Information Security and Privacy Essay Example | Topics and Well Written Essays - 1500 words

Information Security and Privacy - Essay Example Although there are several methods to prevent unauthorised access; users occasionally are able to get through the security systems, and it is therefore essential for organizations to also be capable f detecting intruders. Before beginning to discuss how networks can be secured to improve the prevention f intruders, the reason why it is important to prevent intruders will be pointed out to help understand why network security is vital for many businesses. As organizations around the world rely heavily on computers for all their information storage and processing, unprotected computers and networks can be an easy means for anyone to obtain this information. Also as organizations become increasingly dependent on computers and networks to run the business any damage can cause numerous problems for a business with possible costs within the millions. (Fitzgerald 1-7) These costs are caused by the inability to use computers therefore affecting productivity and sometimes causing the complete inability to run the business. As computer systems assist heavily in running businesses and store many f the organizations private data it is easy to see why organizations need to secure their computer systems or it will cost them. Passwords is a relatively easy and cheap ... It might seem that if companies do not connect their networks to the internet there will be no security problems. Therefore meaning security is needed on networks even if it is not connected to the internet. Two main types f security can be used here; passwords and physical security. (Fitzgerald 1-7) Passwords is a relatively easy and cheap form f security that can be implemented on a network, it also provides a good level f security as long as passwords are well kept by employees. With the use f passwords network managers can monitor the use f the network by its users by being able to see who logs in and where their logged in to, as well as what they have done. With more advanced technology network managers can also detect when and where there is an intruder and what the intruder has done. Fundamentally passwords will keep those who are not authorised away from restricted sections f the network, ultimately sustaining an adequate level f security. Physical security is basically using physical means to prevent certain employees from using certain sections or computers on the network. This may include computers being kept in secure rooms with key card or identification security. As organizations connect their networks to the internet, the risk f intruders rises dramatically as there are millions f users online; it also allows users from any part f the world to access your private network. This security issue is heightened as users within the network begin to access areas f the internet that are less secure. The most commonly used method to help prevent intruders and improve the security f the network when connected to the internet is the use f internet firewalls. Basically a firewall is capable f preventing

Elizabeth receives three proposals of marriage in Pride and Prejudice Essay Example for Free

Elizabeth receives three proposals of marriage in Pride and Prejudice Essay The first sentence of the novel Pride and Prejudice states, It is the truth universally acknowledged that a single man in possession of a good fortune must be in want of a wife. This clearly demonstrates how important marriage was in the Victorian age and to the Bennet girls. Using this as the first sentence of the novel reinforces the theme of marriage from the very start. The plot of Pride and Prejudice is centred on four relationships with all of these resulting in marriage. The first relationship was between Charlotte Lucus and Mr Collins which resulted in a marriage of convenience as neither party showed any affection and thought of marriage as merely a contract that would help both sides. The second couple was Miss Lydia Bennet and Mr Wickham. In the novel Lydia and Wickham eloped and ran off to London. Mr Wickham was paid by Mr Darcy to marry Lydia. The third was between Miss Jane Bennet and Mr Bingly which was a relationship of true love. The relationship encountered many ups and downs but eventually true love triumphed. The fourth was between Mr Darcy and Miss Lizzy Bennet. This was an unusual couple as they came from very different classes in Victorian society and their marriage very nearly did not happen. This marriage was based on love. The Bennet girls had limited options in life. The first was to get married and love honour and obey their husband. The second was to become a spinster and live off her male relatives. To be a spinster you were regarded as a social outcast in society. The third was to be a governess. To get married was seen to be by far the best option for women in the Victorian age. Women had few rights. The Bennet girls had the unfortunate coincidence of being five girls in their family. This meant that they would only have a small dowry, as all money had to be split five ways. Extra pressure was mounted on the Bennet girls shoulders through Mr Collins. If Mr Bingly died the Bennet girls would have been thrown out of Longbourn in favour of Mr Collins as their house was entitled to heirs male. Miss Elizabeth Bennet is the heroine of the novel. Elizabeth has several character traits, which make it somewhat less difficult for her to refuse her first proposal from Mr Collins. These include; her perceptiveness, which enabled her to easily manipulate Mr Collins. Lizzy is very witty and we know this because it says in the text that, She has more of a quickness than her sisters. In the last paragraph of the proposal scene we see that Lizzy puts an emphasis on the personal pronouns we and I. This shows that she is as proud and self interested as Mr Collins. However, Elizabeth lacks self-awareness she is proud and prejudiced. Elizabeth wants to be seen as an intelligent, educated woman. She wants a marriage but only if it is based on love. She will not settle for merely a business arrangement. The novel of Pride and Prejudice has two comedy climaxes and both have connections with Mr Collins. The first is Mr Collins proposal. Elizabeth is genuinely shocked and embarrassed by this proposal. She nearly bursts out laughing when he says that he was Run away with by my feelings. Humour is achieved by Mr Collins manner as Austen satirises the role of a traditional clergyman. For example, he is supposed to put others first yet through the first paragraph of the proposal he uses the personal pronouns I, me and my thirteen times. Elizabeth is clearly affronted by the fact that Mr Collins believes that he is dong her and her family a service by making his proposal of marriage. He believes that Elizabeth and her family should regard him as an exceedingly good catch. Elizabeth, however, with her strong intellect does not regard Mr Collins as her equal or as her superior. She can hardly contain her fury when she replies sarcastically, I am very sensitive of the honour of your proposals but it is impossible for me to do otherwise other than to decline them. Her temper rises when Mr Collins persists with his proposal as he believes it is customary for prospective brides to reject a proposal a second or even a third time. Elizabeth, in exasperation, does her utmost to convince Mr Collins that marriage to him is completely out of the question, I am perfectly serious in my proposal. You could not make me happy. This is the basis of Elizabeths refusal she wants a marriage based on love and respect which will lead to happiness. She regards Mr Collins as beneath her in intellect and sensitivity. In her eyes, he is a pompous fool with an over-inflated sense of importance. She does not love or respect him. She feels that she would be compromising herself by accepting him his proposal and she is totally frustrated by his apparent in ability to accept her refusal. In this proposal we see that there is a character contrast between Elizabeth and Mr Collins. Mr Collins obeys orders. He admits that to Elizabeth he is following Lady Catherine de Bourghs instruction to marry when he says, It is the particular advice and recommendation of a certain noble lady whom I have the honour of calling patroness. Lizzy, however, will not be swayed by the opinion of others whatever their social status. During his proposal Mr Collins reminds Lizzy that he is, To inherit this estate after the death of your honoured father. This shows Mr Collins lack of understanding of Lizzys love for her father. This is juxtaposition between the theme of love and marriage and the death of Mr Bennet. This is very amusing for the reader. The second proposal that Elizabeth receives is from Mr Darcy. The title of this novel, Pride and Prejudice is a metaphor for Elizabeths relationship with Mr Darcy. Mr Darcy is seen by Elizabeth to be too proud. Mr Darcy is a lot further up the social strata than the Bennet family. He thinks that he would be degrading himself to marry her. He really believed, that were it not for the inferiority of her connections, he should be in some danger. Elizabeth is prejudiced against Darcy. Elizabeth has been fooled by Mr Wickhams stories of Mr Darcy. Elizabeth believes that after the death of the late Mr Darcy, Mr Darcy threw Mr Wickham out of his fathers house and failed to adhere to his promise of a family living. However later on in the novel this is confirmed to be not the case. Through the plot line we see how Austen has created hostility between Mr Darcy and Elizabeth. At their first meeting, Mr Darcy does not endear himself to Elizabeth and her family because of his superior attitude. He says of Elizabeth, She is tolerable but not handsome enough to tempt me. This dislike of Mr Darcy is increased through his interference in the relationship between Jane and Mr Bingly. He admits to Elizabeth that I did everything in my power to separate my friend from your sister. Elizabeth was very astounded by Mr Darcys first proposal. Her prejudice against him increased due to the manner in which he made this proposal. He explained to her how she had struggled with himself but was unable to stop himself from telling her, how ardently I admire and love you. However, Mr Darcy made the mistake of dwelling on what he perceived Elizabeths inferiority. Elizabeth could see that, like Mr Collins, Mr Darcy expected her to accept his proposal and it had not crossed his mind that she would do otherwise. Elizabeths anger increases because she can see that Darcy arrogantly assumes that she will marry him. Elizabeth felt herself growing more angry every moment. He openly tells her that he has tried to quell his feelings for her because a marriage to her would be degrading. This arrogance and sense of superiority and pride infuriates Elizabeth. Although she is flattered by his proposals, her prejudices make it impossible for her to accept it. She does not want to be seen as a charity case. Also, she does not want to be seen to condone what she perceives to be his ungentlemanly past behaviour towards Mr Wickham and her sister. She declares that from the very beginning she despised his arrogance, conceit and selfish disdain of the feelings of others. The third proposal that Elizabeth received was again from Mr Darcy. However, by this time Elizabeth has heard the truth about Mr Wickham and his atrocious behaviour. Her regard for Mr Darcy has grown through her understanding of the part that he played in resolving the problems with Lydias elopement and eventual marriage to Mr Wichkam. At the time of the second proposal Elizabeths prejudices against Mr Darcy have disappeared. Indeed she cannot wait to express her thanks for the part that he played in helping Lydia and ultimately her family. However, Mr Darcy tells Elizabeth that her family owe him nothing and he only cares about her. On her return to London, Lady Catherine De Burgh called on Mr Darcy to obtain the promise from Mr Darcy which she had not got from Elizabeth. She told him of her visit to Longbourn and her conversation with Elizabeth and how she had refused to promise that she would not accept a marriage proposal from Mr Darcy. The effect of her visit, had been exactly contrariwiseIt taught me to hopeI knew enough of your disposition to be certain that had you been absolutely irrevocably decided against me you would have acknowledged it to Lady Catherine frankly and openly. He humbles himself when he openly, for the second time, declares his love for Elizabeth and openly outlines his inferior traits. He confirms that he has been a selfish being all his life. He as an only child her was spoilt and not taught to control his temper. He also says admits that he was almost taught to be selfish and overbearing, to care for no-one beyond my own family circle. He tells Elizabeth that that it is she who has brought him humility. In my opinion it was not only Elizabeth who was prejudiced but Darcy too as he is prejudiced about her place in the social hierarchy. It is also not only Darcy who is proud but Elizabeth is too. She will not lower her standards and complies with the conventions of the day by consenting to marry just to please her mother or other members of society. She is determined to hold out against all the odds and marry only for love. At the end of the novel Elizabeth achieves her goal of marrying someone who will truly make her happy. This could be seen as a reflection of Jane Austens view on marriage, that is, that a good marriage is one that is based on love and mutual respect. Do anything rather than marry without affection.

The Need to Use Classroom Computers More Efficiently :: Education Teaching

The Need to Use Classroom Computers More Efficiently Author Clifford Stoll has chosen to explore the value of today's technology in the classroom. In his article, "On Classrooms, With and Without Computers", he makes a claim of value in the first sentence by questioning "How well does our new technology fit into the classroom?" (413). With this question he effectively identifies his purpose and audience as a broad-based readership of students, teachers, administrators, and parents. These concerned readers are immediately drawn in by his abrupt claim; however, he may eliminate a more general or deeply intellectual audience by making his claim so readily apparent. Stoll asks his readership to explore the positive and negative outcomes of relying heavily on computers as a form of education. Although it is unclear in the beginning of his discussion which side he will take, he later expresses a sincere concern for the consequences of our growing dependency on this style of teaching. Because of this, his opening paragraph is a strikingly pow erful lead. Moving from this nicely articulated claim to his support, Stoll relies on an underlying assumption to establish the logic of his argument. His stated warrant "If a child doesn't have a questioning mind, what good does all this networked technology do?" (415), stimulates the readers' ethical concern that their children receive adequate education before incorporating technological advancements into the classroom. Stoll continues to evaluate the excessive use of computers by describing how simple tasks, such as finding pizza prices for a geography project, prove to be the wrong use of resources. Using pizza as an example works well for the reader because it's a simple analogy to which they find easier to relate. Stoll is also careful to define certain phrases used in the computer debate; for example, when he uses the phrase "What do we mean by computer literacy?" (414). He breaks away from his original argument in his essay to clarify this term for his readers. By doing this, he success fully identifies their need for a clear explanation of such widely used phrases before he attempts to debate it. He avoids confusing his audience by recognizing their need for definition. Although an academic readership may find this pause to serve as an unnecessary interruption, his target audience will appreciate his display of sincere concern for their understanding. Defining such terms first, enables him to use them more convincingly later in his article. The Need to Use Classroom Computers More Efficiently :: Education Teaching The Need to Use Classroom Computers More Efficiently Author Clifford Stoll has chosen to explore the value of today's technology in the classroom. In his article, "On Classrooms, With and Without Computers", he makes a claim of value in the first sentence by questioning "How well does our new technology fit into the classroom?" (413). With this question he effectively identifies his purpose and audience as a broad-based readership of students, teachers, administrators, and parents. These concerned readers are immediately drawn in by his abrupt claim; however, he may eliminate a more general or deeply intellectual audience by making his claim so readily apparent. Stoll asks his readership to explore the positive and negative outcomes of relying heavily on computers as a form of education. Although it is unclear in the beginning of his discussion which side he will take, he later expresses a sincere concern for the consequences of our growing dependency on this style of teaching. Because of this, his opening paragraph is a strikingly pow erful lead. Moving from this nicely articulated claim to his support, Stoll relies on an underlying assumption to establish the logic of his argument. His stated warrant "If a child doesn't have a questioning mind, what good does all this networked technology do?" (415), stimulates the readers' ethical concern that their children receive adequate education before incorporating technological advancements into the classroom. Stoll continues to evaluate the excessive use of computers by describing how simple tasks, such as finding pizza prices for a geography project, prove to be the wrong use of resources. Using pizza as an example works well for the reader because it's a simple analogy to which they find easier to relate. Stoll is also careful to define certain phrases used in the computer debate; for example, when he uses the phrase "What do we mean by computer literacy?" (414). He breaks away from his original argument in his essay to clarify this term for his readers. By doing this, he success fully identifies their need for a clear explanation of such widely used phrases before he attempts to debate it. He avoids confusing his audience by recognizing their need for definition. Although an academic readership may find this pause to serve as an unnecessary interruption, his target audience will appreciate his display of sincere concern for their understanding. Defining such terms first, enables him to use them more convincingly later in his article.

Continental Drift Theory and Plate Tectonic Theory

In the early 20th century, German scientist Alfred Wegener published a book explaining his theory that the continental landmasses, far from being immovable, were drifting across the Earth. He called this movement continental drift. Wegener noticed that the coasts of western Africa and eastern South America looked like the edges of interlocking pieces of a jigsaw puzzle. He was not the first to notice this, but he was the first to formally present evidence suggesting that the two continents had once been connected. Wegener was convinced that the two continents were once part of an enormous, single landmass that had split apart. He knew that the two areas had many geological and biological similarities. For example, fossils of the ancient reptile mesosaurus are only found in southern Africa and South America. Mesosaurus, a freshwater reptile only one meter (3. 3 feet) long, could not have swum the Atlantic Ocean. The presence of mesosaurus suggests a single habitat with many lakes and rivers. Wegener believed that all the continents—not just Africa and South America—had once been joined in a single supercontinent. This huge ancient landmass is known as Pangaea, which means â€Å"all lands† in Greek. Pangaea existed about 240 million years ago. By about 200 million years ago, this supercontinent began breaking up. Over millions of years, Pangaea separated into pieces that moved away from one another. These pieces slowly assumed their present positions as the continents. PLATE TECTONIC THEORY Plate tectonics is the theory that the outer rigid layer of the earth (the lithosphere) is divided into a couple of dozen â€Å"plates† that move around across the earth's surface relative to each other, like slabs of ice on a lake. There are seven or eight major plates and many minor plates. Where plates meet, their relative motion determines the type of boundary: convergent, divergent, or transform. Earthquakes, activity, mountain-building, and oceanic trench formation occur along these plate boundaries. The lateral relative movement of the plates typically varies from zero to 100 mm annually. Tectonic plates are able to move because the Earth's lithosphere has a higher strength and lower density than the underlying asthenosphere. Plate movement is thought to be driven by a combination of the motion of the seafloor away from the spreading ridge and drag, downward suction, at the subduction zones. Another explanation lies in the different forces generated by the rotation of the globe and the tidal forces of the Sun and the Moon. The relative importance of each of these factors is unclear, and is still subject to debate. The geoscientific community accepted the theory after the concepts of seafloor were developed in the late 1950s and early 1960s. Fun Facts: * The highest mountain range above sea level, the Himalayas, was formed 55 million years ago when the Eurasian and Indo-Australian continental plates converged. Due to ongoing convergence, the Himalayas, including Mount Everest, continue to rise by approximately 2 centimeters (?1 inch) each year. * The Mid-Atlantic Ridge runs down the center of the Atlantic Ocean. Along its crest, the ridge has a deep rift valley that, on average, is similar to the depth and width of the Grand Canyon: 1 to 3 kilometers (0. 6 -1. 8 miles) deep and 6. 5 to 29 kilometers (4-18 miles) wide. * Scientists are able to calculate average rates of tectonic plate movement for a given time period. These rates of movement range widely. For example, the rate of spreading at the Mid-Atlantic Ridge near Iceland is relatively slow, about 2. 5 centimeters (1 inch) per year. This is similar to the rate at which fingernails grow. The fastest known rate of plate movement, 15 centimeters (6 inches) per year, occurs on the East Pacific Rise in the South Pacific. SEAFLOOR SPREADING Seafloor spreading is a process of plate tectonics. New oceanic crust is created as large slabs of the Earth's crust split apart from each other and magma wells up to fill the gap. The large slabs of rock that make up the Earth’s crust are called tectonic plates. As they slowly move away from each other beneath the ocean floor, hot magma from the Earth’s mantle bubbles to the surface. This magma is then cooled by seawater. The new rock forms a new part of the Earth’s crust. Seafloor spreading occurs along mid-ocean ridges—large mountain ranges rising from the ocean floor. New bodies of water and even continents can be created through seafloor spreading. The Red Sea, for example, was created through seafloor spreading, as the African plate and the Arabian plate tear away from each other. Today, the northern Sinai Peninsula connects the Middle East (Asia) with North Africa. Eventually, geologists predict, seafloor spreading will expand the Red Sea so that it will completely separate the two continents. . Seafloor spreading disproves an early part of the theory of continental drift. Continental drift was one of the first theories that the Earth's crust was dynamic and always in motion. Supporters of continental drift originally theorized that the continents moved (drifted) through unmoving oceans. Seafloor spreading proves that the ocean floor itself is the site of tectonic activity. Subduction is the opposite of seafloor spreading. Subduction happens where tectonic plates crash into each other instead of spreading apart. In subduction zones, the edge of the heavier plate subducts, or slides, beneath the lighter one. It then melts back into the Earth's mantle. Seafloor spreading creates new crust. Subduction destroys old crust. The two forces roughly balance each other, so the shape and diameter of the Earth remains constant.

Google And Motorola Essay

This $12. 5 billion deal is Google’s first step into the mobile device hardware market and can therefore be seen as a non- ­? horizontal or vertical merger, as Google has been active in the market at a different stage of the supply chain through the development of one of the major mobile device operating systems (OSs): Android OS. This merger will strengthen Google’s stance in the market for mobile devices and will mainly boost Google’s patent portfolio. Nearly one third of all mobile device sales in 2011 were smartphones with a growth rate of 58 percent from 2010. In this rapidly eveloping market with such a high number of consumers, it is of great importance that there is high competition in order to keep the prices low and to drive innovation. As this market is also very global, antitrust organisations all over the world, for example the United States Department of Justice or the European Commission need to check, whether a merger like the one that is presented in the following could harm competition or increase a firm’s market power in a market above an acceptable level. Additionally, this paper will face the question, whether the sinergies of this merger are big enough to influence the competition ommissions’ decisions. In order to answer these questions, this paper will firstly present the case and the decisions from both the European and the US point of view. Secondly, it will show an analysis of the economic background of the case to trace the steps of the two antitrust commissions and then, thirdly it will conclude with a competition analysis and a search for efficiency gains that justify the commissions’ decisions, followed by a short outlook. As an introductory part to this paper, I will give some general information about the firms, their operations prior to the merger and a projection of their ombined future. I will also present the notifying party’s (i. e. Google’s) reasons for why they would like to acquire Motorola. Following this are the EU and U. S. decisions and a short abstract on the differences in their approaches. 1 2. 1 Google, Inc. Google is mainly known as a provider of its internet search platform and online advertising services. Founded by Larry Page and Sergey Brin in 1998, it became a publically traded company in 2004 and since then it has become one of the biggest players in web- ­? based enterprises around the world. Its broad range of products goes from web search tools, via advertising services ike AdSense or AdWords, communication and publishing services, development resources, map- ­? related products, statistical tools and desktop applications to mobile applications and the operating systems Android for mobile devices and ChromeOS for personal computers. (Google, Inc. , 2012a) 2. 2 Motorola Mobility Holdings, Inc. MMI, formerly the mobile devices division of Motorola Inc. , became its own publically traded company in January 2011. In the 1990s it was the pioneer of the flip phone, the StarTac. With this and through its focus on this market segment it was able to develop its hit product, the super- ­? thin flip phone: Motorola RAZR. While these boosted its position in the analogue mobile phone market for a while, MMI’s slow adaption to digital technology made it lose the race to its rivals, e. g. Sony Ericsson or Nokia, in the beginning of the 21st century (Motorola Mobility Holdings, Inc. , 2010). Its market share began to drop with a record $1. 2 billion loss in 2007 and continued to drop in the years thereafter towards 2. 7 percent in 2010. This, amongst other issues, has led some people to believe that Motorola was nearing bankruptcy. (Gartner, Inc. , 2011) 2. 3 Reasons for a Merger In its own press release, Google Inc. (2012) states the ain benefits of the deal to be: 1. An acceleration of innovation and choice in mobile computing through which consumers will get better phones at lower prices and 2. A protection of the Android Ecosystem through Motorola’s patent portfolio, which guarantees Android to stay open- ­? source software, which is vital to completion in the mobile device space, as it is ensuring hardware manufacturers, application developers, mobile phone carriers and consumers all to have choice. Since 2008 Motorola has fully implemented the Android operating system for their 2 smartphones, which creates a â€Å"natural fit between [the two] companies† Google, Inc. , 2012b, p. 1). This, as well as Motorola being a member of the Open Handset Alliance (OHA), a consortium to create open standards for mobile devices, which now includes 84 firms from every part of the supply chain, will enable faster innovation. Another point that Google stresses in their facts about the acquisition is the long history of innovation in communications technology at Motorola Mobility and additionally the development of intellectual property. The latter is very important to Google as it will support their own, so far very small, patent portfolio to defend Android OS against the strong competition rom Apple and Microsoft, which is well explained in an extra paragraph in their press release. It is very important to Google to support the constant competition it has injected into the smartphone market since the introduction of the first Android phone in 2008. They are trying to give â€Å"consumers, application developers, and mobile carriers high- ­? quality alternatives to products like Apple? s iPhone and iPad and RIM’s BlackBerryâ€Å" (Google, Inc. , 2012b, p. 2). Google especially highlights what they will not be trying to do with the merger, in order to keep competitors and consumers calm. They do not want to close the Android cosystem and favour Motorola over other hardware manufactures. The Android OS will stay available to everyone on an open source basis. Google will also not force their partners to use Google search (in order to boost their own advertising revenues). 2. 4 The EU Decision The European Commission (EC) was notified of the proposed merger in late November 2011. Since Google and Motorola Mobility have a combined world- ­? wide turnover exceeding â‚ ¬5 billion and each have an EU- ­? wide turnover of more than â‚ ¬250 million, as well as neither one company is achieving more than two- ­? thirds of its EU- ­? Wide turnover within one European ountry, the merger has an EU dimension and has therefore to be allowed by the EC. In their analysis of whether the merger would bring about competition issues, the EC concluded to focus on the vertical relationships between â€Å"Google as the supplier of the open source Android OS and online services on the one hand and Motorola Mobility as a supplier of mobile devices and holder of important Intellectual Property Rights for mobile devices on the other hand† (European Commission, 2012, p. 4). The EC splits its initial market analysis into three parts: Firstly it focusses on the market for operating systems, secondly it analyses he market for mobile devices and thirdly it discusses the Standard Essential Patents (SEPs) 3 Google acquires from MMI. With their market analysis they conduct a competition analysis and conclude in all areas that the merger does not raise any competition issues, which can also be seen in the economic analysis that follows later. Their decision therefore is to drop the investigation and allow the deal to go through without any remedies or changes to be made. 2. 5 The US Decision The United States Department of Justice (DOJ) has approached the case in a similar, however, slightly different way. It combined the investigations f the merger case with acquisitions of certain patents by Apple Inc. , Microsoft Corporation and Research In Motion Ltd. , as all of these were linked to each other. In their analysis, the DOJ followed a similar approach to the EU, checking, whether the proposed acquisitions would create incentives and abilities for the acquiring firms to â€Å"exploit ambiguities in the SSOs’ F/RAND [fair/ reasonable and non- ­? discriminatory terms] licensing commitments to hold up rivals, this preventing or inhibiting innovation and competition† (U. S. Department of Justice, 2012, p. 2). In terms of Microsoft Corp. ’s and Apple’s acquisition of Nortel patents, the division’s concerns were lessened by the â€Å"clear commitments by Apple And Microsoft to license SEPsâ€Å" (U. S. Department of Justice, 2012, p. 1) on FRAND terms, as well as their commitments not to seek injunctions in disputes involving SEPs. However, the Department of Justice identifies Google’s commitments to be less clear. The Department refers to Google’s open letter to all Standard Setting Organizations (SSOs) and argues that Google’s statement does not directly provide the same assurance, as for example the other companies mentioned before. Google for example mentions in their letter that it will not seek njunctions for the infringement of SEPs against a competitor, however only for disputes involving future license revenues, and only if the counterparty â€Å"forgoes certain defenses such as challenging the validity of the patent; pays the full disputed amount into escrow; and agrees to a reciprocal assurance as the other companies’ statements concerning the exercise of its newly acquired patent rightsâ€Å" (Lo, 2012, p. 3). These are, however, only reasons for the Department to decide on further monitoring of how competitors are exercising their patents, in order to identify potential misuses of the SEPs and not to prohibit the merger.

What to Do When a Child Faces Racial Bullying in School

What to Do When a Child Faces Racial Bullying in School Racial  bullying  in school  should be taken as seriously, if not more so, than other forms of mistreatment children endure at the hands of peers.  Parents dont have to sit idly by while a bully chips away at their childs self-esteem. By learning to identify bullying, whos at risk and how it can be stopped, parents can take action. Bullying Want to end race-based bullying? First, it’s necessary to outline exactly what bullying is. Bullying may consist of physical violence, such as punching, shoving and hitting, or verbal assaults, such as spreading gossip about a classmate, calling the classmate names or teasing the classmate. In the electronic age, bullying also manifests in mean-spirited emails, text messages or instant messages. Additionally, bullying may involve excluding a classmate from group activities or ignoring the classmate. Sophisticated bullies are another matter entirely. Instead of abusing a person directly, they enlist their friends to gang up on a classmate for them. Studies on bullying indicate that 15% to 25% of U.S. students are bullied frequently. What’s shocking is that both bullies and their targets suffer from the practice. Students who bully have a higher chance of dropping out of school, abusing substances and committing crimes than others. On the flip side, up to 160,000 targets of bullies skip school annually to avoid abuse. Who’s at risk? Make good grades or have a cute boyfriend? A bully may target you. That’s because bullies pick on those they envy as well as those who don’t fit in. Because students of color in predominantly white schools stand out in the crowd, they make convenient targets for bullies. It requires little imagination for a bully to insult a classmate because of race. A racist bully may leave racially tinged graffiti on school grounds or verbally single out a minority student’s skin color, hair texture, eye shape, and other distinguishing features. Hit 1996 film â€Å"The Craft† has a storyline in which a white character named Laura racially harasses an African American classmate named Rochelle. In one scene, Laura and Rochelle are in the locker room after gym class, and Laura says, â€Å"Oh, God, look, there is a pubic hair in my brush. Oh, no wait, wait, that’s just one of Rochelle’s little nappy hairs.† When Rochelle asks Laura why she relentlessly teases her, Laura responds, â€Å"Because I don’t like Negroids. Sorry.† Rochelle is clearly hurt by the remark and her performance in gym class suffers because of Laura’s constant teasing. Targets of bullies not only suffer academically but may have trouble sleeping and eating. Their moods may change markedly as well. As the only black student in an exclusive Catholic high school, Rochelle finds herself in a clique of other misfits, including a new girl from out of town with magical powers. To stop the racist bullying, Rochelle enlists the help of the new girl to make Laura’s hair fall out. Too bad magical spells cant stop bullying in real life. Standing Up to Bullying How do you stop bullying? Ending it will likely require action from parents, students, and schools, alike. By talking with children, parents can pinpoint when bullying is most likely to happen and act to prevent their children from being targeted at such times. For instance, if a student is bullied before or after school, parents can arrange to have the child-driven to school or picked up afterward to prevent the child from being alone with a bully. Parents may also enroll their children in an assertiveness training course to give them tools to stand up to bullies. If a child is subjected to physical violence by a bully, parents may provide self-defense lessons as well. Reaching out to the family of a bully may also stop the abuse. However, one of the reasons children bully is because they witness bullying at home or have chaotic home lives. The bully may be picking on minority classmates because of racist attitudes they’ve been exposed to by family members. Given this, the bully’s family may be of little help in ending the abuse. Parents may also opt to discuss the bullying with school officials and enlist the help of administrators and teachers to end the mistreatment. As violence on school campus increasingly makes headlines, schools take bullying more seriously now than ever. When reaching out to school officials, let them know that you want your child’s role in having the bully punished to be a secret. Since bullies often increase their abuse when found out, it’s important that their targets are protected from acts of retaliation. Does your child attend public school? Academic institutions that receive federal funds are mandated to prevent students from exposure to racially hostile environments. Should a school fail to take action to thwart racist bullying, parents have the option of filing a complaint with the Office of Civil Rights, which investigates such matters. OCR typically resolves such complaints by requiring schools to adopt anti-harassment policies and procedures, train staff and students and address the incidents in question, according to its website. To boot, schools and teachers can reduce the likelihood that racist bullying will occur by pairing students of different races together on projects, holding diversity workshops and encouraging students of all races to sit in the cafeteria together. Damage Control Racist bullying may give children a complex about their ethnic background. To counteract the messages of a racist bully, help children feel good about their racial heritage. Celebrate important cultural events, put up images of individuals from diverse backgrounds around the home and allow children to socialize with peers from diverse backgrounds. Expose them to literature, film, and music in which people from their ethnic group figure prominently.

Influences on American documen essays

Influences on American documen essays Our country has been shaped by many different people. Our country has used the laws that were invented by people that lived a long time ago. The biggest influence on the documents that shape our country are from eighteenth century philosophes and from earlier English documents. If these documents were not around their might not be a United States of America. "We hold these truths to be self-evident that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness." This is one of the most known quotes in the Declaration of Independence. The Declaration of Independence was written by Thomas Jefferson. Thomas Jefferson got this quote from an idea by John Locke. John Locke said that we have natural right, and that there are three. Those rights are Life, Liberty, and Property. The Declaration of Independence says that there is an absolute tyrant. This is originated from the Magna Carta that says that their is a limit to the power of the ruler. The Declaration of Independence also says that the Governors cannot pass a law that is very important. It should also be approved by the citizens. This quote is taken from the English Bill of Rights. In the Declaration of Independence it also talks about making up three different branches of government which also comes from the English Bill of Rights. The English Petition of Rights says that the government cannot force you to house soldiers. It also says that you cannot be kept in jail for a crime that is not specified. The U.S. Constitution , which was written by James Madison, is full of ideas from eighteenth century philosophes. John Locke said that the government's power comes from the consent of the people The beginning of the U.S. Constitution says "We the people of the United States," which shows it means it is not only the gover ...