Website Review Assignment Essay Example for Free

Website Review Assignment Essay The website www. ancientgreece. com is an interactive web location that serves as a reference point for the history and philosophy behind Greek contributions in the various art forms used in the rituals of basic everyday living to sacred cultural convention. The homepage incorporates quotes from famous scholars, such as, Aristotle and Archimedes, and a menu of thumbnail pictures that link to indepth summaries, examples, and pictures of Greek art, architecture, history, the Olympic Games, wars, geography, mythology, people, culture, and society. The Forum is a message board to share and discuss Greek related scholastic topics and issues, and to meet and talk to other students and professors. The Essays section allows the user to browse ancient Greek essays in the topics listed above. It is also possible for anyone to upload an essay to discuss it with the other users. Help Build the Foundations is the place to contribute shared knowledge, photos, and comments on articles or essays, discuss topics, or submit essays. The photo gallery holds pictures and information on famous artifacts, marble sculptures, and paintings. The course directory can be utilized to put people in touch with universities that offer Ancient Greek studies. The website also offers a glossary, and a bookstore with DVDs, posters, and books for purchase. For full access to the site you must register. Ancient Greece is considered the center of art and intellect. Religion dominated Greek life and that is exposed through their art and architecture. Statues were used to enlighten the communities about the stories about the Gods. Many statues that have survived are actually Roman copies of the originals. The Olympic Games were created and held to honor the Gods, complete with animal sacrifices. Theater was a main source of entertainment. Tragedies and comedies revolved around politics and the Gods. Some of the most influential playwrights, philosophers, historians, epic poets, mathematicians, and sculptors came out of ancient Greece. This website is a complex site with extensive information about Greece and their achievements and contributions, stretching from the Neolithic Age to the Classical Period. In terms of art, this website has pictures of artifacts, sculptors, mosaics, and paintings, but never mentions music. Music was an integral part of ancient Greek life and tradition. This site needs to include a section summarizing the variety of music the Greeks listened to, famous musicians, pictures and facts about instruments, and the purposes music served in daily ritual and cultural tradition.

Bad news or refusal letter Essay Example for Free

Bad news or refusal letter Essay On behalf of BD Small Appliances, I would like to thank you for purchasing the Moulinex Soft Crunch Toaster Oven last April 3, 2007. At BD Small appliances, we value customer satisfaction over anything else. We also take pride in providing quality assurance certified appliances to all out clients and do our best to offer the best after sales service in the market today through our optional extended warranty offer. Under the extended warranty offer, any appliance bought from our store carries an extended 2-year warranty on parts for factory defective appliances as well as free repair and service covering the first year of purchase. The extended warranty also comes with an option to replace the defective unit upon the request of the client. No questions asked. Unfortunately, your purchase is only covered by the regular warranty of the toaster that is good for only one year and covers only factory defects. The problem with your toaster stems from client misuse. Our company technician found a substance similar to melted butter and an unidentifiable sticky substance covering the heating coils. This is what caused the toaster to break down. I also regret to inform you that because the defect of the toaster is does not stem from the factory production, the only option we can offer you is a repair of the item. The cost of the repair will be $47. 00, while a new toaster will cost $50. 00. As I explained above, the toaster is not covered by the extended warranty that would have allowed us to replace the toaster free of charge instead of repairing it. This is why we cannot accommodate your request for a brand new Moulinex Soft Crunch Toaster. I also regret to inform you that our return and refund policy only covers items purchased within 7 days. Refunds are also only done in the event of a factory defect. We would therefore like you to consider the 2 other options available to you, that is you may pay for the repair of the item or purchase a new one. Feel free to contact me at my direct number indicated at the end of this letter once you have made your decision or if you need further clarifications regarding this letter. I will be happy to confer with you at your convenience. Our company wishes we could do more for you to make up for the lost appliance so please accept the discount coupon worth $5. 00 attached to this letter to help towards the purchase or repair of the your item. This has been a very difficult decision for our company to arrive at. I would have liked to bend company policy for you and give you a new toaster if it were possible for me to do so. I hope that this incident will not become a deterrent that will stop you from making future purchases at BD Small Appliances. Sincerely, Nicole Bridgford Customer Service Representative Contact Number: 551-429876 (Office Hours Only).

Practice of Insight Meditation: Types, Uses and Benefits

Practice of Insight Meditation: Types, Uses and Benefits The Liberating Practice of Insight Meditation The practice of meditation has many benefits for its practitioners. Apart from enabling the person to experience a sense of freedom from oneself and at the same time oneness with the self, meditation can also be used to govern essential aspects of life. This has led to the development of several forms of meditation, including mindfulness meditation and insight meditation. Among these two most commonly practiced forms of meditation, this module would focus on insight meditation and how the practice of insight meditation can lead to the liberation of the mind while being able to understand things you would have not been able to without its practice. The Meaning of Insight Meditation Insight meditation, also known as VipassanÄ  in Pali or VipaÅ›yanÄ Ã‚  in Sanskrit is a form of meditation practice with Buddhist origins. The word VipassanÄ  in the Pali language can be translated as being able to gain insight or to see clearly. These terms therefore are used to denote that insight meditation does indeed help an individual practicing it gain a deeper sense of knowledge of the reality of things and their true nature. The word VipassanÄ  in the Pali language can be translated as being able to gain insight or to see clearly. VipassanÄ  also has a synonym in the word paccakkha in the same Pali language (pratyaksa in Sanskrit). This term means seeing things before one’s eyes, expressing the perception of things based on experience. Owing from its roots in VipassanÄ , there is a direct experience (or seeing) that leads to the perception of things. This perception is what would allow meditators using VipassanÄ  to be able to derive meaning and knowledge from things, which can be said to be far better since they have experienced it. The practice of insight meditation is also done in cultures other than those originating from Pali and Sanskrit. In Tibet, VipassanÄ  has a counterpart in the word lhagthong. This term is formed through a combination of two shorter words lhag and thong. Lhag means something that is greater, superior or higher; while thong is used to denote the phrase to see, or to view. Therefore, the Tibetan meaning of Insight meditation can be seeing things in a superior way, or being able to look into the essential nature of things. This means that VipassanÄ  can also be expressed as being able to lucidly see things, or view them clearly. The Roots of VipassanÄ  VipassanÄ  has its roots in Buddhist and Yogic meditation practices, but it is not often mentioned in most suttas, although in the discourses and other old documents (most of which dates back to the time of the Buddha) written in the Pali language, terms such as samatha and VipassanÄ  existed. In these old writings, VipassanÄ  is used to denote clear-seeing, but then again the word itself is not directly quoted to be coming from the Buddha’s lips. What the Buddha is quoted to have used is the word jhana when he tells his disciples to meditate, although jhana is not similar to VipassanÄ  or any similar meditation techniques. Readers and scholars of the suttas claim that the suttas were not exactly the origin of the meaning of VipassanÄ  and its practice, although it is through the interpretation of the suttas that gave rise to the meaning of VipassanÄ . These interpretations were based on the debates in the ancient times about the teachings of the Buddha and how they are to be interpreted, classified and put into a hierarchy. This is expressed in the Visuddhimagga. How the Practice of VipassanÄ  Helps Gain Insight The manner in which VipassanÄ  is practiced is different from other Buddhist meditation practices in the modern times. It also has differences from other meditation forms that are not Buddhist in origins. This difference lies on one key aspect of VipassanÄ , and that is because of the inclusion of techniques that aims to develop insight in the individual practicing it. This development of insight includes the practice of one’s ability to contemplate on things, do an introspection in the meaning of these things, observe how his body experiences sensations, be able to meditate analytically and do observations on to this day-to-day life. In Theravada Buddhist practice VipassanÄ  meditaion is done together with the practice of mindfulness of breathing. Also, the impermanence of things and gaining insight into them is another key area of practice. This can be interpreted in the Four Foundations of Mindfulness as they appear in the Satipatthana sutta. These are: The kaya or body (also sometimes interpreted as breath); The vedana or the feeling tone of the person (mostly in terms of sensations); The citta or the consciousness (sometimes interchanged with mind); and The dhamma or the mind objects (phenomena). Moreover, practices leading to development of insight are also used to be able to meditate using VipassanÄ  are cited in the suttas. These consists of being able to practice mindfulness breathing and the capacity to contemplate on impermanence of things. Mindfulness of breathing. To be able to successful practice VipassanÄ , it is essential for the meditator to practice mindfulness of breathing first. This can be done by having the meditator watch his or her breathing patterns and notice them simply for what they are. This means that if he or she notices that the breaths are either long or short, these would be interpreted as such. Contemplation of permanence (Sampajaà ±Ãƒ ±a). This is usually done after the meditator has successfully practice mindfulness of breathing. It is based on the belief that if you are aware of the changes your body goes through as you carry out breathing, then you can understand how the sensations you have in your body are bound to arise and pass away with time. This means that there is impermanence in the bodily sensations. When these things are contemplated on, an awareness on their impermanence and relevance is born, and with it the development of a sense of self that is independent from these things. Stages in the Practice of VipassanÄ  The practice of VipassanÄ  has the aim to allow the meditator to gain different levels of insight into things which happens as a part of an ongoing process. This insight is deemed to be able to help in reaching a stage in which the sensations and feelings experienced in the body (the vedana) slowly dissolves into the consciousness and are replaced by subtle sensory flow throughout the body. This subtle flow of sensations is called the bhaà ¡Ã‚ ¹Ã¢â‚¬ ¦gÄ nupassanÄ  à ±Ã„ Ãƒ ¡Ã‚ ¹Ã¢â‚¬ ¡a in the (Pali language, and bhaà ¡Ã‚ ¹Ã¢â‚¬ ¦gÄ nupaņºyanÄ jà ±Ã„ na in Sanskrit) or the knowledge of dissolution. The final step into this distinct process is the possession of the meditator od mental purification. The meditator practicing VipassanÄ  is also expected to experience decreased levels of attachments (or bodily cravings) and fears or aversion. After this happens, the stage of saà ¡Ã‚ ¹Ã¢â‚¬ ¦khÄ rupekkhÄ Ãƒ ±Ã„ Ãƒ ¡Ã‚ ¹Ã¢â‚¬ ¡a (in Pali, or saà ¡Ã‚ ¹Ã†â€™skÄ ropekà ¡Ã‚ ¹Ã‚ £Ã„ jà ±Ã„ na in Sanskrit) will be attained, where the meditator would have a strong foundation of knowing that all formations or things are equal. This state of equanimity (or upekkha) can be considered as a state of Brahma in the Theravada Buddhist practice. The Benefits of Insight Meditation VipassanÄ  or insight meditation can help its practitioner in developing the ability to gain insight into things or phenomena and their sense of impermanence. This ability to see this truth is what makes it possible for the meditator to be liberated from such things permanently. The longer the time that a meditator practices insight meditation, the better the improvement that he or she will gain in the perception of his or her existence. This is what most Theravada practitioner refer to as the evolution of knowledge during practice. Coming from a different perspective, the practice of insight meditation also has benefits backed by science and medicine. In a study that were conducted among Western people who were practicing insight meditation, MRI images revealed thicker brain regions in these individuals. These thickened regions of the brain are noted to be those that are related to visual (or pertaining to seeing), auditory (or hearing), somatosensory, and even processing sensations and stimuli interoceptively. These changes are also seen to differ depending on how long the meditator practice and also how long each day they spend practicing insight meditation. The thickening areas of the brain of those practicing insight meditation can be helpful in slowing the progression of cognitive decline especially in those experiencing it as part of the normal aging process. Requirements in the Practice of VipassanÄ  or Insight Meditation Starting any meditation practice is usually a challenge for meditators. It is essential that those who are teaching meditation be able to help bridge the gap between successful practice and the willing meditator. The key lies in having set clear guidelines and explanation of the steps needed to be taken to establish a good foundation for good meditation practice. Doing insight meditation or VipassanÄ  is therefore no exception. The following steps may be helpful in attaining good foundation in insight meditation. Find a special place. Insight meditation would require its practitioners to free their minds from all thoughts that would hinder it. A quiet place where the meditator can focus and do VipassanÄ  undisturbed would be best. This place may be a small corner in the house or inside the meditators room or even in his or her garden. As long as the place is free from all things that can have negative impact in the practice of good meditation, then it is okay. Feel comfortable. Most modern-day meditators come from environments that are high in stress and negative vibes. These things can work adversely if the person would want to practice meditation. Feeling comfortable not only with the environment and setting a special place of meditation is not enough. Being comfortable in themselves is also necessary. This can be achieved through cleaning the body first and the face before the start of meditation, or if there is still time before starting, a warm shower can do wonders in easing stresses and increasing the person’s comfort level. Ensure proper posture. Ideally, meditation does not require its practitioners to assume a certain position, but it would be quite difficult to focus and concentrate in just any position especially for beginning meditators. The suggested position for meditation in most literature would be the Lotus Position, although its modified Half-Lotus can also be used for those who have difficulty assuming the former. However, any position can be used as long as the back of the meditator is straight (or the spine is erect) and the manner of sitting or standing is not strained. This should be done while the person is completely alert of his surroundings, position and even breathing patterns. Just a word of caution, beginning meditators should be discouraged from assuming positions that can make them fall asleep as this would disrupt meditation. Free the mind. This can be started when the meditator seated comfortably and in peace and quiet. Relaxation is one of most important things to bear in mind when trying to free the mind of all the thoughts that has the tendency to intrude on the meditation process. Emptying the mind from all thoughts that have a negative implication on gaining insight is important to successful meditation. Observe breathing patterns. This is usually the first stage of insight meditation. Observing the way how a person breathes increases his or her level of awareness of changes that goes through the body with each breath. While doing this, awareness is gained in the nature of things, while freeing the mind from all things that clutter it. Regulate the breathing until it becomes as natural as it should. Smile. In most beginners practicing insight meditation, the presence of obtrusive thoughts and negative feelings would be unavoidable. Adding a positive feeling tone would help block these thoughts from disrupting the attainment of insight. Smiling is one way to this. When the meditator smiles, there is release of endorphins which can contribute to a general good feeling. When the meditator feels good, he or she becomes less stressed, more relaxed and meditation is better. Meditate. This is done when the meditator focuses on things and their nature in an effort to gain insight and have a clearer view of such things. More about this would be discussed in the succeeding modules. Extend the meditation process to loving kindness. This stage is optional for meditators. Experiencing loving kindness can be attained through eliminating all emotions related to envy, self-pity, anger and hatred towards others. This would allow the meditator to extend kindness, understanding and love for others and in the process extends this love not only to people but to the universe in general. The practice of loving kindness or metta bhavana requires first that the meditator learns to love himself and feel good about himself, while allowing the destruction of the selfish nature of oneself. Like other forms of meditation, this might be difficult to do at first, but continuous practice would help in mastering it. More Tips into the Practice of Insight Meditation Since the successful practice of insight meditation requires time and practice, it is important for anyone teaching or guiding meditators to stress the need for patience when the expected results of the meditators are not seen in the first few times meditation is tried. Also, since the ability to focus and free the mind is not easy on the first dew tries, ensuring that the environment is conducive enough is a must. The use of soft lights, mellow sounds (like the sounds of waves or raindrops, soft wind blowing, and nature) and music purposed for meditation can be used to create a warm, relaxing environment. Ambient noises such as the sound of machines being operated and phone ringing should be avoided. If possible, unplugging these devices is recommended. Keeping aromatherapy candles burning can also aid in relaxing and calming the mind of the meditator. Moreover, keeping candles burning can also aid in focusing since the flame from the candles can be used as objects of reference when freeing the mind and allowing the meditator to detach himself from his or her environment. The candle and its flame can also be used symbolically to denote the light of the doctrine from which insight meditation is based. In coaching the meditator on the practice of Insight Meditation, the teacher must also keep in mind that the tone of his or her voice and the manner in which the lectures are delivered matter greatly. For one to be able to be effective in teaching a practice such as meditation, he or she should have first hand knowledge and experience on its effects to oneself. Influencing the meditator positively should be one of the goals, as well as exuding the relative peace and calm that insight meditation can do to its practitioner. And lastly, it is also important that any one who wants to guide or teach meditation to be free from all forms of dogmatic and judgmental thoughts to avoid passing these on to the practitioner. Remember that meditation, especially VipassanÄ  teaches deeper sense of understanding, clarity on the nature of things, and most especially being at peace not only with oneself but with the universe as well. References: Henepola Gunaratana, Mindfulness in plain English, Wisdom Publications What is Theravada Buddhism?. Access to Insight. Access to Insight. Bikkhu Bodhi, The Connected Discourses of the Buddha Ajahn Brahm, Mindfulness, Bliss, and Beyond: A Meditators Handbook. Wisdom Publications, 2006 Thanissaro Bhikkhu, One Tool Among Many: The Place of Vipassana in Buddhist Practice Glickman, Marshall (1998), Beyond the Breath: Extraordinary Mindfulness Through Whole-Body Vipassana Meditation, Tuttle Publishing, ISBN 1-58290-043-4 Behaviour Management in Schools | Theories Behaviour Management in Schools | Theories Professional Issues: Learning Behavior Abstract This essay explores ways in which children can learn to behave appropriately in school, and so in society. The main aim was to critically analyse strategies which schools and individuals (teachers, support staff and children) use to manage behavior and to consider how behavior management might (or might not) lead to children learning generally appropriate behavior. For this purpose, information was gathered through a case-study report and through analysis of materials presented in books, course materials and professional publications. The results of this study show aspects of value in the many different models of behavior management currently in use. They also reveal several key deficiencies. More importantly, the need for an integrated approach (involving school, home and the wider community) when applying behavioral policy is emphasised; these conclusions were supported by evidence from case-studies and from my own teaching experience. Reflecting wider concerns in society about the behavior of young people, the DFES has identified behavior management as one of its key policy areas. Each head-teacher is expected to have a system in place which: Promotes self-discipline and proper regard for authority among students Encourages good behavior and respect for others Ensures students standard of behavior is acceptable Regulates students conduct (DFES, 2007) Such a system, however, is necessarily only â€Å"part of the story†. Pupils’ behavior is influenced by a myriad of factors, including their interactions with staff, parents and wider society, their own personalities, their health problems and their learning environment (Fuller et al, 1994). Croll et.al (1985) stated that â€Å"the majority of teachers consider home background to be the most significant factor in problem behavior†. School policy cannot and does not aim to control all of these factors, rather it aims to provide a framework in which teachers, parents, support staff and students can work to eliminate â€Å"problem† behavior and promote positive relationships. There is great debate in the literature about the methods and final aims of achieving acceptable behavior standards in schools. Initially at least, behavior management is a simple requirement of effective teaching, in that behavior that disrupts the learning process conflicts with the basic aims of the teacher. How far, and how effectively, school discipline affects pupils’ behavior in wider society is unclear – and some researchers have argued that societal discipline is de facto the responsibility of all areas of society, and not just the education system. This paper critically examines a variety of different behavioral theories and policies, taken from the literature and from my own experience in teaching, and attempts to summarise the evidence supporting and undermining each case. Analysis in each case is based on two main criteria: Does the policy provide effective behavior control for classroom management? Does the policy influence extra-curricular behavior? This work is supported by reference to a case-study and to other relevant classroom experience, and concludes with a summary of the information gained. Section 1: Behavior in Schools: Theory and Practice This area of education is extensively referenced in the literature, but there are few summary documents that compare and contrast different approaches. This section provides critical analysis of some current policies and theories, and highlights the general importance of the results of each analysis. For clarity, work is divided in to that which focuses on behavior management, and that which focuses on developing responsibility. Policies that focus on Behavior Management -modifying behavior through regulation and discipline. The Work of B F Skinner (1974, 1976) The psychologist B F Skinner is credited with creating the first comprehensive theory of educational behavior management, based on the rewarding of positive behavior and the punishment of negative behavior. Skinner based his work on his broader theory that human behavior is determined by â€Å"positive reinforcement†, and adopted this idea to account for the more controlled environment of the classroom. Fundamentally, Skinner’s approach requires a set of clear and agreed classroom rules, and an associated rewards and punishments system. Breaking of a rule is recognised by application of a punishment, and particularly good work is reinforced by a reward. The nature of rewards and punishments varies with school, age group and teacher, but the former can include awarding stickers, merit slips and small prizes and the latter can include the imposition of extra work, detentions and so on. Psychologically, Skinner’s system is a form of ‘operant conditioning’, in which the teacher gives almost constant feedback to students in order to help them modify their behavior step-by-step. This theory (and derived theories and policies) account for a large proportion of currently operating behavior management systems in schools. Bigge (1976) and others have recorded observations that seem to support the use of Skinner’s system, and in my experience, the rewarding of positive behavior generally encourages subsequent good behavior in the classroom. I observed a classic example of this in a Midland’s secondary school, where a child (B) had difficulty in completing work in his mathematics lessons, and as a result, was frequently disruptive and ill-mannered. The classroom teacher reached an agreement with B that, if he concentrated on his work, asked for assistance when he needed it and did not misbehave, he would be awarded a merit slip for each successful lesson. Because of previous behavioral problems, B had never before been awarded merits, and adopted an enthusiastic approach to managing his behavior in order to achieve this. It will be noted that in this example, the teacher did not strictly follow Skinner’s formula in that B’s negative behavior was not punished. One problem linked with the negative reinforcement approach is that it can lead pupils to associate negativity with particular classroom situations – especially when misbehavior stems from deeper problems and is not simply malicious. The case study in section 2 provides a clear example of this occurring. The classroom teacher must use their judgement to decide on the appropriate course of action in individual cases. Particular caution in applying negative feedback is necessary when faced with attention-seeking behavior, where it may feed a child’s desire for attention and therefore be counter-productive. During a recent science lesson, a pupil (C) attempted to interrupt a class discussion that I was leading with irrelevant and attention-seeking remarks. As these remarks were not loud or rude, I decided to simply ignore this behavior, and concentrate on positively reinforcing the cooperative responses of other pupils. Within a very short time, C realised that her behavior was not going to be commented on, and joined in the discussion – allowing me to positively reinforce her contributions. The source material for this paper, â€Å"Behavior Management in Primary Classrooms†, comments on the use of ‘planned ignoring’ in primary schools: â€Å"This technique works for minimal off-task behavior that is designed to get teachers attention, such as rocking, tapping a p encil, annoying hand waving, handling objects, combing hair, etc†. I believe that positive reinforcement is generally more successful that negative deterrence, as the positive approach rewards a pupil’s own choice to behave, whereas the negative response is often seen as the teacher’s imposition of ‘rules’ on a pupil. This conclusion is reinforced by Wragg (1993), and by â€Å"behavior management†, where it is stated â€Å"It is important to underline that an over-emphasis on negative behavior destroys constructive atmosphere in the classroom†. That having been said, there are instances where negative reinforcement is necessary: punishment for bullying and direct rudeness and disruption can act as a deterrent to other members of the class, as well as establishing the teacher’s authority. Several authors (Tauber, 1988 and Gunter, 1997) defend the careful use of negative reinforcement, particularly in the case of students with specific learning disabilities. In terms of classroom management, then, Skinner’s work can be useful and practical if applied intelligently to some situations. But how far does it go towards positively modifying a pupil’s behavior in society? By encouraging positive behavior (i.e. in response to a prescribed code) and making pupils aware that disobedience will result in punishment, the policy can be said to introduce the idea of community responsibility. Aspects of positive reinforcement can be found in wider society, which strengthens Skinner’s original theory. However, the simplistic system necessitated by classroom needs does not directly compare with anything that children will encounter in wider life: positive actions are not always rewarded, and negative ones sometimes go unpunished. The main problem with adopting this policy is that it makes little or no allowance for pupil input, which makes it seem distant from their everyday lives. The reward and punishment system becomes an integral part of the school routine, but is â€Å"left at the school gate† in the same way that uniform rules are not seen as applying outside of the classroom. b) Developments of Skinner’s work. Many refinements to the original theory have been suggested in professional literature. Some of the most important are summarised below: -Butcher (2001) assessed Skinner’s contribution to education, and discussed its integration in to other, more recent work. She states that â€Å"some contemporary educators might object to using rewards and punishments to shape behavior†, but asserts that, with the support of teachers who are willing to assess the individual discipline situation, such an approach is still useful. -Jack (1996) investigated the implementation of a number of different classroom management strategies (including Skinner’s), and found that differences in teachers’ approaches had a defining effect on the success of a strategy. -Emmer (1980) investigated the importance of the first few weeks of the school year in establishing a positive classroom management stance, and highlighted â€Å"the central role of rule setting† in successful teaching: this aspect of Skinner’s theory had not previously been comprehensively reviewed. -BATPAC (Wheldall et.al, 1985), or the â€Å"Behavioral Approach to Teaching Primary Aged Children† is a model developed from Skinner’s work by researchers at Birmingham University. I have had experience of implementing this scheme, as my LEA (Nottinghamshire) adopted it as a supporting training measure between 2001 and 2004. The guidance leaflet for the course states that BATPAC (and the secondary equivalent, BATSAC) form â€Å"a rather behaviorist approach, emphasizing the now-familiar Praise and Reward approach of positive teaching, intended for use by trained tutors only†(NCC, 2004). BATPAC is intended to be a tool for experienced teachers to further their classroom management skills, and not a stand-alone solution. This is probably due to the fact that it does not provide solutions for dealing with anything but mildly bad behavior, although it does provide an updated version of Skinners Behaviorist Approach that makes use of internet an other ICT resources. -â€Å"Building a Better-Behaved School† (Galvin et.al, 1989) is another model that builds on behaviorist beginnings. The authors state that the impact of a good behavior policy â€Å"largely comes through being clear, teaching appropriate behavior and giving positive feedback when pupils are behaving appropriately. It is an extension of Skinner in that it focuses on actually teaching positive behavior, instead of just rewarding it. Galvin’s model is the first that attempts to deal with the pupil’s need to learn about appropriate behavior, and therefore starts to meet the second of the criteria mentioned in this paper’s introduction, â€Å"influencing extra-curricula behavior†. However, there is little feedback available as to the reception that this model has received, and further work is necessary before it can be recommended as a positive development. This small selection of published work is an indicator of the extent and success that Behavior Modification models have met with in recent years. However, there are a number of criticisms that can be made of Skinner’s original work, and therefore of the models derived from it. The chief criticism is that the behaviorist model assumes that pupils act as â€Å"units†; that is, that they will all respond to punishment or praise in the same way. This is obviously not the case, and is an important flaw; hence the earlier comments about teachers needing to adopt the system to meet individual needs. The problem with this is that individual teachers also vary in how they apply behavior policy, which can lead to inconsistencies within a school environment. There is little else as destructive to a co-ordinated policy as inconsistency, as neither pupils or staff have a firm base mark for determining what is acceptable or unacceptable behavior. During my first year of teaching, I ran a mathematics support class as part of a primary school’s numeracy strategy. After two weeks, I was asked to meet with a class teacher, and on discussing our approaches to behavior management, it transpired that the class teacher insisted on silence during written work, whilst I encouraged on-task talk as a form of peer-led learning. It was obviously unfair to the class in question that the definition of â€Å"acceptable behavior† changed between classrooms, but such variation is a simple reality in everyday schooling. Thus, whilst the work of Skinner and other behaviorists is a useful part of an integrated classroom management strategy, it cannot be considered comprehensive. Because of its limitations, other researchers have developed alternative approaches to behavior policy, with a focus on the broader personal development of the student rather than on responding to behavior ‘as it happens’. The next section discusses some of these alternative approaches. Policies that focus on Developing Responsibility -developing a system of behavior through experience and personal growth. Assertive Management One of the oldest alternative approaches that developed from the Behavior Management model is the Assertive Management theory advocated by the Canters (1976). Whilst accepting the idea of positive and negative reinforcement as tools for teaching, this theory advocates â€Å"teaching pupils to accept the consequences of their actions in a form of rewards and punishments†. In other words, teachers reinforce their use of behavior management by explaining why a particular behavior is ‘good’ or ‘bad’. A school psychology handbook sums up the Canter’s approach as â€Å" based on the findings that effective teachers are assertive teachers who can express their classroom expectations clearly and firmly and take appropriate action should pupils not meet expectations†. (Dosani, 2007). The major development that assertive management incorporates is the provision of a stated link between a pupil’s behavior and its consequences – a vital step towards encouraging young people to develop a responsible approach to behavior in wider society. As with previous theories, however, individual teachers will vary in their application of this behavior management tool, which could lead to inconsistencies within a school. A further development, examined in the next paragraph, attempts to remedy this by proposing an assertive management policy that is school-wide. Positive Assertive Management This approach is similar in practice to assertive management, but with the important difference that it involves pupils in the decision-making process: the school behavior policy is discussed, agreed and modified in response to pupil’s ideas. The benefits of this approach are twofold: firstly, pupils gain a clear understanding of the aims of the school behavior policy by linking rules to reasons. Secondly, and more broadly, Positive Assertive Management imitates wider society’s use of ‘rules’: the people they affect have an input in to their formation and implementation. Tassell (2001) states that, under this system, Pupils have to learn that when they have freedom to choose what they want to do, they have to accept responsibility for that choice and the ensuing consequences. Positive Assertive Management can perhaps best be summed up by stating that, whereas earlier theories taught children how to behave, this theory teaches them why to behave, and thus is more likely to be applicable in their wider lives. In terms of staff and timetable requirements, this behavior policy is more demanding than alternatives, and it requires a co-ordinated approach on behalf of the school management team. There is also the question of the extent to which pupils should be allowed to influence school policy and discipline: this will obviously vary with the age and maturity of the pupils involved. This first section has not been an attempt to cover all the many possible models of classroom behavior management in use today. Rather, it has provided an overview of two of the main theoretical approaches, and has investigated developments therein. The next section looks at the implementation of behavior management policies on a practical level, and again assesses their potential to influence pupils’ wider behavior. Section 2: Empirical Experience and Evidence As stated in the introduction, every LEA and each school is expected to maintain a behavior policy, designed to integrate all staff in to a common approach to classroom management. The key aspects of such a policy are: Decision-making: The head-teacher is ultimately responsible for the policy, and thus will maintain overall control. Heads of subject and the senior management / governing team will also have a prominent role to play. There must also be scope for feedback from staff, pupils and parents. Rules and Sanctions: These must be defined in advance so that both teachers and pupils know where they stand. Role delegation: This includes defining the role of teachers and assistants in a learning situation, and also describing the responsibilities of wider staff. As Rogers (2000) noted: Effective behavior management is essential to the smooth running of a school and in the creation of an environment where everyones rights and responsibilities are addressed. A balance between fundamental rights and responsibilities is at the heart of behavior management. a) Example of a Classroom management policy In my current school (a large secondary in the Midlands), the head-teacher encourages development and discussion of behavior policy by nominating a different member of the senior management team to lead â€Å"classroom management† every year, whilst still maintaining overall control to ensure continuity. New members of staff are given a training session that defines their roles within the policy. Individual classroom teachers are allowed to decide the extent to which teaching assistants and trainees will assist them in this area, and provide a written statement to the head explaining their decision. On a basic level, behavior in each lesson is monitored by a system of ‘Rewards’ ( R’s) and ‘Consequences’ (C’s). Each student has a diary with a small space for every lesson of the school year. If the lesson has progressed well, they are permitted to write a small ‘R’ in the relevant space. In the case of misbehavior, there is a defined system of consequences, graded for severity, which will be similarly recorded: C: Recorded in the diary discussed with form teacher later C1: 5-minute break detention. C2: 30-minute lunchtime detention C3: After school detention: parents informed C4: Withdrawal from lessons, parents informed and invited to school. Posters detailing the â€Å"R’s and C’s† system are prominently displayed in all classrooms. The school also adopts a â€Å"positive reinforcement† system to recognise good behavior, with a school-wide merits system, linked to a reward scheme (e.g. 10 merits in a term = a free school trip). Although merely a brief introduction, this summary gives an idea of how aspects of many different theories, as well as the ideas of many relevant staff, can be collated in to a school behavior policy. Example of classroom behavior management This paper was written with reference to a case-study, involving a Child (A) with behavioral problems. A shows attention-seeking behavior in the classroom environment, which observation suggests may stem from difficulties with the understanding of written and spoken instructions, and feelings of insecurity owing to these difficulties. The study details the response of the teaching assistant supporting A, who uses a combination of techniques (notably positive reinforcement and planned ignoring) to manage difficult situations. Of particular interest are the assistant’s comments regarding the general school behavior policy. The negative reinforcement applied by the class teacher in response to A’s behavior is seen as destructive rather than constructive, a conclusion supported by Wragg (1993) The failure of communication within the school and between the school and parents is also recognised; child A’s behavior problems are reoccurring because of a lack of parental support: in such a situation, school policy does not modify behavior, merely punishes it. The case study is a useful illustration of the point that a management system can achieve no long-term changes in pupil behavior without the support of other staff and parents. The writer concludes that â€Å"The majority [of parents in this school] show little responsibility towards developing good behavior and positive attitudes in their children, making the effective management of behavior extremely difficult†. Summary It is unlikely that there will ever be a â€Å"universal† school behavior management policy, owing to the vast differences that individuals (both staff and students) bring to the system. However, some degree of common theoretical underpinning is necessary in a nationalised education system, and the work of behaviorists and other classroom management researchers provides a number of potentially useful tools for school policy-makers. The work of Skinner, and of subsequent researchers, has provided useful background information pertinent to classroom management, but practical experience and training are a necessary part of successfully implementing any policy or model. Conclusions Given the brevity of this study, any conclusions reached can not be said to be conclusive, rather they are indicative of broad trends. From the research carried out during this paper’s completion, it can be concluded that: Behavior management is an integrated process, and must involve input from all relevant groups if it is to be successful. The extent to which schools can influence the wider behavior of their pupils depends on the degree of internal management consistency, the level of pupil involvement and the cooperation of parents. Theoretical behavior models require intelligent adaptation by practitioners to ensure that behavior management policies produce the best possible results for all concerned. Fundamentally, successful behavior management relies on the recognition that pupils are individuals, and must be treated as such. It is the responsibility of the classroom teacher and their support staff to intelligently apply their schools’ behavior policy to the benefit of all in their learning environment. â€Å"More important than the curriculum is the question of the methods of teaching and the spirit in which the teaching is given† – Bertrand Russell. Bibliography Bigge, M (1976): â€Å"Learning theories for teachers†.  Harper Row. Chapters 1 and 2. Blandford, S (1998 ): â€Å"Managing Discipline in Schools†Ã‚  Routledge Falmer, Chapter 8. Butcher, K (2001): â€Å"Exploring the foundations of middle-school classroom management†. Childhood Education, 78 (2), 84 – 90. Canter and Canter (1976): â€Å"Assertive Discipline†.  Canter Associates (Publisher), 2001. Cohen, J [et.al] (1993): â€Å"Handbook of School-Based Interventions: Resolving Student Problems and Promoting Healthy Educational Environments†.  Jossey Bass Wiley, Page 3. Croll, P [et.al] (1985): â€Å"One in Five: The Assessment and Incidence of Special Educational Needs†. DFES (2007): â€Å"Behavior and Discipline in Schools†. Retrieved on 10/07/07 from: www.parentscentre.gov.uk/behaviouranddiscipline/behaviouranddisciplineinschool Dosani, S (2007): â€Å"Managing a Challenging Class†.  Buckinghamshire Schools Educational Psychology Service, Vol 5, Page 1. Emmer, E (1980):â€Å"Effective Classroom Management at the Beginning of the School Year†. 80 (5), 219 – 231. Fuller, B [et.al] (1994): â€Å"Raising School Effects whilst ignoring culture?†.  Review of Educational Research, 64 (1), 119 – 157. Galvin, P [et.al] (1990): â€Å"Building a Better-Behaved School†. Logman. Gunter, P (1997): â€Å"Negative Reinforcement in Classrooms†.  Teacher Education and Special Education, 20 (3), 249 – 264. Jack, S (1996): â€Å"An analysis of the relationship of teachers reported use of classroom management strategies on types of classroom interactions†.  Journal of Behavioral Education, 6 (1), 67 – 87. NCC Course Handout (2004): â€Å"Nottinghamshire Behavior Support Plan, 2001 – 2004†.  Appendix A-2. Rathvon, N (2003):â€Å"Effective School Interventions: Strategies for Enhancing Academic Achievement and Social Competence†.  Brunner-Routledge. Rockwell, S (2006):â€Å"You can’t make me! From Chaos to Cooperation in the Elementary Classroom†. Sage Publications, Chapter 1. Skinner, B (1974): â€Å"About Behaviorism†.  Random House. Tassell, 2001 â€Å"Classroom Management†. Retrieved on 10/07/07 from:  http://www.brains.org/classroom_management.htm Tauber, R (1988): â€Å"Overcoming Misunderstanding about the Concept of Negative Reinforcement.†. Teaching of Psychology, 15 (3), 152 – 3. Wheldall, K [et.al] (1985): â€Å"The Behavioral approach to teaching package (BATPACK)†. Positive Products. Wolfgang, C (2001):â€Å"Solving discipline and classroom management problems†.  John Wiley Sons. Wragg, E (1993): â€Å"Primary Teaching Skills†. Pages 18 – 37 and 58 – 88.  Routledge.

Free College Essays - Religious Symbols and Symbolism in Sweat :: Hurston Sweat Essays

Religious Symbolism in "Sweat" Zora Neale Hurston's "Sweat" is a short story rich in moral and religious parallels. This story is about a common African- American working woman in the deep South and how she clings to her faith in God to see her through the hardships caused by her faithful and abusive husband. Throughout this story there is religious symbolism that characterizes Delia and Sykes Jones as two people on opposite ends of the moral spectrum yet bound by marital vows that have lost their meaning. Delia Jones is a hard working woman who uses her faith in God to guide and protect her from her husband's relentless physical and emotional abuse. From the very beginning, Delia represents diligence in work, humbleness, and saintly virtue. This protagonist is depicted as physically feeble yet spiritually strong. Diametrically opposite to Delia's character is her husband Sykes. Sykes Jones seems to oppose Delia in his every word and action. He is physically abusive toward his wife, non-virtuous in that he is adulterous, and he takes advantage of Delia's hard work by spending the money that she makes on his lover. While Sykes is physically strong and has no virtue or faith in God, Delia's strength lies in her religion and humble tolerance of her husband which proves, in the end, prevalent over his brute strength and abusive attitude. Certain objects and situations in the story suggest the influence of religion. The white clothes Delia washes in the story are symbolic of her character. White represents her virtue and saintly tendencies as she humbly tolerates Sykes' torment. The religious association of snakes and evil is prevalent in two instances in this story. Sykes at one point uses a whip to scare Delia by rubbing it on her and making her think it was a snake. Also, later in the story, Sykes places a real snake just outside the door of their house for the sole purpose of scaring Delia. These two examples could be seen as a biblical allusion as in the story of Adam and Eve when Satan took the form of a snake. The symbolism of snakes in "Sweat" subtly and cleverly illustrates Sykes as being an evil antagonist character. The pattern of good vs.

Analysis Of Morality :: essays research papers fc

The Republicans Were Right, But –   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"The sanctity of the oath† (Keillor 102), the controversial hot topic of this year. This is a subject that has sparked great debates not only to those in Congress, but among the American people as well. Some hold the oath as a promise of civility and humanity. On the other hand, others view the morality the oath is supposed to stand for as unreachable and unattainable. In my opinion Garrison Keillor sums it up in his essay, â€Å"The Republicans Were Right, But.† I feel this is a good essay based upon the author’s argument of morality, his use of symbolism, and the entire structure of the essay.   Ã‚  Ã‚  Ã‚  Ã‚  The rhetorical situation in any given essay or editorial contains three main parts: the author, the audience, and the medium. The author of this essay, Garrison Keillor, was born and raised in Anoka, Minnesota in 1942. As Mr. Keillor points out quite clearly in the first paragraph of his essay, he is a democrat. According to the Minnesota Public Radio home page, he hosts a weekly talk show on public radio called â€Å" A Prairie Home Companion.† He also hosts the â€Å"Writers Almanac,† a daily five-minute program. He is a frequent contributor to Time Magazine, and the author of ten books, including Lake Wobegon Days (1985). Keillor’s recording of Lake Wobegon Days received a Grammy award; he has also received two ACE awards for cable TV and a George Foster Peabody Award. In 1994, he was inducted to the Radio Hall of Fame at the Museum of Broadcast Communications in Chicago (Microsoft Encarta Encyclopedia). The intended audience for this essay is people that are interested in current affairs. The medium for this essay is TIME Magazine, a general news purpose magazine. Given the rhetorical situation, his argument appears to be very specific.   Ã‚  Ã‚  Ã‚  Ã‚  To argue is to attempt to convince a reader to agree with a point of view, to make a decision, or to pursue a particular course of action (Eschholz, Rosa, and Clark 429). In an argument there are three main elements: ethos, logos, and pathos. In ethos, the author tries to build his/her character to the audience. In this particular essay, Mr. Keillor does not build his credibility very well. The only information he reveals is that he is a democrat, which can be found in paragraph one of the essay. The details of Mr.

Essay on Human Nature and The Canterbury Tales -- Canterbury Tales Ess

Human Nature and The Canterbury Tales  Ã‚     Ã‚  Ã‚   When Geoffrey Chaucer undertook the writing of The Canterbury Tales, he had a long road ahead of him. He intended to tell two stories from each of thirty pilgrims on the way to Canterbury, and then two more from each pilgrim on the way back from Canterbury. Of these, he completed only twenty-four. However, in these tales, Chaucer depicts both the pilgrims and their stories with striking realism. In "The Nun's Priest's Tale," "The Canon's Yeoman's Tale," "The Friar's Tale," "The Reeve's Tale," and "The Cleric's Tale," Chaucer demonstrates his remarkable insight into human nature. By comparing and contrasting these tales, one can see the universality of human nature as shown by Chaucer. One human trait apparent in these selections is greed. Avarice drives the hearts of many men, whether they may be a common miller or a summoner or a supposedly religious canon, and Chaucer was aware of this. In the tales which contain these three characters, Chaucer depicts the greed of these characters. The Reeve tells his fellow pilgrims in his tale of a miller who "was a thief ... of corn and meal, and sly at that; his habit was to steal" (Chaucer 125). The summoner in "The Friar's Tale" "drew large profits to himself thereby," and as the devil observes of him in this tale, "You're out for wealth, acquired no matter how" (Chaucer 312, 315). The canon in Part 1 of "The Canon's Yeoman's Tale," as well as the Yeoman himself, had been driven by the goal of converting base metals into gold, and "though we never realized the wished conclusion we still went on raving in our illusion" (Chaucer 478). The second canon of which the Yeoman speaks is many times worse than his own canon and mas ter, using h... .... Works Cited Balliet, Gay L. "The Wife in Chaucer's Reeves's Tale: Siren of Sweet Vengeance." English Language Notes 28.1 (1990): 1-5. Baylor, Jeffrey. "The Failure of the Intellect in Chaucer's Reeve's Tale." English Language Notes 28.1 (1990): 17-19. Chaucer, Geoffrey. The Canterbury Tales. Trans. Nevill Coghill. Baltimore: Penguin Books, 1960. Dictionary of Literary Biography: Old and Middle English. Ed. Jeffrey Helteman and Jerome Mitchell. Detroit: Sale Research, Inc., 1994. Edden, Valerie. "Sacred and Secular in the Clerk's Tale." The Chaucer Review 26.4 (1992): 369-376. Fehrenbacher, Richard W. "'A Yeerd Enclosed Al About': Literature and History in the Nun's Priest's Tale." The Chaucer Review 29.2 (1994): 134-148. Whittock, Trevor. A Reading of The Canterbury Tales. Cambridge: University of Cambridge Press, 1970.      

Public Key Cryptography

Abstract- Public-key cryptography is a key technology for e-commerce, intranets, extranets and other web-enabled applications. However, to garner the benefits of public-key cryptography, a supporting infrastructure is needed. The Microsoft ® Windows ® 2000 operating system includes a native public-key infrastructure (PKI) that is designed from the ground up to take full advantage of the Windows 2000 security architecture.This paper describes the fundamentals of public-key security systems, including what benefits they offer and what components are required to implement them. It also describes how the Windows 2000 PKI components deliver the needed services while providing interoperability, security, flexibility, and ease of use. I. Overview Public-key cryptography offers significant security benefits when it's properly implemented. Like other enabling technologies, public-key cryptography requires an infrastructure to deliver its benefits.However, the public-key infrastructure, or PKI, isn't a physical object or software process; instead, it's a set of useful services provided by a collection of interconnected components These components work together to provide public-key-based security services to applications and users. This white paper has two goals: to explain public-key technology and its uses, and to describe the features and benefits provided by the native PKI in the Microsoft ® Windows ® 2000 operating system.Understanding both of these topics will help you to decide where you can use PKI technology to improve your business processes and increase your ability to securely handle transactions with others. In this paper, you'll learn what a public key infrastructure is, what desirable benefits it can offer your operations, and how the Windows 2000 PKI delivers interoperability, security, flexibility, and ease of use. II. History During the early history of cryptography, two parties would agree upon a key using a secure, but non-cryptographic, metho d; for example, a face-to-face meeting or an exchange via a trusted courier.This key, which both parties kept absolutely secret, could then be used to exchange encrypted messages. A number of significant practical difficulties arise in this approach to distributing keys. Public-key cryptography addresses these drawbacks so that users can communicate securely over a public channel without having to agree upon a shared key beforehand. In 1874, a book by William Stanley Jevons[1] described the relationship of one-way functions to cryptography and went on to discuss specifically the factorization problem used to create the trapdoor function in theRSA system.Since the 1970s, a large number and variety of encryption, digital signature, key agreement, and other techniques have been developed in the field of public-key cryptography. The ElGamal cryptosystem (invented by Taher ElGamal) relies on the (similar, and related) difficulty of the discrete logarithm problem, as does the closely rela ted DSA developed at the US National Security Agency (NSA) and published by NIST as a proposed standard. The introduction of elliptic curve cryptography by Neal Koblitz and Victor Miller independently and simultaneously in the mid-1980s has yielded new public-key algorithms based on the discrete logarithm problem.Although mathematically more complex, elliptic curves provide smaller key sizes and faster operations for equivalent estimated security. III. What is public key cryptography? When most people hear the words encrypt or cryptography, they immediately think of secret-key cryptography, wherein two parties share a single secret key that's used both to encrypt and decrypt data. Loss or compromise of the secret key makes the data it encrypts vulnerable. By contrast, public-key systems use two keys: a public key, designed to be shared, and a private key, which must be closely held.These keys are complementary: if you encrypt something with the public key, it can only be decrypted w ith the corresponding private key, and vice versa. Public-key systems depend on the mathematical relationship between the public and private keys. It's not feasible to derive one from the other. There are two fundamental operations associated with public key cryptography: encryption and signing. The goal of encryption is to obscure data in such a way that it can only be read by the intended party. In public-key cryptography, if Bob wants to send Alice some private data, he uses her public key to encrypt it, then sends it to her.Upon receiving the encrypted data, Alice uses her private key to decrypt it. The important concept here is that Alice can freely distribute her public key in order to allow anyone in the world to encrypt data that only she can decrypt. If Bob and Chuck both have copies of her public key, and Chuck intercepts an encrypted message from Bob to Alice, he will not be able to decrypt it; only Alice's private key can do that, and she is the only person who holds it. These two operations can be used to provide three capabilities A PrivacyPrivacy is a necessity for businesses of all kinds, but it's of vital importance for ones that use the Internet. The Internet allows anyone in the world to communicate with anyone else, but it doesn't provide security. Even within your company's internal network, if someone can gain physical access to your network media, they can eavesdrop on any data that traverses it. Public-key cryptography provides privacy via data encryption, whether the data is in the form of e-mail messages, credit card numbers sent over the Internet, or network traffic.Because public keys can be posted freely, complete strangers can establish private communications simply by retrieving each other's public keys and encrypting the data. B. Authentication Any transaction involves two parties, whether they're a client and a server or a customer and a vendor. For many transactions, it's desirable for one or both sides to be able to authentic ate, or verify the identity of, the other. For instance, before a customer provides their credit card number to an e-commerce web site, they will want to know that they are not talking to an imposter.One way that a customer can do this is by making the web site prove that it holds the right private key. For example, a web browser might encrypt a piece of information using the site's public key and ask the web server to decrypt it, thereby demonstrating that the server has the right private key, and proving its identity. Authentication can also take the form of assuring your customers that you produced a particular piece of data and that it has not been tampered with. Public-key cryptography enables you to do this by means of a digital signature, a concept which is an extension of the public-key signing operation discussed above.If Bob wants to digitally sign his company's annual report, he first generates a unique fingerprint of the report using an algorithm called a hash algorithm. Hash algorithms are specially designed to guarantee that even a single changed byte in the document will generate a completely different hash. Next, he encrypts the report and the hash using his private key. Alice (or anyone else) can verify the origin and authenticity of the signed report by first decrypting it using Bob's public key, then calculating her own version of the fingerprint and comparing it to the fingerprint she received.If the two match, it proves two things: that the report has not been tampered with, and it came from Bob. C. Non-repudiation Businesses require the ability to enter into binding agreements, whether in the physical world or on the Internet. Suppliers and buyers need the assurance that if they enter into an agreement, the other party will not be able to repudiate the agreement at some later point. Digital signatures on electronic purchase orders, contracts, and other agreements are legally binding in several countries and in many U.S. states, and legal acceptance is rapidly growing. D. infrastructure Manage keys: a PKI makes it easy to issue new keys, review or revoke existing keys, and manage the trust level attached to keys from different issuers. Publish keys: a PKI offers a well-defined way for clients to locate and retrieve public keys and information about whether a specific key is valid or not. Without the ability to retrieve keys and know that they are valid, your users can't make use of public key services.Use keys: a PKI provides an easy-to-use way for users to use keys—not just by moving keys around where they're needed, but also by providing easy-to-use applications that perform public-key cryptographic operations, making it possible to provide security for e-mail, e-commerce, and networks. E. A capability,not a thing A common misperception is that a PKI is a thing. In fact, it's a capability—the capability to easily publish, manage, and use public keys. Think of a PKI like a municipal water system. A wat er system is made up of purification plants, storage towers, pumps, water mains, and so on, as well as the pipes and faucets in your house.All of the disparate service-providing objects work together to provide a capability for users to obtain water on demand. In a similar way, a PKI consists of a group of discrete components that work together to allow you to use public keys, and public-key cryptography, seamlessly and transparently. The best place to implement a PKI is in the operating system. Operating systems already provide a number of other infrastructures, like the printing infrastructure that moves documents to printers and the file service infrastructure that retrieves files from shared storage.In both cases, the operating system provides a capability to transparently and easily use a network service, just as a PKI does. F. Digital certificates:packaging for public key So far, this paper has mentioned public keys when talking about the objects that a PKI uses. While public keys are required for PKI-based security, they're usually packaged as digital certificates. (It's important to stress that only public keys are packaged into certificates. The private key is never shared, so it doesn't require packaging—it's simply stored securely). The certificate contains the public key and a set of attributes, like the key holder's name.These attributes may be related to the holder's identity, what they're allowed to do, or under what conditions the certificate is valid. The binding between attributes and the public key is present because the certificate is digitally signed by the entity that issued it; the issuer's signature on the certificate vouches for its authenticity and correctness. For a real-world analogy, look in your wallet. If you have a drivers' license, you have the equivalent of a digital certificate. Your license contains a unique key (your license number) and some attributes (an expiration date, your name, address, hair color, and so on).I t's issued by a trusted agency and laminated to prevent it from being tampered with. Anyone who trusts the agency that issued your license and verifies that the lamination is intact can rely on its authenticity. At that point, though, the analogy breaks down—in the real world, only the government can issue a driver's license, so everyone knows that a license issued by Joe's Really Good DMV isn't valid. How do you make the same determination with a digital certificate? The answer lies in the concept of a certificate hierarchy.In a hierarchy, as shown in Figure 1, each issuer, or certificate authority, signs (using its own private key) the certificates it issues. The public half of the CA's keypair is itself packaged in a certificate—one that was issued by a higher-level CA. This pattern can continue through as many levels as desired, with each CA certifying the authenticity of the certificates it has issued. Eventually, though, there must be a top-level CA, called a roo t certificate authority. Since there's nobody above the root CA in the hierarchy, there's nobody to vouch for the authenticity and origin of its certificate.Instead, the root CA signs its own certificate—it simply asserts that it is the root. Figure 1: What a certificate hierarchy looks like Clearly, it's not secure to accept a root CA's assertion of its own identity. To verify a root CA's certificate, a trusted copy of its public key is obtained via an out-of-band method-—that is, it's delivered by a third party instead of over the network—and the key is used to verify that the root certificate is bona fide. Microsoft provides the public keys for many popular root CAs in PK-enabled products like Internet Explorer, allowing users to verify those roots transparently.Root CAs can also provide copies of their public keys for downloading from public web sites. Once the root key has been delivered via an out-of-band means, the user can verify the root certificate, an d hence the entire certificate chain. Even better, because each certificate's digital signature protects it from tampering, certificate chains can be freely passed over insecure media like the Internet. G. Public key enabled application Once your PKI can issue, publish, and control certificates, the next step is to deploy applications that can use them.A well-written application that is tightly integrated with the rest of the PKI can make the use of public-key cryptography all but transparent to the user. The user should not need to know how cryptography works, where certificates are stored, or any of the other details—they should simply indicate what they want done, and leave it to the applications and the PKI to make it happen. Applications can use digital certificates to deliver the benefits of public-key cryptography, and they can combine cryptographic functions like signing and encryption to make possible e-commerce, secure network access, or other desirable services.All Microsoft applications that use public-key cryptography are natively public-key enabled. For example, the Microsoft Outlook ® messaging and collaboration client offers built-in signing and encryption support, combined with the ability to use certificate publishers and root certificates from a number of sources. Internet Explorer, Microsoft Money, and Internet Information Server provide the ability to set up encrypted web sessions. PKI-enabled applications can build on industry-standard protocols to speed development and allow easy interoperability with other organizations, too.H. Hardware support The increasing market demand for PKI implementations has spurred hardware vendors to develop cryptographic hardware, including smart cards, PC cards, and PCI cards that offer onboard cryptographic processing. These hardware devices offer a wide range of capabilities. On the low end, smartcards offer limited cryptographic processing combined with secure key storage; on the high end, multi processor crypto-accelerators allow high-volume web services to secure data without suffering from bottlenecks caused by software cryptographic modules.The best thing about PKI hardware devices is that they're optional—if your application requires additional performance or security, you can add hardware to provide it as necessary, but you can still build a completely functional PKI in software. I. Models The standalone CA model The standalone CA model (see Figure 2) is probably familiar to you if you've used SSL-protected web sites. In the standalone model, some third-party entity holds the root key and certificate for your organization, and it issues and revokes all certificates for your users.This third party might be a commercial CA like VeriSign, Thawte, Belsign, or GTE Cybertrust; it could also be a bank, a law firm, a trade association, or any other organization that you trust to issue certificates on your behalf. Figure 2: The standalone CA model This model allows trus t both within and outside your organization, so you can exchange secure e-mail and e-commerce transactions with outsiders. Standalone CAs also free you from the complexities of issuing, revoking, and tracking certificates.However, it requires you to trust some outside entity with your certificate management, and many third-party CAs levy an individual charge for each issued certificate. The enterprise CA model In this model (see Figure 3), your enterprise acts as its own CA, issuing and revoking certificates subject to your business requirements. Because no outsourcing provider is involved, your organization maintains complete control over its PKI. In addition to that control, though, you can guarantee that no one outside the enterprise can obtain a certificate unless you issue it to them.This model works well for controlling access to internal resources, or for generating certificates whose attributes would be meaningless to an outside entity. For example, you could issue certifica tes to managers that would allow them to make electronic travel reservations through the company travel office. Figure 3: The enterprise CA model Enterprise CAs with subordinates You can expand the flexibility of the enterprise CA model by adding subordinate CAs for individual departments, business units, or subdivisions of the organization. Most organizations already delegate some amount of administrative control to their subunits.For example, individual managers at most companies have some level of purchasing authority; higher-ranking managers can write bigger checks. Even though there's a centralized purchasing department that does much of the enterprise-wide buying, individual units still have the ability to perform day-to-day purchasing tasks. Choose your trust model If the choice of a CA model is the most important one you face when implementing a PKI, choosing a trust model comes in a very close second. When you trust a root, you're making an implicit statement that you trust them to be careful about who they issue certificates to.In this case, careful isn't quite the right word; what you're really saying is that you trust them to follow their prescribed policies and procedures to verify the identity of a certificate holder when they issue the certificate. When you choose to trust a root certificate, you're also choosing to trust certificates signed by that root. Depending on the CA model you use, the practical impact of this choice could be large (as when you choose to trust a large, widely used commercial root CA) or small (like deciding to trust your own accounting department).Normally these decisions are made for the enterprise as a whole; however, the Windows 2000 PKI allows individual users (or their administrators) to make their own trust decisions. In addition, administrators may override or augment user trust decisions with group policies. You also have to choose what you trust certificates to be used for. The X. 509 v3 certificate standard all ows you to specify whether certificates can be used for signing, encryption, or both. For example, you might want to give everyone signature certificates but restrict the use of encryption-capable certificates to certain departments or individuals.Microsoft has extended this feature to allow you to specify additional uses, including signing software components, logging on using a smart card, or recovering an encrypted file. When using the Windows 2000 PKI, the issuer has total control over what the certificate can be used for. IV Conclusion Public key cryptography offers critical business advantages, including the ability to conduct e-commerce and normal business operations with increased privacy, security, and assurance. To deliver these benefits, a public-key infrastructure is necessary that makes it easy to manage, publish and use public keys.Windows 2000 offers a PKI that is completely integrated with the operating system and provides flexible, secure, interoperable services tha t are easy to use, easy to deploy, and easy to manage. References N. Ferguson; B. Schneier (2003). Practical Cryptography. Wiley. ISBN 0-471-22357-3. J. Katz; Y. Lindell (2007). Introduction to Modern Cryptography. CRC Press. ISBN 1-58488-551-3. J. Menezes; P. C. van Oorschot; S. A. Vanstone (1997). Handbook of Applied Cryptography. ISBN 0-8493-8523-7. IEEE 1363: Standard Specifications for Public-Key Cryptography Single Sign-On Technology for SAP Enterprises: What does SAP have to say? [1] ^ Ed Gerck, Overview of Certification Systems: x. 509, CA, PGP and SKIP, in The Black Hat Briefings '99, http://www. securitytechnet. com/resource/rsc-center/presentation/black/vegas99/certover. pdf andhttp://mcwg. org/mcg-mirror/cert. htm ^ Stephen Wilson, Dec 2005, â€Å"The importance of PKI today†, China Communications, Retrieved on 2010-12-13 ^ Mark Gasson, Martin Meints, Kevin Warwick (2005), D3. 2: A study on PKI and biometrics, FIDIS deliverable (3)2, July 2005