rate of conflicts among such guns reciprocates in the use of the very guns in causing harms to other opposing gang members and other innocent citizens. Siegel (19) explains that another group of potential source of gun violence is robbery. Robbery and violent attacks is more prevalent in the American streets all of which are executed by the use of guns. Robbers need force to scare their victims before stealing from them, the most perfect source of scare to most of the people are guns, this therefore necessitate the frequency with which robbers use guns and violence in their robberies. Additionally, guns aid the robbers thwart resistance from their victims. The other type of gun use arises from the unregulated licensing of gun users, in a country with more people officially owning guns, every frustration and conflict attracts the use of guns thus causing more casualties from very light feuds. It is with this understanding that the government formulated the new background check on the purchase of guns in a bid to regulate the private ownership of guns. This in a way seeks to curb the rising crime rates. This new policy is an improvement to the Brady Handgun Violence prevention Act of 1993which required the federal firearms licensees to analyze every prospective firearms buyer and determine their suitability to purchase the arms. This new policy makes this analysis more stringent by dictating that just a single state organ have the ability to dispense guns to the public. With a single dispenser, it becomes to investigate every illegal gun in the street and determine its origin. Furthermore, such a single outsourcer provides effective documentation of the guns and their buyers to ease federal investigations in case of a crime. The legislation further dictate that the gun dispenser share its database with the federal bureau of investigation and any other state investigation body t o fast track investigation processes of any case involving the use of illegal guns (Kemshall 41). This law further requires that the licensing body investigate the mental state of the gun buyers. In doing this, the federal body determines the suitability of the gun buyer to use the firearm responsively without causing intentional arm to the society. The gun purchase further requires the establishment of the need for the gun, the government laws permit top government officials to own guns. Such officials include government secretaries, judges, magistrates, attorneys and other top ranking civil servants. These people attract public attention towards themselves and they conflict with a number of people in the dispensation of their

Conflict of cultures in the middle east Term Paper

Conflict of cultures in the middle east - Term Paper Example The Israel held the mentality that the Palestinian land belonged to them and were determined to repossess the land and demarcate boundaries. On the other hand, the Arabs were the original inhabitants and had occupied the largest portion of the land centuries before. The conflict emerged when Jews attempted to acquire the Palestine land and the Arabs were meant to believe that this was a dispossession process that aimed at eliminating them. From a critical point of view, the motive of the Jews was marred by aggressive selfishness and displacing the original inhabitants was inappropriate. Therefore, this essay seeks to reveal the origin of the conflict and to provide a recommendation for resolution of the conflict. The history of the Middle East conflict can be dated back to the colonial period when the Palestine land comprised part of the Ottoman Empire. At that time, the Arabs, who comprised of Muslims and Christians, occupied the land although there was evidence of existence of immigrant Jews who largely occupied Jerusalem, Hebron, and Tiberia, cities that had religious significance to this group. However, there was evidence that by the end of the end of the 19th century, the Ottoman Empire would be collapsing and the colonial rule would melt away (Podeh, 22-37). At this time, most groups in the world were busy gathering together to establish states that they could live under self-rule. Majority of the people occupied the land that they possessed at that particular time, although expansionism was still evidenced as countries fought for the control of land. The Israelites were among â€Å"the landless people† who were also busy searching for a space that they could call their own (Tou val 8). Evidently, the Jews were dispersed across the Middle East and they risked losing their identity at a time when land was becoming an important issue across the world. Israel, just like any other group, decided to join in the search for an identity. During this

Life is like a box of chocolates Essay Example for Free

Life is like a box of chocolates Essay At first glance the quote life is like a box of chocolates seems rather silly. How could such a large and complicated concept such as life be compared to something as small and simple as a box of chocolates? There have been two opposing viewpoints in regards to the meaning of this quote, and each viewpoint comes about by a different analysis of what life and chocolates represent as well as what they mean in todays world. The conclusion to the question can only come about through a thorough examination of the quote itself along with its possible entailments to see what both groups of people deem important and what they choose to ignore. Both arguments seem to work well to counter the other and show the flaws in the other explanations theory. According to the World Book Encyclopedia, life is a state, existence, or principle of existence conceived as belonging to the soul. Most people, when questioned about life would not have a very clear or concise answer because life is not something that is wholly tangible. In general life is considered to be everything that happens to a person from the moment they are born to the moment they die. All of their interactions with the world and all of their thoughts and actions. There does not seem to be any plan or order to these events, just everything that happens. Everything. Life is a long process with good, bad and indifferent points. According to the World Book Encyclopedia, a box is a container, usually with four stiff sides, a bottom, and a lid to pack or put things in, and chocolate is a substance made by roasting and grinding cacao seeds. A box of chocolates would logically be a container which holds cacao products. A scientific dissection of a box of chocolates would show a box (usually rectangular or heart shaped) filled with anywhere from one to dozens of small, individually wrapped chocolates. Usually the type of chocolate and the filling of each individual varies inside a given package. In America however, a box of chocolates means much more then this simple addition of definitions and a direct visual analysis would lead one to believe. A box of chocolates, in our referent system, is a symbol. It generally symbolizes  love, and through metonymy, has been made to mean love. When a gift of a box of chocolates is given on Valentines Day, it more than symbolizes love, it actually means love. The meanings have become blurred over the years as chocolate has become a standard gift. It is not an original thought to give someone chocolate, but more a means of showing love. Not an act of love, but merely an expression of love. The first group of people generally finish the simile life is like a box of chocolates with the conclusion you never know what youre gonna get. This group views all the meanings of life and of the box of chocolates and found the best compilation to be that both in life, and in chocolates, there is randomness and a lack of order. When a person walks out of the front door of his house on a Monday morning, there is no way for him to know if he is going to find a hundred dollar bill tucked under his doormat, or a large meteor that has fallen and crushed his car. Its hard to know if a day is going to be a good day or a bad day, you just know that it will be a day. The same holds true for eating a box of chocolates. When you open a box of chocolates, there are rows of non-differentiated chocolates. They all look the same, and yet you know some are filled with cream, some with caramel and some with coconut. When you pick one up, much like when the man opens his front door, there is no way of knowing if you will get a good chocolate (cream) or a bad chocolate (coconut), you just know youll get a chocolate. For both examples it will not be easy to tell if it was good or bad until the chocolate, or the day, has been completed. You never know what will happen. The second group of people generally finish the simile life is like a box of chocolates with the conclusion a thoughtless perfunctory gift that nobody really wants. This group takes up an opposing analysis and says that the important part of chocolates is not the randomness of them within the package, but instead the symbol that people dont really think in life, but instead just perform as they are expected to. Since chocolates have come to mean love, people no longer do creative things to express their love. They simple buy chocolates. Once the chocolates are delivered, then what. People dont actually want the chocolates, they want the love. Since the chocolates  have assumed the meaning of love, the chocolates themselves go to waste. Who wants to eat their love? Instead of being eaten immediately, as chocolates are truly intended to be, they are showed to friends and relatives, and eventually put on a shelf or in a cabinet. They will get eaten if someone shows desire, but its not important. Under this interpretation, life is pointless and merely for show. People dont do things because it is what they feel that they should, people do things because they are expected to (just as the lover is expected to give chocolate). It is better to put up an lofty facade, then to be true and honest to the people around you.

Review of Binding Updates Security in MIPv6

Review of Binding Updates Security in MIPv6 Avishek Dutta   Vikram Raju R. Abstract— Mobile Nodes (MN) in Mobile IPv6 (MIPv6) are given the opportunity to eliminate triangle routing that is inefficient with their own corresponding node (CN) using Route Optimization (RO). This greatly improves the performance of the network. Unfortunately, using this method allows several security vulnerabilities to manifest itself with the MIPv6. Among those, common issues are those concerns the verification of authenticity and authorization of Binding Updates during the process of RO. These types of unauthenticated and unauthorized BUs are the key to various types of malicious attacks. Since it is expected that MIPv6 will be supported by IPv6, several mechanism to ensure BU security will be crucial in the next generation Internet. This article focuses on Mobile IPv6 and security considerations. Keywords/Index Term—IKE, Mobile IPv6, Network Security, Potential threats in MIPv6 I. Introduction The way MIPv6 operates can be seen in Figure 1 [1], with 3 node types, namely the Home Agent (HA), Mobile Node (MN) and the Corresponding Node (CN) [2], while MN’s mobility is detected by a router advertisement message including an MN able to make a router send its advertisement message by request, if needed. Following mobility detection, the MN gets a CoA unlike in MIPv4, after which it sends the BU message to the HA and the communicated corresponding node (a node wishing to connect to, or is communicating with MN). The HA and corresponding node update the binding list and send acknowledgement messages [1], meaning that the Mobile IPv6 allows an MN to alter its attachment point to the internet while maintaining established communications [3]. This paper presents an analysis of both Route Optimisation (RO) and Identity Based Encryption (IBE) protocol with proposal to strengthen the level of security of a BU method. This method uses the public key to create an authentication th at is stronger. II. MN-HA Authentication Mutual authentication between an MN and its HA is mandatory in MIPv6, and usually performed with IPSec and IKE, while session key generation and authentication are done with IKE. Using X.509 certificates in IKE is the existing method of performing these tasks. The MN moves to a foreign network and obtains a new CoA. MN carries out a BU on its HA (where the new CoA is registered). HA sends a binding acknowledgement to MN. A Correspondent Node (CN) tries to contact MN, with HA intercepting packets destined to MN. Next, HA tunnels all packets from CN to MN using MNs CoA. When MN replies to the CN, it may use its current CoA (and bind to the CN) and communicate with the CN directly (â€Å"route optimization†), or it could tunnel all its packets through the HA. Sometimes MN and HA share a common secret, possibly occurring in WLAN instances when MN shifts to another WLAN which requires authentication [4]. If there are no shared secrets, extending the IKEv2 authentication process to identity-based authentication as opposed to X.509-based authentication certificates is usual. It can also be assumed that both MN and HA use the same PKG, and according to the relationship between these three entities, any trust level from I to III may be applied during private key delivery. Regarding IKE, two main methods of implementing IBE exist, the first of which involves modifying IKE’s four-way handshake while the second utilizes EAP to generate a new IBE-based EAP authentication method [4]. A. Modifying IKE IKE could implement IBE through the addition of a third authentication method, other than the previous shared secret and X.509 authentication. Instead of X.509 certificates, IKE also uses â€Å"IBE certificates†. IBE-based authentication functions fundamentally the same as X.509 authentication, in that to authenticate peers the same information block should be signed as in the X.509-based authentication, in addition to a signature based on IBE (i.e. the Hess signature). Currently, identities are replacing certificates and revocation lists do not need to be checked. Ehmke (2007) implemented a prototype which can realize this idea. Performance wise, clearly transmit certificates or certificate requests are no longer necessary since the IKE identity can be used straight as the public key for authentication. Also, expensive certificate-chain checking is redundant while elliptic curve cryptography-based hardware- accelerated IBE algorithms are sometimes quite efficient, particularl y in embedded devices [4]. B. Extensible Authentication Protocol Several wireless networks utilize the Extensible Authentication Protocol (EAP) [5] for access authentication. EAP techniques commonly deal with AAA servers which affect the required authentications, after which notifications are relayed back to a functional module (Network Access Server) in the access network. For Mobile IPv6 [6], the Binding Authentication Data option [7] helps enable different authentication techniques, while a subtype exists for AAA- based authentication like EAP. On the other hand, there still are EAP methods requiring extra handling and specifications which present Binding Authentication Data option documentation does not provide. Currently, specification from this document is for at least some very widely deployed EAP methods, so, often, when EAP is needed, Mobile IPv6 tunnel redirection to a wireless device’s new CoA can be done much faster [8-10]. C. Using Extensible Authentication Protocol Figure 2 illustrates possible steps in EAP implementation. It is advisable to use EAP as part when establishing a concurrent shared key to be used in the final two message exchanges leading to authentication [4]. Chen and Kudla’s key agreement with IBE technique is one alternative protocol (protocol 2’ in [11]) that can function in the absence of a key escrow, so CERTREQ and CERT messages in steps 2, 3, 4 are not necessary (Figure. 2). Figure 3 illustrates the resulting IKE Initial Message exchange. 1. I _ R: HDR, SAi1, KEi, Ni 2. R _ I: HDR, SAr1, KEr, Nr, [CERTREQ] 3. I _ R: HDR, ESK{IDi,[CERTREQ,][IDr,]SAi2,TSi,TSr} 4. R _ I: HDR, ESK{IDr,[CERT,]AUTH,EAP} 5. I _ R: HDR, ESK{EAP} 6. R _ I: HDR, ESK{EAP} .. n. R _ I: HDR, ESK{EAP(success)} n+1. I _ R: HDR, ESK{AUTH} n+2. R _ I: HDR, ESK{AUTH,SAr2,TSi,TSr} Fig 2. IKE Initial Message Exchange: Authentication using EAP [12]. Here, the same PKG is shared by MN and HA, where P is a public PKG parameter, and HA and MN choose the random numbers a and b, respectively. The Chen-Kudla protocol produces a session key solely for message 7 and 8 authentication. The AUTH payloads have to authenticate messages 3 and 4 based on MAC and a secret key generated by an EAP protocol [11]. 1. MN _ HA: HDR, SAMN1, KEMN, NMN 2. HA _ MN: HDR, SAHA1, KEHA, NHA 3. MN _ HA: HDR, ESK{IDMN,[IDHA,]SAMN2,TSMN,TSHA} 4. HA _ MN: HDR, ESK{IDHA,AUTH,EAP_CK_Req(a ·P,a ·QHA)} 5. MN _ HA: HDR, ESK{EAP_CK_Res(b ·P,b ·QMN)} 6. HA _ MN: HDR, ESK{EAP(success)} 7. MN _ HA: HDR, ESK{AUTH} 8. HA _ MN: HDR, ESK{AUTH,SAHA2,TSMN,TSHA} Fig 3. IKE Initial Message Exchange: EAP with IBE Authentication [12]. But since IBE uses PKG, it is almost impossible to guess which MN will be communicated by the CN. We cannot simply assume the same PKG is used by both MN and CN. Multi-PKG is used instead but it is not recommended for larger networks. III. MN-CN Authentication Via the MIPv6 protocol, MN can keep its network connection even when the network attachment modifies [13]. An MN can be reached at its home address (HA) anytime, even when not physically in its home network. When an MN is connected to a foreign network it obtains a CoA from the local router through stateless or stateful autoconfiguration. Next, for home r egistra tion, the MN sends HA its current location information (CoA) in a BU message, then HA can redirect and tunnel packets intended. for the MN’s home address, to the MN’s CoA. When a foreign network MN is in contact with a CN (a stationary or mobile peer communicating with a MN) through the HA, bidirectional tunnelling takes place for instances when CN is not bound to the MN (registration is in progress) or MIPv6 is not supported by CN [4]. If the CN supports MIPv6, a more effective mobile routing technique, Route Optimization (RO), can be used. RO is effective as it provides the most direct, shortest path of transmitting messages between an MN and a CN, eliminating the need for packets to pass through the HA, and avoiding triangular routing (bidirectional tunnelling). Prior to setting up RO, the MN must send CN a BU packet containing its CoA with present location data. On the other hand, security risks with RO [14] can be for example that an MN may send CN a false BU packet and redirect the communication stream to a desired location, resulting in a Denial-of-Service (DoS) attack. Thus, for increased security, it is important to authenticate BUs in RO [4] [15]. What happens between a CN and MN is not the same as between an MN and its HA. Since CN could be any node, MN and CN have no shared secrets or trusted certificates. Thus, Return Routability (RR) can be used, as: †¢ An MN sends CN a home test init (HoTi) and care-of test init (CoTi). HoTi is sent directly through the HA and CoTi. HoTi has the home address and CoTi has the CoA as source addresses, both including a cookie. †¢ Upon receiving either HoTi or CoTi message, CN immediately answers with a home test (HoT) and care- of test (CoT) message which gets sent to the respective source address. Each reply contains the cookie recovered from the nonce indenx, corresponding init message, and a keygen token, later for BU authentication use. When MN receives HoT and CoT, RR is done. Only MN can receive packets sent to both its HA and CoA, and can now hash the two tokens to calculate the binding key. This key is utilized for generating a Message Authentication Code (MAC) for BUs, and MAC can be verified by CN. RR provides an analysis of a nodes reach-ability during authentication but do not validate address ownership in IPv6. IV. MIPv6 Security Analysis Providing security against different types of malicious attacks e.g. denial of service (DoS), connection hijacking, man- in-the-middle and impersonation, are the basic objectives for the development of IPv6. The objective of improved security is to create routing changes that are safe against all threats. Threats are based on the routing changes that provides mobility in the network. Threats faced by Mobile IPv6 security can be divided into different categories: __ Binding update (BU) to HA type threats __ Route Optimisation to CN type threats __ Threats that attack the tunnelling process between HA and MN __ Threats that uses Mobile IPv6 routing header to return traffic of other nodes Binding update and route optimisation threats are related to authentication of binding messages. Communication between MN and HA needs trust and communication authentication. This is because MN agrees to implement the HA services therefore relationship between the two must first be secure. However, the CN and MN does not have prior relationship but authenticating messages between the two is still possible. For example, this is possible by authenticating the public key. If a malicious packet is sent to the HA using the same source address as the MN, the HA will then forward the packet containing the MNs source address contained in the malicious node. However, this DoS attack can be prevented by using an algorithm to verify the BU message receives by the HA. Such threat can also be avoided when a new routing header is used to replaces the incorrect header that manoeuvres around firewall rules and obtaining a constrained address [16, 17]. V. Proposed Protection of BU Message Corresponding Author: XYZ, [emailprotected] Once the BU message is complete, the MN will receive normal traffic from the CN with the new CoA. The CN with the new nonce sends to the MN a Binding Update Verification (BUV) within a specific time frame e.g. 10 seconds. The MN then needs to reply within 10 seconds otherwise the connection between MN and CN will be terminated. This method minimises any damages caused by bombing attacks where packets are sent to the MN by malicious nodes. Cryptography Generated Address (CGA) can also be use to make spoofing type attacks more harder. Private keys can be use to signed the message as well. Since redirection attacks requires both public and private keys to perform[18-20]. Possible threats and solution is listed in table 1 [4, 17]. VI. Conclusion The requirement for Mobile IPv6 is still not complete considering there are some essential issues that are not addressed. One of the most important issues are protocol security because without secure protection against attacks, the protocol would not be accepted thus will not work at all. Presently, the standard method use for BU protection in transport mode as well as securing the connection for control message sent during home registration method is the Encapsulation Security Payload (ESP). IPSec has several advantages over SSL/TLS which is IPSec can perform without IP restriction, any protocol can be encrypted and also encrypt any packets with just their IP headers. Unfortunately, IPSec needs to be configured with various settings thus making it complicated. The IKE protocol can control the mutual authentication and cryptographic algorithm negotiations as well as dynamic key management. Additionally, authentication method such as shared secret, Extensible Authentication Protocol (EAP) or X.509 certificates can be use to create safe communication between peers. References/Bibliography G. Eason, B. Noble, and I. N. Sneddon, On certain integrals of Lipschitz-Hankel type involving products of Bessel functions, Phil. Trans. Roy. Soc. London, vol. A247, pp. 529-551, April 1955. J. Clerk Maxwell, A Treatise on Electricity and Magnetism, 3rd ed., vol. 2. Oxford: Clarendon, 1892, pp.68-73. I. S. Jacobs and C. P. Bean, Fine particles, thin films and exchange anisotropy, in Magnetism, vol. III, G. T. Rado and H. Suhl, Eds. New York: Academic, 1963, pp. 271-350. K. Elissa, Title of paper if known, unpublished. R. Nicole, Title of paper with only first word capitalized, J. Name Stand. Abbrev., in press. Y. Yorozu, M. Hirano, K. Oka, and Y. Tagawa, Electron spectroscopy studies on magneto-optical media and plastic substrate interface, IEEE Transl. J. Magn. Japan, vol. 2, pp. 740-741, August 1987 [Digests 9th Annual Conf. Magnetics Japan, p. 301-305, 1982. M. Young, The Technical Writers Handbook. Mill Valley, CA: University Science, 1989. Electronic Publication: Digital Object Identifiers (DOIs): D. Kornack and P. Rakic, Cell Proliferation without Neurogenesis in Adult Primate Neocortex, Science, vol. 294, Dec. 2001, pp. 2127-2130, doi:10.1126/science.1065467. (Article in a journal) H. Goto, Y. Hasegawa, and M. Tanaka, Efficient Scheduling Focusing on the Duality of MPL Representatives, Proc. IEEE Symp. Computational Intelligence in Scheduling (SCIS 07), IEEE Press, Dec. 2007, pp. 57-64, doi:10.1109/SCIS.2007.357670. (Article in a conference proceedings) AUTHORS PROFILE Taro Denshi received the B.S. and M.S. degrees in Electrical Engineering from Shibaura Institute of Technology in 1997 and 1999, respectively. During 1997-1999, he stayed in Communications Research Laboratory (CRL), Ministry of Posts and Telecommunications of Japan to study digital beam forming antennas, mobile satellite communication systems, and wireless access network using stratospheric platforms. He now with DDI Tokyo Pocket Telephone, Inc.