DOM and its impact on web development techniques Essay

DOM and its impact on web development techniques - Essay Example DOM level 2 was introduced in 2000. The level has event model and supports XML namespaces and CSS. DOM level 3 is the current DOM specifications release published in 2004. It has added additional features for XPath, Keyboard event handling, and serialization interface for documents like XML. DOM level 4 is currently in the process of being developed. As at 2005, majority of the W3C DOM were effectively supported through common browsers like Microsoft Internet Explorer Version 6, Mozilla, Firefox, and Opera (Koch, 2001). To produce documents like HTML page, majority of the web browsers internal DOM model. The nodes of documents are arranged in DOM tree structure, with the document object being the topmost node. When HTML page is opened in browsers; the HTML is downloaded into the local memory, and automatically displays the page on the screen (Guisset, 2009). DOM supports all navigation directions and allows arbitrary modifications; hence implementation buffers documents that are

Into Thin Air Analysis Essay Example for Free

Into Thin Air Analysis Essay â€Å"Brilliant. Vertiginously exciting†¦vibrantly imagined. An achievement of extraordinary depth and beauty of the natural world.† –Raul Dagmar Into Thin Air is based on a true story seen through the eyes of Jon Krakauer. He is a journalist and mountain climber who decides to climb the treacherous Mount Everest and joins the most disastrous expedition in history. Krakauer mixes in with the climbing service called Adventure Consultants, which is guided by Rob Hall who is also responsible for the lives of ten other climbers. The climb is structured into camps: Base Camp, Camp One, Camp Two, Camp Three and Camp Four. After spending weeks at Base Camp, the group makes a number of trips up to the other camps to speed up the acclimatization process. Throughout the climb to the summit, Krakauer significantly details his teammates, his guides and other expeditions on the mountain. He tries to link together a continuous timeline of the events that take place in the weeks they are on the mountain. Everest is a bare and harsh land. All of the clients have difficulty adjusting to the altitude, tiring easily and losing oxygen. The climbers experience in mountain climbing and at high altitudes varies—some of them are qualified while others very inexperienced and highly dependent on the guides. Will they survive? â€Å"†¦[Krakauer] reveals that the human spirit has infinite ability to grow and can never be limited by circumstance. It will change the way you look at the obstacles of your own life and the American Dream.† -Henry David Thoreau

Mere Christianity by C.S. Lewis Essay -- Papers Christian Religion Lew

Mere Christianity by C.S. Lewis Mere Christianity, by C. S. Lewis, is written as set of guidelines of Christian belief. Lewis does not say there is any particular way to believe but he does make a point that the topic of religion itself is serious. As you consider whether you want to believe or not, you have to recognize how much thought it requires, and how thought provoking a process this decision is. Lewis covers Christianity in four different books within his book. In book one, Lewis discusses the Law of Nature and makes note of a tendency in humans of appealing to a standard of absolute truth in quarrels and arguments. He calls this standard the Law of Nature or the Moral Law. The Law isn't the same as the law of gravity because in the latter case, we have no choice but to obey physical laws. The Law that governs human conduct is distinct, then, from the "way the universe works." Lewis concludes that the moral law is alive and active in human lives. According to Lewis, science cannot be used to discover the mind behind the creation of the universe. In book two Lewis simply states what Christians believe. He talks about the major divisions within belief in God, and discusses what he calls Christianity-and-water. Lewis speaks on free will, Satan, and the nature of Christ. Book three contains The Three Parts of Morality. He discusses what he calls the cardinal virtues. According to old writers, there are seven virtues. Four are called cardinal and the other three are theological. Lewis argues for morality between man and man, and what a society would be like if it were completely Christian. He also discusses chastity, marriage, forgiveness, the great - sin pride and self-conceit, and gives another look at the theological... ...ion. In the beginning of the book Lewis compared situations where moral decisions were at stake, to keys on a piano. In some situations they keys were right and in others wrong, depending on the tune you are playing. In book three Lewis describes what the basic rudiments of "Moral music" thus defining the bounds of the songs we as humans can properly write and play and still be recognized as music. As in real music there is a structure and there are rules on how songs can be put together. When the structure is not followed it is very hard to play music that is beautiful to listen to because it would lack a melody with all the harmonies that are pleasing to the ear. As for the seven virtues and Moral law they guide the symphony of our life in which each day is new movement. Without the guidance of the Moral Laws, our life would be the same as jumbled notes on a page.

The Use of Portfolios to Measure Classroom Performance as an Alternativ

The Use of Portfolios to Measure Classroom Performance as an Alternative to Mandated Testing â€Å"Teachers teaching to the test† has become an ongoing issue among grade schools around the world. Teachers are changing the curriculum to revolve around standardized testing hoping to ensure good grades on this test. They are obsessed with doing this in order to gain a good reputation for the school and are throwing curriculum out the window. Requiring students to take these mandated tests to evaluate how much knowledge they gain throughout the year is not necessarily accurate. But limiting the students’ absorption of knowledge to strictly the test is not teaching students to think critically. Almost everyone who disagrees with mandated testing have come to a conclusion that the main alternative to this issue is to assess students’ learning growth by the use of portfolios. Observing how students perform in the class room should be measured by critical thinking exercises and portfolios that are a reflection of what they are actually learning. Portfolios are a great collection of what is ...

Nanotech N Nanoscience

Nanoscience vs. Nanotechnology Introduction Student Guide Lesson Overview In this lesson, you will learn the differences between â€Å"Nanoscience† and â€Å"Nanotechnology. † Both are extremely exciting, but have distinct differences in what the people in these fields do. Throughout this lesson you'll be asked to research and discuss what is happening in nanoscience and nanotechnology. A lot is going on in both fields and the potential for a lot more is HUGE. Before coming to class Complete the on-line Knowledge Probe (KP) called KP: Nanoscience vs Nanotechnology.Objectives At the end of this lesson you will be able to do the following: ? List several examples of nanoscience exploration and research activities ? List several examples of nanotechnology innovations and products ? Correctly apply the terms Nanoscience and Nanotechnology to different situations ? Tell another person what the differences are between Nanoscience and Nanotechnology Resources National Nanotech nology Initiative (NNI) web site: www. nano. gov NNI site â€Å"What is Nanotechnology†: http://www. nano. gov/nanotech-101/what Nano Science and Technology Institute : http://www. nsti. org/UNM NanoTechnology NScience_vs_Ntechnology_PG_0301912 Nanoscience vs. Nanotechnology IG Page 1 of 10 Lesson Outline Pre-class assignment Knowledge Probe Before coming to class, you complete an on-line assessment of your current understanding of nanoscience vs. nanotechnology (KP – Nanoscience vs. Nanotechnology). In-class Activity: NanoScience vs. NanoTechnology In this activity you will develop your own definitions of nanoscience and nanotechnology based on current knowledge. You will be required to share your results with the instructor and other students as part of the class discussion.Discussion on the results of Activity You will share your definitions of nanoscience and nanotechnology with other students and the instructors. The discussion should cover the differences and sim ilarities of each. The instructor will present several examples of which you will determine â€Å"nanoscience†, â€Å"nanotechnology† or â€Å"both†. The class will reach a consensus on the correct definition of each. Post-Assessment Complete a short assessment that measures your understanding of nanoscience and nanotechnology. Assessment Strategy You will be assessed on the following: ?Completion of the online Knowledge Probe: Nanoscience vs. nanotechnology ? Participation in the classroom discussion ? Grade on the in-class Post-Quiz: Nanoscience vs. Nanotechnology Terminology Nanoscience Nanotechnology Nano http://en. wikipedia. org/wiki/Nano Nanometer http://dictionary. reference. com/browse/nanometer Science http://dictionary. reference. com/browse/science Technology http://dictionary. reference. com/browse/technology UNM NanoTechnology NScience_vs_Ntechnology_PG_0301912 Nanoscience vs. Nanotechnology IG Page 2 of 10 Introduction What is Nanoscience?To give you a hint, the illustration below represents a biomolecule that nanoscientists have discovered. What is it? First of all, what's the red spiral? What's the figure walking on top of the red spiral? Give up? Very simply put, the red spiral is a microfilament, a minute fiber found in muscle cells. The green figure walking on top of the microfilament is a protein molecule called myosin. Nanoscientists have discovered that the mysoin protein acts like a linear motor. To contract a muscle, the myosin molecule (or motor) walks in nano-size steps along the microfilament.As the myosin molecule walks, it pulls on the microfilament causing the muscle cells to contract. [Illustration by and courtesy of PrecisionGraphics. com] So what is Nanoscience? This is really a two part question: 1) What is nano? 2) What is science? By the end of this lesson, you will be able to answer these questions. You will also be able to answer the question – What is the difference between Nanoscience and Nan otechnology? There is a huge difference! So let's find out. UNM NanoTechnology NScience_vs_Ntechnology_PG_0301912 Nanoscience vs. Nanotechnology IG Page 3 of 10 Lesson Content What is Nano?Let's start with answering the question, â€Å"What is nano? † Here are some nano-size objects: DNA Molecule: DNA (Deoxyribonucleic acid) about 2 nanometers in diameter Dozens of Silicon atoms Each silicon atom is approximately 0. 234 nanometers in diameter; therefore this picture is about 4 nm wide. This picture was taken using an Atomic Force Microscope (AFM). [AFM image by and courtesy of Franz Giessibl] NanoDot This image shows a nano-size Gold particle (50 nm) sitting on the end of a microcantilever. [Courtesy of the Craighead Group, Cornell] UNM NanoTechnology NScience_vs_Ntechnology_PG_0301912Nanoscience vs. Nanotechnology IG Page 4 of 10 The Definition of Nano Nano is a metric prefix which is applied to measurements of length such as millimeter, micrometer, and nanometers. It can al so be applied to measurements that indicate the â€Å"amount† of something: milliampere or nanoamperes (an amounts of electrical current), microliters or nanoliters (the amount of a volume), and kilograms or nanograms (the mass of something). The prefix nano is used as another indication of size or amount. You may already know, or soon will find out, that a nanometer is defined as one-billionth of a meter (1 x 10-9 meter).A meter is a little longer than a yard (1 meter = 1. 09 yards). Graphic unit is â€Å"nanometer† Graphic source: National Cancer Institute What is Science? Now let's look at the second question: What is science? There are many definitions of science. Here are a couple: 1) â€Å"The systematic observation of natural events and conditions in order to discover facts about them and to formulate laws and principals based on these facts. †[Academic Press Dictionary of Science and Technology] 2) â€Å"The organized body of knowledge that is derived f rom such observations and that can be verified or tested by further investigation. [Academic Press Dictionary of Science and Technology] Sound pretty complicated? Well it isn’t really. It just takes some time to think about it. UNM NanoTechnology NScience_vs_Ntechnology_PG_0301912 Nanoscience vs. Nanotechnology IG Page 5 of 10 One way to look at the definition of science is that science is trying to figure out nature’s rule book. ? What are the rules which govern material properties? ? How do things move? ? Why do natural events occur as they do? An example of nanoscience was the discover of how the gecko can walk on ceilings and stick to glass walls of an aquarium.Hint: It has something to do with nano-size objects in the feet. You'll study this later in this course. Through science we know the answer to questions such as these: ? Why are plants green? ? Why do some things float and others sink? ? How do our lungs pull the oxygen out of the air? Scientists are the peo ple who do the investigations or experiments and try to determine what the rules of nature are. The experiments are done in a very precise and systematic way so that others can re-do the experiments and (hopefully) get the same results. Getting the same results is what is meant by being â€Å"verifiable† and â€Å"repeatable. So now you should have a better idea as to what science means: Figuring out the rules which determine how things work in nature. UNM NanoTechnology NScience_vs_Ntechnology_PG_0301912 Nanoscience vs. Nanotechnology IG Page 6 of 10 What is Technology? What does the term â€Å"Technology† really mean? We live in a society which is packed with all sorts of â€Å"technology†: iPODs, iPads, cell phones, laptops, GPS (Global Positioning Systems), gaming systems (Wii, Nintendo, X-box, Playstation), DLP (Digital Light Processors) displays, LCD (Liquid Crystal Display), WiFi †¦ I’m sure you can come up with dozens more technology driven devices and systems.How is Technology defined? The National Institute of Health (NIH) defines technology as â€Å"A body of knowledge used to create tools, develop skills, and extract or collect materials; the application of science (the combination of the scientific method and material) to meet an objective or solve a problem. † Merriam-Webster on-line dictionary defines technology as 1 a: the practical application of knowledge especially in a particular area b: a capability given by the practical application of knowledge 2: a manner of accomplishing a task especially using technical processes, methods, or knowledge.UNM NanoTechnology NScience_vs_Ntechnology_PG_0301912 Nanoscience vs. Nanotechnology IG Page 7 of 10 So What is NanoTechnology? Here are a couple of examples of Nanotechnology. Liposome A liposome is a tiny nanoparticle or vacated sphere made out of the same material as a cell membrane. It is hoped that one day we can fill a lipsome with drugs and inject it into the blood stream. Using the properties associated with the liposome's membrane, it will connect to a cancerous tumor, emit the drugs and kill the cancerous cells.Carbon Nanotubes (CNTs) Carbon nanotubes use the properties of carbon to form tubes with a length to diameter ratio greater than 1,000,000! Potential applications of CNTs include electrical connections for micro and nano-sized electronics, fibers 20 times stronger than bulletresistent kevlar fibers, and surfaces slicker than Teflon. [Images by Junifer Nez, SCME] So, what do you think? What is NanoTechnology? Activity: NanoScience vs. NanoTechnology Link to and complete the activity – Nanoscience vs. Nanotechnology UNM NanoTechnology NScience_vs_Ntechnology_PG_0301912 Nanoscience vs. Nanotechnology IG Page 8 of 10An Example of Nanoscience Enabling Nanotechnology Now that you have developed definitions for nanoscience and nanotechnology, what do you think is the difference between the two? In this picture you see a dep iction of a molecule. This particular molecule makes up the famous non-stick Teflon coating used on cookware, telecommunication cables, and clothes. Identifying the molecule's design and determining its physical and chemical properties are examples of nanoscience. Learning how to control and mass produce the molecule to make the desired Teflon coatings is an example of nanotechnology. [Images by SCME]More on Teflon Coatings The molecules that are used for Teflon coatings repel water molecules when assembled in a film. These Teflon coatings are said to be hydrophobic. â€Å"Hydro† means water and â€Å"phobic† means â€Å"scared of† or â€Å"repulsed by. † Nanotechnology has lead to the development of a process that takes billions and billions of these molecules to make a continuous coating. The result is a hydrophobic surface called a Teflon coating. UNM NanoTechnology NScience_vs_Ntechnology_PG_0301912 Nanoscience vs. Nanotechnology IG Page 9 of 10 Summa ry In this lesson you have learned ? what is nanoscience, ? hat is nanotechnology, and ? what are the differences and similarities between nanoscience and nanotechnology. Through the applications you've seen, you should have recognized that nanoscience and nanotechnology are not science fiction, but are areas of study that are growing at a tremendous pace throughout the world in a variety of fields. Homework Complete the on-line Assessment – Nanoscience vs. Nanotechnology References 1 Academic Press Dictionary of Science and Technology National Nanotechnology Initiative (NNI) web site: www. nano. gov Nano Science and Technology Institute : http://www. nsti. org/This work has been funded through the support of a National Science Foundation grant, DUE # UNM NanoTechnology NScience_vs_Ntechnology_PG_0301912 Nanoscience vs. Nanotechnology IG Page 10 of 10 Activity – Nanoscience vs. Nanotechnology Nanoscience vs. Nanotechnology Student Guide Introduction This activity will help you to better identify the difference between nanoscience and nanotechnology. In this activity you will develop your own definitions of nanoscience and nanotechnology. Once your definitions have been developed, you will work with the other students and reach a consensus on what is the best definition for each of these two areas.Activity: Time to Complete: approximately 45 minutes. Procedure: 1. Write down your definition of nanoscience. 2. Write down your definition of nanotechnology. 3. Share your definitions with the other students in the class or through the discussion board. 4. Review others’ definitions of nanoscience and nanotechnology. 5. Discuss your definitions and, as a group, reach a consensus on a definition for each term. (Do not use the definitions used in this lesson. Come up with your own. ) 6. Submit your activity results to your instructor. UNM NanoTechnology Definitions_AC_PG_031912 Definitions Nanoscience vs.Nanotechnology AC_PG Page 1 of 1 Post-Activ ity Questions / Answers 1. List at least two examples, experiments or discoveries that would fall under your definition of nanoscience. 2. List at least two examples, experiments, or developments that would fall under your definition of nanotechnology. 3. Is there a clear dividing line between nanoscience and nanotechnology? Support your answer with examples. Summary This activity allowed you to further your understanding of nanoscience vs. nanotechnology and identify examples of each. This work has been funded through the support of a National Science Foundation grant, DUE #UNM NanoTechnology Definitions_AC_PG_031912 Definitions Nanoscience vs. Nanotechnology AC_PG Page 2 of 2 UNM NanoTechnology Definitions_AC_PG_031912 Cut To Size Activity IG Page 3 of 3 This quiz must be taken before the first class meeting. Online quiz: Knowledge Probe – Nanoscience vs. nanotechnology 1. Nanoscience a. Develops means by which to manipulate particles at the molecular level b. Develops the systems for studying particles at the molecular level c. Studies the properties of particles at the molecular level d. Studies the formation of particles at the molecular level 2. Nanotechnology a.Develops means by which to manipulate particles at the molecular level b. Develops the systems for studying particles at the molecular level c. Studies the properties of particles at the molecular level d. Studies the formation of particles at the molecular level 3. For each of the following, identify it as either nanoscience or nanotechnology a. The exploitation of the properties of self-assembly i. Nanoscience ii. Nanotechnology b. The study of the rules that govern material properties at the nanoscale i. Nanoscience ii. Nanotechnology c. The development of liposome vesicles into drug delivery systems i.Nanoscience ii. Nanotechnology d. The design of a process that yields hydrophobic films i. Nanoscience ii. Nanotechnology e. The identification of the molecular design of hydrophobic mate rials i. Nanoscience ii. Nanotechnology 4. Nanotechnology ____________________ the findings of nanoscience. a. Validates b. Exploits c. Manipulates d. Clarifies 5. Which of the following is a job requirement for a technologist working for a nanotechnology company? a. Operate commercial-scale production equipment to produce, test, or modify materials, devices for the purpose of understanding their chemical and physical properties. b.Research and manipulate structures at the atomic and subatomic level for the purpose of understanding their hydrophobic characteristics. c. Experiment with and modify processes for the development of new energy producing products using nano-size particles. UNM NanoTechnology Quiz1-science_tech_PG_030112 Nanoscience vs. Nanotechnology IG Page 1 of 1 Post-Discussion Quiz – Nanoscience vs. nanotechnology 1. Nanotechnology is the manipulation of matter at the nanoscale for the purpose of a. Discovering new physical properties b. Analyzing how molecules react to each other c. Proving or disproving established theories d.Creating new products or applications 2. For each of the following, identify it as either nanoscience or nanotechnology a. The study of the rules that govern material properties at the nanoscale i. Nanoscience ii. Nanotechnology b. The development of liposome vesicles into drug delivery systems i. Nanoscience ii. Nanotechnology c. The exploitation of the properties of self-assembly i. Nanoscience ii. Nanotechnology d. The identification of the molecular design of hydrophobic materials i. Nanoscience ii. Nanotechnology e. The design of a process that yields hydrophobic films i. Nanoscience ii.Nanotechnology 3. Which of the following statements is TRUE? a. Nanotechnology enables the advancement of nanoscience. b. Nanoscience enables the advancement of nanotechnology. c. Nanoscience exploits the properties of nanoparticles for human gain. d. Nanotechnology is the study and discovery of the properties of matter in the nanoscale. 4. Which of the following is a job requirement for a technologist working for a nanotechnology company? a. Operate commercial-scale production equipment to produce, test, or modify materials, devices for the purpose of understanding their chemical and physical properties. b.Research and manipulate structures at the atomic and subatomic level for the purpose of understanding their hydrophobic characteristics. c. Experiment with and modify processes for the development of new energy producing products using nano-size particles. 5. Which of the following questions would be answered by a technologist versus a scientist? a. What is needed to create a hydrophobic surface? b. How do our lungs extract oxygen from air? c. Why don’t plants stay green year round? d. What is the melting temperature of nano-particles of gold? UNM NanoTechnology Quiz2-science_tech_PG_030112 Nanoscience vs. Nanotechnology IG Page 1 of 1

What Is the Federal Work Study Program Definition and Guide

What Is the Federal Work Study Program Definition and Guide SAT / ACT Prep Online Guides and Tips If you're brainstorming different methods of funding your college education, you've likely considered working your way through school. The federally-funded Work Study program exists to make this option a little more viable. You don't receive a loan or a grant - instead, you get a job that exists partly because this program subsidizes your wages. Work-study awards are unique components of many students' financial aid packages. Because these awards are so different from your typical loan, grant, or scholarship, you might have questions about how they work, exactly. In this post, I'll go over everything you need to know about Work Study. What Is the Work Study Program? As you may already know, the federal government offers many different types of financialaid to students who need help paying for school. When you submit a Free Application for Federal Student Aid, or FAFSA, you're submitting yourself for consideration for these programs. If you're accepted to a particular school and noted that you would like to be considered for financial aid, you'll receive an aid package from that institution. The package will include the federal aid you're eligible for (grants, loans, and work study awards), in addition to aid awarded by the school (like scholarships). If you're eligible to receive Federal Work Study (FWS), which is a need-based program, the award amount will be listed in this financialaid package. It's built in as a form of "self-help" - basically, it's money that schools expect you to earn during the academic year to help pay for your educational expenses. At this point, you may be wondering how this could be considered an award. It just sounds like a charge you're expected to pay, right? To a certain extent, that's the idea. It's not a grant - you don't get any money handed to you - but it's meant to make your life easier when it comes to getting a campus job. Through the work study program, the federal government subsidized certain jobs (most of which are on campus). Schools hire students with work study awards, and these students' wages are paid in part by that federal money. The amount that the government actually subsidizes depends on the type of work that you're doing, but it good be up to 75% of your wages. Ultimately, this program incentivizes institutions to (1) create jobs that can be filled by part-time students, and (2) hire students with Work Study awards. Example Financial Aid Award With Work Study I've used the FAFSA4caster to come up with an example federal aid award package that includes FWS. In this example, I entered a family gross adjusted income of $65,000 and a total cost of attendance of $65,000. Remember that cost of attendance includes tuition, room, board, fees, and all personal and travel expenses. I'll refer back to this example throughout this article. In this example situation, I would be eligible for $1,465 in Work Study, and $5,500 in Direct Stafford Loans (guide coming soon). The difference between my cost of attendance (CoA) and the total federal aid available to me is $58,035. My expected family contribution (EFC) is $5,930. Let's say for the sake of this example, I attend a school that meets 100% of students' financial need (this, of course, is an idealized and simplified situation). The EFC subtracted from the difference is $52,105, so I'm provided with $52,105 in grants and scholarships. Ultimately, I am personally responsible for working to come up with $1,465 if my true CoA comes out to be $65,000. Who's Eligible for Federal Work Study? In order to qualify for FWS, you must both demonstrate financial need and meet all federal aid requirements. The program is fortunately open to both undergraduate and graduate students. You can use your family's financial information to estimate whether you would receive a FWS award (and if so, how large an award) by checking out the FAFSA4caster. Get step-by-step instructions for using the FAFSA4caster here. The following charts explain all the federal aid requirements in detail. You must do all of the following: Eligibility Requirement Have a high school diploma, GED, or approved homeschool education Be enrolled or accepted to enroll in an eligible degree/certificate program You can check with your school/program’s financial aid office if you want to confirm eligibility Be registered with Selective Service, if you are male and between 18-25 years old If applicable, register with the SS website Have a valid Social Security Number (unless you’re from the Marshall Islands, Federal States of Micronesia, or the Republic of Palau) Sign statements on the FAFSA stating that (1) you’re not in default, and do not owe refund money, on a federal student loan, and (2) you’ll only use federal aid money to help pay for your education Access the FAFSA Maintain â€Å"satisfactory† progress in school If you’re concerned about your academic performance, or have questions about what is considered â€Å"satisfactory,† set up a meeting with your dean or other school administrator. In addition to the above, you must be able to check one of the following: Be a US citizen or US national Have a green card Have an arrival-departure record Have battered immigrant status Have a T-Visa Work Study Jobs Most FWS jobs are on campus, which should make it easier to get from your dorm to class to work. Some nonprofits or public agencies offer FWS positions, although these jobs are relatively rare. Almost any sort of on-campus job could be a Work Study job - in fact, a lot of employers that offer these positions can only afford to hire students with FWS awards (especially because up to 75% of your salary may be subsidized). Examples of Work Study jobs include library staffers, admissions office tour guides, research assistants, and even baristas. I know for a fact that the best student cafe in Harvard Yard exclusively hires students with FWS awards. Getting paid to make (and drink) coffee? Yes please. How Much Can You Make? Your hourly salary will be at least the current federal minimum wage, which is $8.25/hr at the moment. You could possibly earn more, depending on what you're doing and what school you're attending. Many schools have their own campus minimum wages; for example, the minimums at Harvard for work study jobs stand at $10/hr for undergrads, and $12.50/hr for grad students. Work Study Limits There are a few restrictions to where and how you can earn FWS money, but generally it's a pretty flexible program. First, in order to get a Work Study job, you have to attend a school that participates in the Work Study program. Your school's financial aid program will be able to tell you whether they have FWS jobs on campus. They'll also be able to direct you to FWS job postings. If you do get a FWS award, you should know that the annual maximum is $7,000, but the average award is much lower - around $1,465. As for how you use your work study money, you're free to do whatever you'd like with it. Your wages will go directly to you, unless you request that the money be sent to your school so it can be applied to charges for things like tuition, room, and board. A word of warning: if you spend your earnings on things that are not budgeted into your estimated cost of attendance, you could leave yourself with a "gap" between how much money you have, and how much money it costs to attend school. For example, let's say (based on the financial aid package I described earlier in the post) that all of my aid goes to tuition, room, board, and fees. I still have to pay for laundry, books, and transportation; that's what my FWS award ($1,465) is earmarked for. If I do something else with my FWS earnings (say, buy expensive concert tickets), I won't have the money I need to fund personal expenses. You do not want this to happen; your roommates will not be pleased if you have to bum quarters off them for laundry. Do You Have to Take a Work Study Job If You Have a Work Study Award? The short answer is no, you're under no obligation to take a FWS job. If a FWS award has been factored into your budget in your financial aid package, and you decide not to take a job, you could choose to live more frugally to lower your cost of attendance. This is a good option if you're planning on using your earnings to pay for personal expenses (like in the example I described above). You are also free to take on a non-Work Study job. Just be aware that earnings from a non-FWS job will reduce your federal aid eligibility if by 50% over $6,310. If you make $8,000, for example, your federal aid eligibility would decrease by $845. You won't see this decrease in aid eligibility from earnings at a FWS job. How Do You Apply? Now that you've learned all about the federal Work Study program, you know that it's a good option for students who are interested in working part-time while in school. You can apply for a FWS award by submitting a Free Application for Federal Student Aid, or FAFSA (get step-by-step directions here). Application deadlines for this program vary by school, but funds tend to be limited. It's best to apply earlier rather than later (e.g. submit your application early spring for the next academic year). Contact your financial aid office to check on detailed information on deadlines for FWS applications. Keep in mind that having a Work Study award doesn't guarantee a Work Study position - you have to apply for jobs once you're on campus, just like for any other part-time position. You still have to apply for FWS positions, but the good news is you'll get great application interview experience Planning Ahead: You Have a Work Study Award, So Now What? If you already have a FWS award, or think you might receive one, you'll find strategies for making the most of it in this section. Be Proactive Work Study jobs are often highly coveted. If you're planning on using your FWS award, start looking for jobs as soon as you get on campus. Check out your school's job database or career center. If a prospective employer participates in the Work Study program, they'll be incentivized to hire you if you notify them about your award. Budget Out Your Award It can be tempting to work a lot of hours at your FWS job once you start getting in those paychecks. If you have a smaller award amount, or if you work many hours, you could run out of your FWS money faster than you anticipate. If your employer has hired you specifically because you have FWS, they may not be able to afford you if you run out of funds. Step 1: How many weeks do you plan on working during the academic year? Subtract any summer or vacation time that you won't be working. Step 2: Assuming that your award is subsidizing 75% of your paycheck (this might vary), divide your total FWS award by (hourly rate multiplied by 75%). This gives you the total number of hours you can work for the year. Step 3: Divide the number you calculated in Step 2 by the number of weeks you calculated in Step 1 to get your average number of hours per week. Be honest with your employer about your Work Study Award. Chances are, she's had FWS employees before, and knows that you'll have to stay within certain earnings parameters. She may even have a budget to keep paying you after you run out of FWS funds, which is another reason to keep her in the loop. Track Your Earnings Once or twice a semester, it's smart to double-check whether your FWS award amount is where you expect it to be. This gives you the opportunity to catch and correct any mistakes (for example, if you've earned $1,000 but $2,000 has been deducted from your Work Study award). You should be able to check the status of your FWS award through your employer, or through your student employment office. FWS awards can change from year to year, especially if you report any outside scholarships or awards. This can be frustrating, especially if you find a FWS-only job that you really like. Be prepared to be flexible when it comes to budgeting out your Work Study job earnings. What's Next? If you're interested in the federal Work Study program, you should also learn more about other types of federal aid. After all, you'll only have to submit one application to be considered for all these different aid programs! Learn more about the Pell Grant, Direct Unsubsidized Loans, and Direct Subsidized Loans. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Impacts of Felony Convictions Warrants for Social Security Benefits

Impacts of Felony Convictions Warrants for Social Security Benefits Felony Convictions and Warrants Impact Social Security Benefits Not all felony convictions and warrants will keep an individual from collecting Social Security Disability and SSI.Specifically, an individual will not be eligible for these benefits if the physical or mental disability was created or aggravated (but only to the extent of the aggravation) while committing a felony or while imprisoned for a felony conviction after October 19, 1980.[i] A felony conviction is required; an official act by law enforcement or even a grand jury indictment that does not arise to a conviction will not automatically delay eligibility or payment of benefits. The conviction rule will even apply to suspend benefits if the individual appeals the conviction to a higher court, unless and until the conviction no longer stands.Further, benefits will not be paid to an individual while imprisoned for a felony or misdemeanor unless participating in an approved vocational rehabilitation program. After 30 days of incarceration, benefits are suspended and will only be re-in stated once released. However, if the incarceration is longer, resulting in a suspension lasting 12 or more months, a new disability application will need to be filed with Social Security. Similarly, an individual who violates the terms of their probation or parole will not be entitled to benefits during that month(s). If the case is pending trial or appeal, SSA’s role is to make a disability determination then set a diary to check if there is a conviction. Ultimately, if a conviction stands, the case will then be returned to Disability Determination Services, the Administrative Law Judge, or the Appeals Council, depending on the case, to review for possible reopening and reversal.Moreover, outstanding warrants may also disqualify an individual for benefits. On September 24, 2009, the US District Court for the Northern District of California decided the case of Martinez v. Astrue, approving a nationwide class action settlement agreement.[ii] The Martinez case limited the natu re of warrants that would otherwise disqualify an individual from collecting benefits.[iii] As a result, effective April 1, 2009, SSA can only suspend or deny benefits based on outstanding felony arrest warrants for: escape from custody; flight to avoid prosecution or confinement; and flight-escape.[iv] If you or someone you know had benefits stopped or suspended due to a warrant issued before April 1, 2009, it’s important to contact an experienced attorney immediately. We can help recover benefits that were wrongfully stopped or suspended, even if it resulted in an overpayment. Call us today at (800) 949-2900.[i] Note: this law applies to claims for Social Security Disability, Childhood Disability Benefits, and Disabled Widows, Widowers, and Survivors Benefits. Â  See SSR 83-21: Title II: Persons Convicted of a Felony.[ii] See GN 02613.860 Martinez Court Case Settlement. [iii]The benefits covered under the Martinez decision include Social Security Retirement Survivors and D isability Insurance, Supplemental Security Income, and Special Veterans Benefits.[iv] Id. For a list of warrant offenses that are not covered under the Martinez settlement retroactive relief process, see GN 02613.885C.3.b.Blog Post Provided By:Disability Attorneys of Michigan 30500 Van Dyke Ave, Ste. 400 Warren, Michigan 48093 Phone: (800) 949-2900

What to Do If You Hate Your College Roommate

What to Do If You Hate Your College Roommate Frustrated with your roommate? Think he or she might be frustrated with you? Roommate conflicts are, unfortunately, part of many peoples college experiences, and they can be incredibly stressful. With a little patience and communication, though, it doesnt have to be the end of the roommate-relationship. At the same time, these same skill-sets  can go a long way toward determining if it would be best for each of you to find new roommates. Does Your Roommate Think Theres a Problem? If you think youre having roommate problems, there is one of two things going on: your roommate knows it, too, or your roommate is completely clueless. Things may be tense when the two of you are together in the room; conversely, your roommate may have no idea how frustrated you are at how often he finishes off your cereal after rugby practice. If your roommate isnt aware of the problem, make sure you know what it is thats really bugging you, before you try to address it with them. Get Clear About Your Issues In a space other than your room, sit and think about what is really frustrating you. Try writing down what is frustrating you the most. Is your roommate not respecting your space and/or things? Is she coming home late and making a lot of noise? Having too many people over too often? Instead of writing down last week, she ate all of my food AGAIN, try to think about patterns. Something like she doesnt respect my space and stuff, even though Ive asked her to might address the problem more and be easier for your roommate to handle. Address the Problem Once youve figured out the main issues, try to talk to your roommate at a time that is good for both of you. Its a very good idea to try to set this time in advance. Ask if you can talk when you are both done with morning classes on Wednesday, on Saturday at 2 p.m., etc. Set a specific time so that this weekend doesnt come and go without the two of you talking. Chances are, your roommate knows that you guys need to talk, so give him a few days to possibly put his thoughts together, too. On the same note, however, if you dont feel comfortable talking to your roommate directly, thats okay, too. But you do need to address it. If you live on campus, talk to your RA (Resident Adviser) or other hall staff member. They are trained to help residents with roommate problems and will know what to do, even if you dont. Speak Your Mind...But Listen, Too Using the list and notes you made, and possibly in a conversation facilitated by an RA, let your roommate know how you are feeling. Try not to attack your roommate too much, no matter how frustrated you are. Try using language that addresses the problem, not the person. For example, instead of saying, I cant believe how selfish you are when it comes to my things, try saying, It really frustrates me that you borrow my clothes without asking. The more you verbally attack your roommate (or anyone else, for that matter), the more her defenses are going to go up. Take a deep breath and say what you need to in a way that is constructive and respectful. After all, youd want the same from your roommate, right? And, as hard as it may be, try to listen to what your roommate has to say without getting defensive or interrupting. It may take you biting your cheeks, sitting on your hands, or mentally pretending that youre talking on a tropical beach, but do your best. Your roommate may have some valid reasons behind whats going on and be frustrated, too. The only way you are going to get to the bottom of everything is to put it out on the table, talk about it, and see what you can do. Youre in college now; its time to address this like the adult that you are. If youre having an RA facilitate the conversation, let him or her take the lead. If its just you and your roommate, try to address the things you both said in a way that can satisfy everyone. Most likely, you both wont leave 100% happy, but ideally, you can both leave feeling relieved and ready to move on. After the Discussion After you guys talk, things may be a little awkward. Which is, of course, fine and totally normal. Unless there are issues that you just cannot tolerate, give your roommate a little time to make the changes you discussed. He may be so used to how things have been going for two months that it will be hard to stop doing some of the things he didnt even know drove you nuts. Be patient, but also make it clear that you two came to an agreement and he needs to keep his end of the deal, too. Moving Out If things just arent working out, its not the end of the world. It doesnt mean you or your roommate did anything wrong. Some people just dont live well together! It may be that you both are much better friends than roommates. Or that you will rarely talk to each other for the rest of your time at school. Any situation is fine, as long as you feel safe and ready to move on. If you decide that you just cant stick with your roommate for the rest of the year, figure out what to do next. If you live on campus, talk to your RA again. If you live off campus, figure out what your options are in terms of the lease and relocating. You arent the first person ever to have a problem with a roommate; there are undoubtedly resources already available on campus to help you transition out. Regardless, do your best to remain civil and respectful, and know that your next living situation probably has nowhere to go but up!

How did early Chinese philosophers come to have a long-lasting Essay

How did early Chinese philosophers come to have a long-lasting influence on the - Essay Example Chinese philosophy came to spread throughout the region specifically because of the political and military power of the Chinese kingdoms and later empire. At its height of political power, the Chinese empire was the most advanced in the Far Eastern region with a culture that was based on the teachings of its philosophers. The result was that many of the neighbouring states often sent their young people, especially from the aristocracy, to study in China and this resulted in their being especially influenced by the Chinese philosophers. When these individuals returned to their homelands, they brought back the philosophy that they had learnt with them and ensured its propagation among their people. Because it was the norm for the general population to imitate or follow the example of the ruling class, Chinese philosophy took root in the intellectual development of the region, with many schools of thought being developed for the purpose of ensuring that teachings of Chinese philosophers were further developed and propagated (Ebrey 42). In this manner, Chinese philosophers came to have an immense influence on the later intellectuals in the entire region and this situation also helped in the propagation of the cultural dominance of the Chinese in later years. Among the most influential reasons for the Chinese philosophers’ influence on the intellectual development of the region is that the region already shared a common religion in the form of Buddhism. The fact that a large chunk of the population practiced this religion ensured that Chinese philosophy could be easily accepted by the populations outside of the Chinese empire (Denecke 38). There were instances where Chinese philosophy came to be a part of the basic life of the people of the entire region and this was mainly through its spread by Buddhist monks and scholars.

Trust Circles and Communication Essay Example | Topics and Well Written Essays - 2000 words

Trust Circles and Communication - Essay Example This dissertation will prompt a debate into the methodologies and systems attached to this trend in terms of effectiveness and practical experience through the analysis that has been carried out by the author. Trust Circles may be defined as the creation of circles within which the students can develop interpersonal skills. These circles are meant to help the children talk and communicate in order to understand and to be better understood. The following are the main elements of trust circles or what is commonly referred to as circle time: (Kidd, 2003) There is use of a "talking object" which the children can identify with. This gives them the comfort level to talk, and creates a sense of discipline so that they do not all talk at once because only the person holding the talking object can talk. The teacher monitors who the object goes to. Communication is key in teaching. This involves two-way communication - from the teachers and from the students. In this regard, trust circles are best utilized in an environment driven by intrinsic motivation so as to develop communicative competencies through methodologies based in competition and cooperation - both of which are interactive in nature. This helps the students rise to challenges and make the best of various situations through appropriate communication methods. (Kidd, 2003) The reason I feel that this framework supports the use of technologies like multimedia through an emphasis on motivation and affective filter hypothesis, revolves around the fact that the trust circles try to promote better means of communication between all kinds of professionals. It provides the requisite standards within which educational administrators, course designers, and teachers, teacher trainers, examining bodies, etc., may design their sessions to accommodate to varied needs. (Kidd, 2003) Further, the framework presents a wide scope within its standards to reach into an individual's latent energy by separating the elements of language competence so as to effectively deal with complexities that arise in learning various things and developing interpersonal skills in the process. This taxonomic nature of the framework of trust circles and circle time also offers a wide scope for a deep analysis of psychological and pedagogical problems. This in turn helps apply the principles of the motivational models in context of the affective filter hypothesis. Therefore, through an emphasis on the communication approach, the Framework creates a separation of the elements that contribute to competency, by playing the role of a social agent in an intercultural environment. (Shekhan, 1995) For a healthy development of these elements, the use of methods like trust circles is justified. This is also a departure of the traditional methods of promoting

CJUS 310 DB7 Essay Example | Topics and Well Written Essays - 250 words

CJUS 310 DB7 - Essay Example This discussion focuses on the last phase of the juvenile court process referred to as disposition. After the verdict has been passed and the defendant found guilty, the judge orders the department of juvenile justice to prepare a predisposition report. This is aimed at recommending endorsements for the defendant (Krygier, 2009). The report usually entails the background, the family status and criminal history of the defendant. It is normally completed and served to the judge, defense attorney, the defendant and the assistant state attorney. The report also contains the recommended sentence that has been passed to the defendant for the judge to review. The report is not completed for all cases there are others that are an exception (Shoemaker, 2009). The case then proceeds to a dispositional hearing. Here, the judge sentences the defendant according to the crime committed and the circumstances that led to the case. The sentence may be imposed in two ways; either the defendant may be put under probation or may be committed to the department of juvenile justice (Krygier, 2009). Both sentences however do not go beyond the nineteenth birthday of the defendant. In cases where the defendant is put in probation, he/she is expected to complete community service work or letters of apology. This is usually not time conscious since as soon the juvenile serves as it expected of them the sentence may be terminated (Krygier, 2009). On the contrary when the juvenile is committed to the department of juvenile justice, their sentences are time associated (Shoemaker, 2009). In such instances then the court identifies the restriction that is most appropriate. Currently there are four commonly known levels of commitment. These are low risk programmes, moderate risk programmes, high risk programmes and lastly the juvenile prison (Shoemaker,

Policy brief Essay Example | Topics and Well Written Essays - 1000 words

Policy brief - Essay Example Notably, the affordable care act requires states to establish their independent insurance exchanges. In other words, they want states to default to the federal exchange. Nonetheless, it should be noted that the joint federal state programs were initiated to fund the medical services in the United States. This is a long term project that was initiated to provide care to the moderate income families. Moreover, it is worth noting that Medicaid is among the largest federal funded budgets and it has had a rapidly growing cost, but with unsustainable rates (Rosen, 1988). The huge cost of this program to the federal government’s budget calls substantial overhaul towards reducing the taxpayers from huge funding burden. Nearly all states including Vermont usually receive Medicaid with an open ended funding from the federal government (Kaiser Commission Medicaid, 2012). The expansion of the state budget along with their expanded benefits usually leaves the taxpayers with no option but to pay additional costs. It should be noted that the current funding structure provides a room for overexpansion that in turn provides the states with limited incentive t o control extensive waste and fraud programs. Moreover, program is designed in a top down regulatory structure thereby creating distortions within the health care markets. However, the Medicaid intra governmental grants have proven to be effective and efficient for the funding mechanisms within the United States funding systems. Notably, they have created conditions that match the states’ funding considerably. In essence, the program allows the federal government to share specific expenditures that are attached to the program. These programs attached to the Medicaid services are known as the federal medical assistance percentage (FMAP). The FMAP was initiated for the government to have a larger percentage in the Medicaid costs in states. However, the highly targeted states are those with low

Causes of the Mexican-American War Essay Example | Topics and Well Written Essays - 1500 words

Causes of the Mexican-American War - Essay Example From this paper it is clear that the present Texas – a land that was said to be similar to Germany in terms of size – was formerly a part of the Mexican Republic, until its residents, then known as Texicans or Texans, revolted against the Mexican government. Settlers from different parts of the United States were said to have populated Texas during the 1820’s up to the 1830’s, when the Mexican government encouraged them to reside in the northern part of Mexico which was then unpopulated. And in 1821, the first Anglo-American colony led by Stephen Fuller Austin was established in Texas. However, the settlers were not contented with the way the city government of Mexico was running the province. The Texans were furious with the plan of Mexico to bring the country under the control of a single authority. It further aggravated their anger when a government proclamation concerning the abolition of slavery was implemented.This study outlines that  the Texans w ere a kindred people whose natural place was under the American flag. For a third reason, they feared that Great Britain might intervene in Texas and try to establish a protectorate. And finally, pocket motives were at work. Northerners wished to sell farm products and manufactured goods in Texas; shipping owners saw that their vessels could make profitable voyages to Galveston; Yankee mill owners wished to have cheap Texas cotton spin. Many Southerners wanted to migrate and yet were unwilling to leave the American flag.

Policy brief Essay Example | Topics and Well Written Essays - 1000 words

Policy brief - Essay Example Notably, the affordable care act requires states to establish their independent insurance exchanges. In other words, they want states to default to the federal exchange. Nonetheless, it should be noted that the joint federal state programs were initiated to fund the medical services in the United States. This is a long term project that was initiated to provide care to the moderate income families. Moreover, it is worth noting that Medicaid is among the largest federal funded budgets and it has had a rapidly growing cost, but with unsustainable rates (Rosen, 1988). The huge cost of this program to the federal government’s budget calls substantial overhaul towards reducing the taxpayers from huge funding burden. Nearly all states including Vermont usually receive Medicaid with an open ended funding from the federal government (Kaiser Commission Medicaid, 2012). The expansion of the state budget along with their expanded benefits usually leaves the taxpayers with no option but to pay additional costs. It should be noted that the current funding structure provides a room for overexpansion that in turn provides the states with limited incentive t o control extensive waste and fraud programs. Moreover, program is designed in a top down regulatory structure thereby creating distortions within the health care markets. However, the Medicaid intra governmental grants have proven to be effective and efficient for the funding mechanisms within the United States funding systems. Notably, they have created conditions that match the states’ funding considerably. In essence, the program allows the federal government to share specific expenditures that are attached to the program. These programs attached to the Medicaid services are known as the federal medical assistance percentage (FMAP). The FMAP was initiated for the government to have a larger percentage in the Medicaid costs in states. However, the highly targeted states are those with low

There should not be state sales taxes assessed on Internet purchases Essay

There should not be state sales taxes assessed on Internet purchases - Essay Example However, this aspect of sales tax free goods is not available in many states or countries. It has been observed that in many states of the United States of America (US), the consumers making online purchases are required to pay the requisite sales tax amount in their respective state tax agency. This prospect of providing tax free goods or products has hampered the revenue of the government as well as the brick-and-mortar retail outlets which are providing identical goods and services by minimizing their sales volume and customer base (FindLaw, â€Å"Do You Have to Pay Sales Tax on Internet Purchases?†). It has been observed that in the US, law has been formulated as well as implemented with the intention of collecting sales taxes for the shopping which are made online. In this respect, the Marketplace Fairness Act has been formulated with the intention of collecting sales tax in relation to online transactions which are performed within states. Moreover, this Act allows an ex emption for online retailing businesses with less than US$1 million domestic sales annually (Yadron, â€Å"Lawmakers Reintroduce Online Sales Tax Legislation†). Thesis Statement The paper intends to describe the issue i.e. whether or not sales taxes should be assessed on the purchase of goods through internet. The discussion will identify the major aspects with regard to the issue. Moreover, certain supporting opinions will be provided regarding the issue with facts as well as logic. Objective Description of the Issue The sales taxes on the purchases which are made through online sources are dependent on the location of the consumer. The Supreme Court in the year 1992 made rules that online retailers who have a physical presence in the states are charged with sales taxes on most of the purchase transactions made. In this aspect, online retailers are obliged to charge sales tax for the goods which are sold to home state consumers. In case, when goods are sold to consumers in o ther states then such consumers can acquire these goods without any sales taxes (FindLaw, â€Å"Do You Have to Pay Sales Tax on Internet Purchases?†). It has been observed that there are many large websites which are performing business transactions free of sales taxes by inaugurating subsidiaries with the intention of performing only the online businesses. It is also recognized that they perform online business transactions without physical presence. The above mentioned practice of online businesses is required to be mitigated with the objective of assisting the online businesses with physical presence that are losing sales volume due to online shops which are providing goods at free sales taxes (FindLaw, â€Å"Do You Have to Pay Sales Tax on Internet Purchases?†). The consumers purchasing tax free goods from online sources are required to pay sales tax to the agency in a direct manner where sales taxes are charged in their states. In case, where the consumers pay sal es tax directly to the sales tax agency are termed as ‘use’ tax. The only difference between sales tax and use tax is regarding the paid tax amount. In terms of sales tax, the tax amount is directly paid by online retailers to the sales tax agency. While, in case of use tax, the tax amount is paid by consumers themselves. Moreover, collecting use tax for small purchases tends to

Values of Parents Essay Example for Free

Values of Parents Essay Good Parents should guide children in family unity. Family unity is a family being together in happy and peaceful. Also, the meaning of family unity is that regardless of how bad a situation may be it will bring us closer together and make our bond stronger. It would have nice to have parents to enforce rules at home. For example, if parents would have been home children would have done homework instead of going outside to play. Another example is sitting together as a family to have dinner made family more closely. There were many things we have discussed at the dinner table. We talk about how our day, the happenings at school , work, upcoming events, share funny stories and express concerns about thing of important to us. Having parents spend time with children are very good example of family values. Read more: Lessons Learned From Parents Another valuable that parents belief is education. Most parents believed that education is a value for success in the future. A parents role is to support their child academic growth.. My parents always support me. They had me observe how they both work hard to support family. They explained to me if they had had college education, things would be a little easier for our family. If my parents had not given me self confidence, I wouldnt have enrolled in college. Parents are very important to their childrens education. All parents want their children to be a successful person in future. They influence their kids as much as good thing whenever they could. Find good school for their children; support them when they need help. Teach them how to be good person and go to school for better life. Parents are very important to a childs life.

Security models

Security models EXECUTIVE SUMMARY One of the most essential part of securing access to data, information, security, as well as computer organization is by having security policy. A computer security policy consist of a clearly defined and precise set of rules, for determining authorization as a basis for making access control decisions. A security policy captures the security requirements of an establishment or describes the steps that have to be taken to achieve the desired level of security. A security policy is typically stated in terms of subjects and objects, given the desired subject and object there must be a set of rules that are used by the system to determine whether a given subject can be given access to a specific object. A security model is a formal or an informal way of capturing such policies. Security models are an important concept in the design of a system. The implementation of the system is then based on the desired security model. In particular, security models are used to test a particular policy for completeness and consistency document a policy help conceptualize and design an implementation check whether an implementation meets its requirements We assume that some access control policy dictates whether a given user can access a particular object. We also assume that this policy is established outside any model. That is, a policy decision determines whether a specific user should have access to a specific object; the model is only a mechanism that enforces that policy. Thus, we begin studying models by considering simple ways to control access by one user. In this paper, we would briefly explain about two main security models that have already known and been used in securing a system. The two of them are BIBA and Bell La-Padula. Basically this two known system have been used widely in the world and it is essential for us as security technology students to understand and implement it in the future system. We highly hope that this paper can help the student to understand the security policy that being implemented by the BIBA and Bell La-Padula model. CATEGORY OF SECURITY MODELS Biba Model The Biba integrity model was published in 1977 at the Mitre Corporation, one year after the Bell La-Padula model (Cohen ). As stated before, the Bell La-Padula models guarantees confidentiality of data but not its integrity. As a result, Biba created a model use address to enforcing integrity in a computer system. The Biba model proposed a group of integrity policies that can be used. So, the Biba model is actually family of different integrity policies. Each of the policies uses different conditions to ensure information integrity (Castano). The Biba model, in turn, uses both discretionary and nondiscretionary policies. The Biba model uses labels to give integrity levels to the subjects and objects. The data marked with a high level of integrity will be more accurate and reliable than data labeled with a low integrity level. The integrity level use to prohibit the modification of data. Access Modes The Biba Model consists of group access modes. The access modes are similar to those used in other models, although they may use different terms to define them. The access modes that the Biba model supports are: Modify: allows a subject to write to an object. This mode is similar to the write mode in other models. Observe: allows a subject to read an object. This command is synonyms with the read command of other models. Invoke: allows a subject to communicate with another subject. Execute: allows a subject to execute an object. The command essentially allows a subject to execute a program which is the object Policies Supported by the Biba Model The Biba model can be divided into two types of policies, those that are mandatory and those that are discretionary. Mandatory Policies: Strict Integrity Policy Low-Water-Mark Policy for Subjects Low-Water-Mark Policy for Objects Low-Water-Mark Integrity Audit Policy Ring Policy Discretionary Policies: Access Control Lists Object Hierarchy Ring Mandatory Biba Policies The Strict Integrity Policy is the first part of the Biba model. The policy states:  § Simple Integrity Condition: s ∈ S can observe o∈ O if and only if i(s) ≠¤ i(o).  § Integrity Star Property: s ∈ S can modify to o∈ O if and only if i(o) ≠¤ i(s).  § Invocation Property: sâ‚  ∈ S can invoke sâ‚‚ ∈ S if and only if i(sâ‚‚ ) ≠¤ i(sâ‚  ). The first part of the policy is known as the simple integrity property. The property states that a subject may observe an object only if the integrity level of the subject is less than the integrity level of the object. The second rule of the strict integrity property is the integrity star property. This property states that a subject can write to an object only if the objects integrity level is less than or equal to the subjects level. This rule prevents a subject from writing to a more trusted object. The last rule is the invocation property, which states that a subject sâ‚  can only invoke another subject sâ‚‚, if sâ‚‚ has a lower integrity level than sâ‚ . The strict integrity policy enforces â€Å"no write-up† and â€Å"no read-down† on the data in the system, which is a subject, is only allowed to modify data at their level or a low level. The â€Å"no write up† is essential since it limits the damage that can be done by malicious objects in the system. On the other hand, the â€Å"no read down† prevents a trusted subject from being contaminated by a less trusted object. Specifically, the strict integrity property restricts the reading of lower level objects which may be too restrictive in some cases. To combat this problem, Biba devised a number of dynamic integrity polices that would allow trusted subjects access to an un-trusted objects or subjects. Biba implemented these in a number of different low-water mark policies. The low-watermark policy for subjects is the second part of the Biba model. The policy states:  § Integrity Star Property: s ∈ S can modify o∈ O if and only if i(o) ≠¤ i(s).  § If s ∈ S examines o ∈ O the i†² (s) = min(i(s),i(o)), where i†² (s) is the subjects integrity level after the read.  § Invocation Property: sâ‚ Ã¢Ë†Ë† S can invoke sâ‚‚ ∈ S if and only if i(sâ‚‚ ) ≠¤ i(sâ‚  ). The low-watermark policy for subjects is a dynamic policy because it lowers the integrity level of a subject based on the observations of objects. This policy is not without its problems. One problem with this policy is if a subject observes a lower integrity object it will drop the subjects integrity level. Then, if the subject needs to legitimately observe another object it may not be able to do so because the subjects integrity level has been lowered. Depending on the times of read requests by the subject, to observe the objects, a denial of service could develop. The low-watermark policy for objects is the third part of the Biba model. This policy is similar to the low-watermark policy for subject. The policy states:  § s ∈ S can modify any o ∈ O regardless of integrity level.  § If s ∈ S observe o ∈ O the i†² (o) = min(i(s),i(o)), where i†² (o) is the objects integrity level after it is modified. This policy allows any subject to modify any object. The objects integrity level is then lowered if the subjects integrity level is less than the objects. This policy is also dynamic because the integrity levels of the objects in the system are changed based on what subjects modify them. This policy does nothing to prevent an un-trusted subject from modifying a trusted object. The policy provides no real protection in a system, but lowers the trust placed in the objects. If a malicious program was inserted into the computer system, it could modify any object in the system. The result would be to lower the integrity level of the infected object. It is possible with this policy that, overtime; there will be no more trusted objects in the system because their integrity level has been lowered by subjects modifying them. The low-watermark integrity audit policy is the fourth mandatory policy under the Biba model. The policy states:  § s ∈ S can modify any o ∈ O , regardless of integrity levels.  § If a subject modifies a higher level object the transaction is recorded in an audit log. The low-watermark integrity audit policy simply records that an improper modification has taken place. The audit log must then be examined to determine the cause of the improper modification. The drawback to this policy is that it does nothing to prevent an improper modification of an object to occur. The Ring Policy is the last mandatory policy in the Biba Model. This policy is not dynamic like the first three policies. Integrity labels used for the ring policy are fixed, similar to those in the strict integrity policy. The Ring Policy states:  § Any subject can observe any object, regardless of integrity levels.  § Integrity Star Property: s ∈ S can modify o∈ O if and only if i(o) ≠¤ i(s).  § Invocation Property: sâ‚  ∈ S can invoke sâ‚‚ ∈ S if and only if i(sâ‚‚ ) ≠¤ i(sâ‚ ). The ring policy is not perfect; it allows improper modifications to take place. A subject can read a low level subject, and then modifies the data observed at its integrity level (Castano). Advantages Disadvantages Advantages: Ø Easy to implement So, It is no harder to implement the strict integrity policy. Ø Provides a number of different policies If the strict integrity property is too restricting, one of the dynamic policies could be used in its place. Disadvantages: Ø The model does nothing to enforce confidentiality. Ø The Biba model does not support the granting and revocation of authorization. Ø This model is selecting the right policy to implement. Bell La-Padula Model The Bell La-Padula model is a classical model used to define access control. The model is based on a military-style classification system (Bishop). With a military model, the sole goal is to prevent information from being leaked to those who are not privileged to access the information. The Bell La-Padula was developed at the Mitre Corporation, a government funded organization, in the 1970s (Cohen). The Bell La-Padula is an information flow security model because it prevents information to flow from a higher security level to a lower security level. The Bell La-Padula model is based around two main rules: the simple security property and the star property. The simple security property states that a subject can read an object if the object is classification is less than or equal to the subjects clearance level. The simple security property prevents subjects from reading more privileged data. The star property states that a subject can write to an object, if the subjects clearance level is less than or equal to the objects classification level. What the star property essentially does is it prevents the 2 lowering of the classification level of an object. The properties of the Bell La-Padula model are commonly referred to as â€Å"no read up† and â€Å"no write down†, respectively. The Bell La-Padula model is not flawless. Specifically, the model does not deal with the integrity of data. It is possible for a lower level subject to write to a higher classified object. Because of these short comings, the Biba model was created. The Biba model in turn is deeply rooted in the Bell La-Padula model. There is a slightly embellished Mealy-type automaton as our model for computer systems. That is, a system (or machine) M is composed of  § a set S of states, with an initial state s0 2 S,  § a set U of users (or subjects in security parlance),  § a set C of commands (or operations), and  § a set O of outputs, Together with the functions next and out:  § next: S Ãâ€" U Ãâ€" C → S  § out: S Ãâ€" U Ãâ€" C → O Pairs of the form (u, c) 2 U Ãâ€" C are called actions. We derive a function next*: Ø Next*: S Ãâ€" (U Ãâ€" C)* → S (The natural extension of next to sequences of actions) by the equations Ø Next*(s, Λ) = s, and Ø Next*(s, ÃŽ ± ââ€" ¦ (u, c)) = next (next*(s, ÃŽ ±), u, c), Where Λ denotes the empty string and ââ€" ¦ denotes string concatenation. Based on these two primitive types of access, four more elaborate ones can be constructed. These are known as w, r, a, and e access, respectively: w : write access permits both observation and alteration, r : read access permits observation but not alteration, a : append access permits alteration, but not observation, and e : execute access permits neither observation nor alteration. In order to model formally this internal structure of the system state we introduce a set N of object names, a set V of object values, the set A = {w, r, a, e} of access types, And also the functions contents and current-access-set: contents: S Ãâ€" N → V , current-access-set: S → P(U Ãâ€" N Ãâ€" A) (where P denotes power set) with the interpretation that contents(s, n) returns the value of object n in state s, while current-access-set(s) returns the set of all triples (u, n, x) such that subject u has access type x to object n in state s. Observe that contents captures the idea of the value state, while current-access-set embodies the protection state of the system. Thus, we introduce functions alter, and observe: alter : S → P(U Ãâ€" N), and observe : S → P(U Ãâ€" N) with the definitions: observe(s) def = {(u, n) | (u, n,w) or (u, n, r) Є current-access-set(s)}, and alter(s) def = {(u, n) | (u, n,w) or (u, n, a) Є current-access-set(s)}. That is, observe(s) returns the set of all subject-object pairs (u, n) for which subject u has observation rights to object n in state s, while alter (s) returns the set of all pairs for which subject u has alteration rights to object n in state s. Definitions of Bell La-Padula Definition 1 (Simple Security Property) A state s Є S satisfies the simple security property if Є N: Ø (u, n) Є observe(s) clearance (u) ≠¥ classification(s, n). A rule r is ss-property-preserving if next(s, u, r) satisfies the ss-property whenever s does. Definition 2 (*-property) Let T U denote the set of trusted subjects. A state s Є S satisfies the *-property if, for all un-trusted subjects u Є UT (we use to denote set difference) and objects n Є N: Ø (u, n) Є alter(s) âŠÆ' classification(s, n) âŠÆ' current-level(s, u), and Ø (u, n) Є observe(s) current-level(s, u) âŠÆ' classification(s, n). A rule r is *-property-preserving if next(s, u, r) satisfies the *-property whenever s does. Note that it follows from these definitions that: Ø (u, n, a) Є current-access-set(s)current-level(s, u), Ø (u, n, r) Є current-access-set(s) classification(s, n), And Ø (u, n,w) Є current-access-set(s) classification(s, n) = current-level(s, u). Also, as a simple consequence of the transitivity of ≠¥, if a state s satisfies the *-property and u is an un-trusted subject with alteration rights to object n1 and observation rights to object n2 (in state s), then Ø classification(s, n1) ≠¥ classification(s, n2). The original formulation of the *- property was somewhat different than that given above in that it did not employ the notion of a subjects current-level. The formulation of the *-property given in [1, Volume II] is, u Є TU, and m, n Є N: Ø (u,m) Є observe(s) ^ (u, n) Є alter(s) âŠÆ' classification(s, n) âŠÆ' classification(s,m). Definition 3 (Security) A state is secure if it satisfies both the simple security property and the *-property. A rule r is security-preserving if next(s, u, r) is secure whenever s is. We say that a state s is reachable if Ø s = next*(s0, ÃŽ ±) for some action sequence ÃŽ ± Є (U Ãâ€" C)*. A system satisfies the simple security property if every reachable state satisfies the simple security property. A system satisfies the *-property if every reachable state satisfies the *-property. A system is secure if every reachable state is secure. Applications of Bell La-Padula Bell and La Padula demonstrated the application of their security model by using the results of the previous section to establish the security of a representative class of 11 rules. These rules were chosen to model those found in the Multics system. 1. Get-Read (rule 1 of [2]) A subject u may call the rule get-read(n) in order to acquire read access to the object n. The rule checks that the following conditions are satisfied. clearance (u) ≠¥ classification(s, n) If u is not a trusted subject (i.e., u Є UT), then o current-level(s, u) ≠¥ classification(s, n) If both these conditions are satisfied, the rule modifies the protection state by setting  § current-access-set(s0) = current-access-set(s) {(u, n, r)}, where s0 denotes the new system state following execution of the rule. Otherwise, the system state is not modified. The security of get-read follows directly from Corollary 9. 2. Get-Append, Get-Execute, Get-Write (rules 2 to 4 of [2]) These are analogous to get-read. 3. Release-Read (rule 5 of [2]) A subject u may call the rule release-read(n) in order to release its read access right to the object n. No checks are made by the rule, which simply modifies the protection state by setting  § current-access-set(s0) = current-access-set(s){(u, n, r)}, where s0 denotes the new system state following execution of the rule. The security of release read follows directly from Theorem 10. 4. Release-Execute, Release-Append, Release-Write (rule 5 of [2]) These are analogous to release-read. 5. Change-Subject-Current-Security-Level (rule 10 of [2]) A subject u may call Change-Subject-Current-Security-Level(l) in order to request that its current-level be changed to l. The rule checks that the following conditions are satisfied. clearance(u) ≠¥ l (i.e., a subjects current-level may not exceed its clearance). If u is an un-trusted subject (i.e., u Є UT) then assigning l as the current level of u must not cause the resulting state to violate the *-property—i.e.,n Є N:  § (u, n) Є alter(s) âŠÆ' classification(s, n) ≠¥ l, and  § (u, n) Є observe(s) âŠÆ' l ≠¥ classification(s, n). If both these conditions are satisfied, the rule modifies the system state by settingcurrent-level (s0, u) = l, where s0 denotes the new system state following execution of the rule. Otherwise, the system state is not modified. 6. Change-Object-Security-Level (rule 11 of [2]) A subject u may call Change-Object-Security-Level(n, l) in order to request that the classification of object n be changed to l. The rule checks that the following conditions are satisfied. current-level(s, u) ≠¥ classification(s, n) (i.e., no subject may change the classification of an object which is currently classified above its own level). If u is an un-trusted subject (i.e., u Є UT), then current-level(s, u) ≠¥ l and l ≠¥ classification(s, n), o (i.e., untrusted subjects may not â€Å"downgrade† the classification of an object). v Є U, (v, n) 2 observe(s) âŠÆ' current-level(s, v) ≠¥ l (i.e., if any subject has observation rights to the object n, then the current level of that subject must dominate the new classification of n). Assigning l as the classification of n must not cause the resulting state to violate the *-property. If these conditions are satisfied, the rule modifies the system state by setting classification (s0, n) = l, where s0 denotes the new system state following execution of the rule. Otherwise, the system state is not modified. There are several limitations of BLP: Restricted to confidentiality No policies for changing access rights; a general and complete downgrade is secure; BLP is intended for systems with static security levels. BLP contains covert channels: a low subject can detect the existence of high objects when it is denied access. Sometimes, it is not sufficient to hide only the contents of objects. Also their existence may have to be hidden.

Pregnancy in the Military :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚   As the United States military moves towards a more bi-gender dependant force, it will be necessary for leaders and managers to combat the growing increasing of junior enlisted pregnancies. Through leadership skills, communication, and understanding the causes of the problems, leaders will be able to lower the rate of pregnancy, henceforth, increasing fleet readiness.   Ã‚  Ã‚  Ã‚  Ã‚  To even consider any type of resolution or solution to the problem of pregnancy amongst junior enlisted members, we must first analyze the concept of fleet readiness and the units that comprise it in today’s military. As the post-Cold War military is downsized to fit the new world order and the decreasing defense budgets, there is increasing concern about the readiness of the military. If the military is called upon to achieve our national objectives, will they be where they are needed, when they are needed, and prepared to perform their missions? Since no one wants another episode of the ill-equipped, poorly trained â€Å"hollow force† that existed in late 1970’s, both President Clinton and former Secretary of Defense Perry cited readiness as the top defense priority.1   Ã‚  Ã‚  Ã‚  Ã‚  The joint forces Publication 1-02 defines readiness as the ability of forces, units, weapon-systems, or equipment, to deliver the outputs for which they were designed (this includes the ability to deploy and employ without unacceptable delays).2 In other words, deployability of servicemen/women and equipment to accomplish tasks around the globe is paramount. With this broad definition of fleet readiness, we can determine that the deployability of junior servicemen and women is a major factor to accomplishing fleet readiness within any force. While junior enlisted personnel comprise the majority of service people deployed throughout the world, this paper will explore the impact of the junior enlisted servicewoman and how different factors within command climate cause pregnancy to be a fleet readiness problem.   Ã‚  Ã‚  Ã‚  Ã‚  Since readiness of the military is a high priority issue, Public Law 103-337, Section 533 requires the Department of Defense to submit an annual report on readiness factors by race and gender, beginning in FY96. As part of this report, deployability trends must be tracked. To ensure the data is reported correctly, a contract was issued to Logistics Management Institute to provide â€Å"a comprehensive analysis of the impact of non-deployable personnel on readiness. This study will also look at the degree to which individuals in active component units, who are non-deployable, are adversely affecting readiness.†1 With all the attention being given to readiness, it is important to understand some of the factors that may impact readiness

cloning :: essays papers

cloning Abstract As bioethics Leon R. Kass points out in his essay The Wisdom of Repugnance, those who defend human cloning regard themselves mainly as friends of freedom: the freedom of individuals to reproduce, the freedom of scientists and inventors to discover and devise and to foster ‘progress’ in genetic knowledge and technique." Kass goes on to stress that in fact, a "right to reproduce" has always been a peculiar and problematic notion. Rights generally belong to individuals, but this is a right which (before cloning) no one can exercise alone. Does the right then inhere only in couples? Only in married couples? Is it a (woman’s) right to carry or deliver or a right (of one or more parents) to nurture and rear? Is it a right to have your own biological child? Is it a right only to attempt reproduction, or a right also to succeed? Is it a right to acquire the baby of one’s choice? Critical analysis Kass debate on human cloning has brought to the surface a glaring deficiency of bioethics. It has few if any good methods for dealing with new and novel technologies. By that I mean those technologies where there seem to be no relevant historical precedents and where the potential benefits and harms are speculative only, not yet available for empirical testing. How might we best try to assess such technologies, and what counts as a good or bad argument for ethics and for public policy? Nor is it reasonable to insist on "empirical evidence" of benefit or harm when the scientific outcomes are still in the future and wholly speculative in nature. Such evidence could become available only when human cloning was a reality; and then it could take years or decades after that to determine whether it had been a wise move to allow the research to go forward in the first place. The key issue here is not genetic determinism or genetic identity but the preservation of individuality — by no means the same as genetic identity. Even so-called "identical" twins are not wholly identical genetically; that is well known. More to the point here is the issue of parents trying to use children for parental ends, procreating them with traits chosen by the parents for the purr-poses of the parents, not the welfare of the children. We happily accept twins when they are born, but no parents I have heard of go out of their way to procreate twins, or turn to assisted reproduction specialists to procreate twins. cloning :: essays papers cloning Abstract As bioethics Leon R. Kass points out in his essay The Wisdom of Repugnance, those who defend human cloning regard themselves mainly as friends of freedom: the freedom of individuals to reproduce, the freedom of scientists and inventors to discover and devise and to foster ‘progress’ in genetic knowledge and technique." Kass goes on to stress that in fact, a "right to reproduce" has always been a peculiar and problematic notion. Rights generally belong to individuals, but this is a right which (before cloning) no one can exercise alone. Does the right then inhere only in couples? Only in married couples? Is it a (woman’s) right to carry or deliver or a right (of one or more parents) to nurture and rear? Is it a right to have your own biological child? Is it a right only to attempt reproduction, or a right also to succeed? Is it a right to acquire the baby of one’s choice? Critical analysis Kass debate on human cloning has brought to the surface a glaring deficiency of bioethics. It has few if any good methods for dealing with new and novel technologies. By that I mean those technologies where there seem to be no relevant historical precedents and where the potential benefits and harms are speculative only, not yet available for empirical testing. How might we best try to assess such technologies, and what counts as a good or bad argument for ethics and for public policy? Nor is it reasonable to insist on "empirical evidence" of benefit or harm when the scientific outcomes are still in the future and wholly speculative in nature. Such evidence could become available only when human cloning was a reality; and then it could take years or decades after that to determine whether it had been a wise move to allow the research to go forward in the first place. The key issue here is not genetic determinism or genetic identity but the preservation of individuality — by no means the same as genetic identity. Even so-called "identical" twins are not wholly identical genetically; that is well known. More to the point here is the issue of parents trying to use children for parental ends, procreating them with traits chosen by the parents for the purr-poses of the parents, not the welfare of the children. We happily accept twins when they are born, but no parents I have heard of go out of their way to procreate twins, or turn to assisted reproduction specialists to procreate twins.

Older people in the society Essay

According to Roberts (1970) older people are the whole of a generation who have survived to a certain age. They are not a deviant group or one small special section of the population. They are ordinary people who happen to have reached a particular age. There are several assumptions made about older people and their health. The first is that increasing age is always accompanied by increasing frailty and disability. As a result, the increasing numbers of older people in society are usually seen as a social and economic burden (Le Grand 1993). The second assumption is that age is that age is always accompanied by ill health. The negative images of aging and older people can be all pervasive and influence decisions about the health and social care of older people which may not necessarily be in their best interest. As per the survey of United States census burro, in the year 2010, 30.8% of total population in Europe was older people aged over 65 years old. Among these, 8.4 percent over 75 years old and 4.9 percent were aged 80 or more than 80 years old. In the year 1990 it was 6.1% and 3.2% respectively, when the total old age population was 23% of total population. These figures prove that the old age population is increasing, and the problems related to old age as well. The first part of this assignment discusses some common issues related to old age. This part mainly focuses on the physical, mental and social problems of senior citizens. Then it goes through some reflective aspects of author. For that I pass through the theories and models of reflection also make an attempt to compare different models of reflection. Finally I examine one of my own experiences with an older person, by using one of the reflective models. Statistics shows that there will be an enormous increase in the ageing population over the next 20 year, particularly in those aged over 75, who will suffer most from illness, or some sort of disability. The population of Great Britain and most other countries is growing older and although this trend has largely been ignored for 2 centauries, it is now regarded as a major political and economic challenge for the future. This is because the last 30years seen a significant increase in the population of both number and proportion of people aged 65 and over. The greatest growth has been in those people aged 85 and over. The world population of older people over 65 will increase more than twice as fast as the total population of the world during  the period 19 96-2000. In every region, the population over 75 will increase at an even faster rate and those over 80 will increase faster of all. There are many health problems related to old age. As per the opinion of Hodkinson (1975) older people differ in three major ways from the young: in the type and number of diseases and accidents, in their reaction to disease and in special features to do with their background (Hodkinson, 1975). They often have a multiplicity of diseases, partly accounted for by the accumulation of non-lethal diseases such as osteoarthritis and deafness. They are more likely to fall than any other age groups, except the under-fives, often with serious consequences. (Department of trade and industry, 1995). Heart disease and stroke are particularly prevalent in old age and the majority of all deaths from heart disease and stroke occur in those aged 65 years and above.Whereas, as a recent study has shown, prevalence rates of most of the major health related behaviors such as smoking, alcohol consumption, sexual behavior and diet were commonly lower among older people (DoH central health monitoring unit, 2006). Psychological or emotional disorders in old people are too common, Older people themselves may be unwilling to seek help or reveal their feelings to others due to a fear of stigma or a lack of knowledge about the help available to them. Chronic diseases, psychological changes, malnutriti on and medication can exacerbate psychological problems in the elderly. Poor eye sight, poor hearing and slower reactions all contributes to a lack of confidence and increased social isolation for some older people. Dementia and depression are the two general psychological disorders in elderly among this dementia is a higher prevalence. According to Victor (1989) it is difficult to accurately estimate the incidence of dementia within the population because of the problem of diagnosis, although unreliable evidence may lead us to believe that most of the population over the age of 65 years is ‘demented’. Aside from the physical and emotional influences accompanying aging, growing old can be a time of social and economic change. For some people in their 50s can be a rich and rewarding time where they can enjoy the fruits of their labors, hand over responsibility for their children and look forward to enjoying new tasks or activities (Gavilan, 1992). For others it may not be such a positive experience, affected by redundancy, financial insecurity,  bereavement and the physical manifestations of aging. Retirement does not only affect an older person’s income but can also have a detrimental effect upon their social contact and status. Most of them consider retirement as a process of loss: loss of inc ome, loss of status, and loss of purpose and routine. In this situation, Jerrome’s (1991) opinion sounds very relevant, he said that there seems to be a paradoxical situation where the state provides money and support for those who are considered too old for employment while those who are receiving the benefits would be happier carrying out a job of any kind. Caring older people is a challenging process, as it is different from caring a younger. When caring an older person it is necessary to observe them well to understand their feelings and emotions. Reflective thinking will help a health practitioner to achieve this. When reflection is considered as an effective tool in clinical practice, one should have a basic knowledge about the meaning of reflection. In fact, defining the terms proves challenging for anyone seeking to make clear the nature of reflection. There have been number of attempts, to define the term reflection by authors, poets and philosophers alike. Among those interpretations, a definition presented by Johns (johns 1995:24) is literally very near to the ‘word’ reflection; he explained reflection as the practitioner’s capability to evaluate, make sense of and learn through personal experience in order to secure more attractive, useful and satisfying work. Moreover, reflective practice has been developed in health care, especially in nursing, as a way of gaining and building up on that experienced knowledge. Before using Reflection as a tool in clinical practice one should (B .J. Taylor 2000:3) â€Å"throw back of thoughts and memories, in cognitive acts such as thinking , contemplation, meditation and any other form of helpful considerations in order to make sense of them and to make appropriate changes if they are required†. As per this suggestion nurses should analyze their day to day practice and secure the valuable knowledge to lighten their future practice. In other words, as an American philosopher Dewey (1963) suggested that one has to learn by doing and realizing what came of what they did. In searching  different studies and opinions about the process reflection, we can find out different opinions about the aspects, styles and ways of using reflection as a tool in professional practice. Schon (1983) offered two main aspects of reflective practice those are; being reflection on action and reflection in action. Reflection on action is a recollection process of thinking and meditating on an action with the aim of making sense of the incident and using the results to improve future doings. It would be helpful, if nurses and health care workers make this theory real in their clinical practice. But the next one, ‘reflection in action’ is quite strange and had some arguments around it. As per the opinion of greenwood (1998) reflection cannot be recognized before action. In contradiction, Reed and Procter (1993) said that, reflective thinking about a situation, which is likely to happen, in advance is an important precursor to introduce clinical leadership and s upervision. In other words thinking through a particular situation may help to make a prediction and give a chance to take some precautions for a future occurring issue. When considering the role of reflection in nursing profession, Taylor (2004) suggested that reflection can be used as a system of thinking which helps the nurses to maintain vigilance in caring especially when caring an older person. Freshwater (2002) raised almost similar opinion he said that, reflection helps to encourage a holistic, individualized approach to care. When go through these opinions, we can understand that reflection helps a lot to give good care to the patient by productively making rapid changes in the clinical approach, in other words, it provides an opportunity for a rapid and progressive refocusing of work activity (Smyth, 1992). Before I make an attempt to assess my reflective account, which has given me a different outlook about old age, I should choose one model of reflection to analyze my experience. There are few theories, help one to explore his/or her clinical experiences or some incidents in which they have taken part a role of a leader, such as Gibbsâ₠¬â„¢(1988) model of reflection, Johns’ model of reflection and Driscoll’s model of structured reflection. Comparing these models, Gibbs’ and Drisoll’s(2000) models raises some questions that are focused on describing, analyzing, evaluating one personal experience and reach a conclusion, from  which finally makes an action plan for the future. Though Johns’ (2002) model appears more complicated and passing through lot of self examine questions, this model fails to draw an action plan which is considered as the vital process of reflective thinking. Even though Gibbs’ and Drissoll’s models are almost same in frame work I like to choose Gibb’s model as it gives me a chance to recollect my feelings and thoughts about my experience, as well as evaluate the good and bad about it. Since we are human beings it is important that our thoughts and feelings are to be memorized and evaluated, according to Taylor (2006) humans have the ability to think and to think about passed emotions, as we are offered with the gifts of memory and reflection. I believe tha t Gibbs’ model has a good frame work and moreover, for me, it is easily applicable in my experience as it is straightforward in nature and it allows me to answer the questions that arise from the practicalities of my clinical experiences. Here I make an attempt to assess one of the main issues of old age on the basis of my own personal experience. I do like to choose Gibbs’ model as a criterion to analyze it. In the first step, as per Gibbs’s model of reflection, ‘description’ of the event includes, what was the event? Where it happened? Who were with you then? What you did? And what were the results and draw backs; the description of my reflective experience is that while I was working in a psychiatric hospital in India, where I have got many different experiences with older people. I considerer all of them as my reflective accounts and it all help me to understand the old age and its complications. The incident is that, there was one patient in our ward he was about 78 years and had some psychological problems. He was very calm and quite almost every time, but occasionally he became very aggressive and violent. In that hospital, a custom was prevailing that inform relatives when a patient become very aggressive. So we used to inform his relatives when he got out of control. After meeting with his son or daughter, his condition would have become significantly normal. And he seemed very happy and comfortable with them. But when they left him there, he was again going back to a depressed mood. When I noticed this events many times I was really interested in that patient and I tried to make a good relationship with him. Finally I succeed; he used to speak with me a lot  even about his thoughts and feelings. And one day he told me that he really did not have any serious psychological disorders. He was acted as a psychotic person so that he could see his family. And he told me that he really did missing them. He never liked to be there. It was one of my mind blowing experiences I encountered during my clinical practice. The reflective account I explained above point out to one of the main problems of old age which is nothing but ‘loneliness’, Social seclusion and loneliness have long been recognized as problems linked with old age (Sheldon 1948 ; Halmos 1952). Loneliness has been defined as an unpleasant emotion state in which the older person feels apart from others. As I completed the description of the event, I go in to the next process; ‘feelings’. In this stage one should recall the situation and try to find out that what he/she thought and felt when they went through the experience? Considering my reflective experience, there were many thoughts passed through my mind. Old age is certain for every human being. Everyone has to pass through that period. At that time I thought about his feelings. He might have been working hard to raise his children, but when he became unproductive he was thrown to the miseries of loneliness. I felt empathy to the patient because after I came to know him more I could thoroughly understand his feelings. And I thought about the reasons of the seclusion of old age. The third stage is ‘evaluation’. As per this stage I should evaluate my experience and find out the good and bad about it. When driving back my memory through my reflective experience, I can say that the main good aspect of that situation was that I could be a good listener of that man. I think he might have experienced some relief when he shared his burden of feelings with me. That awareness gave me a great amount of satisfaction. Moreover I could realize some skills which must have possessed a care worker such as patience and being a good listener, which I had never realized until then. One the other hand, there are some bad aspects too I could find out. Even though I had been working in the same department for about six months I was a little late to realise his problems, I had to find out his feeling of loneliness earlier. It shows, at that time, I have lack of ability to identify the problems of the patients. Analysis of the event is the next stage. In this stage I have to think about what sense can be made of the situation which I faced. The first sense which I could make about this incident is that the main reason of the psychological problems present in older people is because of their social seclusion and loneliness. And the important thing I learned from this incident is the severity of loneliness in older people. They would even act as insane to get rid of their loneliness. They need rather love and care than treatment. As per the Gibbs’ frame work ‘conclusion’ is the next stage. In this step I conceder my faults which I had got when I deal with that incident. In that sense I could have realised the patient’s problem of loneliness earlier. If I came to know about this earlier I could invite the attention of his relatives to this issue. Now I understand that it is necessary to mingle with them and caring them in order to make them comfortable in the surroun dings of an old age home. The final and important stage is ‘action plan’. Here I should think about what I would do if I go through the same situation. Undoubtedly I would act differently because, now I know the draw backs of old age and what they are expecting from others. So if i would be in the same situation I would understand the problem of the patient earlier and help him reduce his feeling of loneliness. Next time I would find out more ways to escape the older patients from being lonely. In order to achieve this, encourage them to busy with some hobbies or learning some new skills, such as the use of the computers. I think they would enjoy learning computers and having great fun sharing their new skill. The next and important thing is that, I have to improve my communication skills. I would make sure that all the elderly inmates in my ward get communicated and listen to their problems. I will consider this as one of my important responsibilities in the clinical area, Because Duffy. K. and Hardicre (2007) suggested that Caring for the elderly patients is a necessary element of the nurse’s role as well as a professional commitment. In conclusion, loneliness is the major issue of old age. It is different from solitude because older people can be lonely while living with other people such as residential care. Loneliness can be a symptom of depression but can be prevented by the encouragement of physical  and mental activity and being socially active; the saying ‘use it or lose it’ cannot be overemphasised. After all, when considering this essay as my reflective writing, it helps me to secure more awareness about my caring older people. Besides that I have got a clear out look about using models and theories to analyses my experiences. Finally, this reflective thinking makes me more confident to face and deal with difficult situations. Reference List: Department of trade and industry; consumer safety unit (1995) home accident surveillance system: report on 1993 accident data and safety research, DTI, London. Dewey, J. (1963) Experience and education, New York: Collier books.87-89. 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