Intrusion Detection System Case Study

Intrusion Detection System Case Study Abstract Intrusion Detection system (IDS) has become powerful to provide security against the attack. It will help us to identify the deterring and deflecting malicious attacks over the network [1]. To remove all these problem regarding to security has been removed by this paper. In this paper we will go through the theoretical basis for intrusion detection. A distributed intrusion detection system based on agents and on multi agents based distributed intrusion detection also discussed in this paper. Some string matching algorithm are also used for the intrusion detection system. Keywords Distributed Intrusion Detection System; Agents; Multi Agents. 1. Introduction In the introduction of this paper, we are concerning the string matching algorithm in intrusion detection algorithm. In further we will see how to use the algorithm in IDS. String matching algorithm provides the solution to the problem of Intrusion detection. This algorithm will help us to detect the suspicious attack. Bad Character Heuristics The bad character heuristics [2] is very similar to the Boyer Moore string algorithm before. In this algorithm the string is divided into n number of character. Then the message is to be checked to remove the malicious attacks. In this algorithm it will check the first character of a string which is to be entered in a message. If that string is to be considered wrong that means there is some attack and the whole message is not to be considered whether it is right. The problem regarding to this is that it can easily hide the default part in the strings. Aho-Corasick:-Aho-corasick Algorithm is also used to remove the limitation of pervious algorithm. In this algorithm Aho-Corasick [2] make a algorithm as a tree structure. In this there is current node such as a message which to be checked, then if there is a matching node found in the testing than for that other node is to be made. Then after that if any other current node is being tested and if any problem is matched to the present node then the other string is to be tested. SFK Search In SFK search algorithm [2] in this there is a sibling node or the text cases are being present in the form of sibling. So that the current node is being tested by the sibling node ,then at that point the detection is being found ,then it will be added to the sibling node. Otherwise the next node will be tested. By using this algorithm we can find an efficient result. Wu-Manber This algorithm was developed by Wu-Manber [2] in this the limitation of bad character heuristics algorithm is being removed. In this algorithm the shift and hash two table are made to make the detection easy. In this there is character set in the shift table then it will be c be checked in the first table if the defect is found then it is move to the second table. 2. Problem in String Matching Algorithm Some problems are discussed here:- Snort:-Snort uses a set of rules that being derived by a attacks or other defects [2]. The rules are being made by the expert .If the condition is being satisfied then the action is being applied. Snort is a best practices and knowledge of the internet. Snort is a method through which some problem can be removed. In snort there is problem that the use of internet increases, then the definition of snort also increases. In this the use of snort increases so that the database also being very loaded so that there is a complexity in the data base. Due to this the speed of the snort database will decreases. 3. Agent Based Intrusion Detection System To use agent in the intrusion detection system there are some problem which we discussed here:- a) Real time of the intrusion detection and response is not so good [3]. b) If we make the centralized database and all the collective information is sent to that host then there should be overloading [3]. C) If some new hosts are added in the centralized database then the load increases [3]. d) Flexibility of system is not so good. e) Lack of co-operation between different intrusion detection system. To remove this problem there is agent based intrusion detection system used. 1. Agent-Agent is a self-adaptable. Intelligent and collaborative. In this the one is agent interact with the other agent. There are two type of agent: (a)Static agent:-static agent is proposed by the agent technology. In this which platform is being made it is being final, no changes should be made [3]. (b)Mobile agent:- It is capable to move from one node to another network [3] . 3.Working of Distributed Intrusion Detection Based On Agent:- Some merits of agent technology in this paper we will discussed the distributed intrusion detection based on agents [3] . Some parts are: Manage agent, Host Agent, Net Agent .Manage Agent include Mobile Agent Dispatcher (MAD), Learn Agent, Update Agent. -Static Agents are Net Agent and Learn Agent. -Mobile Agents are Manage Agent and Update Agent. In this the data will first checked by the Host Agent and Net Agent. They will detect the suspicious activity found in the data. Then it will send to the manage agent it will check the list in Mobile Agent Dispatcher which attack the host list and the Manage agent move to all the agent to find the similar attack. If mobile agent and and other agent found the threat then it will sent and inform to the Learn Agent which have the learning ability and Learning agent will update to the VHL. So the database is update and checks the other threat. Figure 1, Architecture of Distributed IDS Based on Agents [3]. 4. Distributed Intrusion Detection System On multi-agent In Distributed intrusion detection system only one agent is used to detect the suspicious attack. But the multi-agent it will helpful to find the suspicious attack [4]. (a)Problem:-Some problems are in multi-agent Distributed Intrusion Detection System [4] :- 1) Intrusion Detection cant test entire packet. 2) Signature Database update is not be done timely. 3) It is a single detection. 4) IT cannot interoperate the Intrusion Detection. 5) Intrusion Detection System and other network security cannot be interoperating. (b) Advantages:-some advantages are of Multi-agent are: 1. Intrusion Detection System based on multi-agent technology has a good independent, flexible, scalability [4]. 2. It will use top-down control mechanism which will work to prevent the damage [4]. 3. Each agent can inspect the system to ensure its safety. If it will lose the function, it will send its first message to the upper and then upper will restore the work[4]. 4. Agent analysis application software to protect a number of applications. Use the integrity analysis technology to make detection accurate [4]. (C) Working:- In this Multi-agent based IDS can monitor a analysis network and provide the accurate detection with improve speed. In this there is data collection agent which is configured according to network rate, data encryption etc, parameters. There is a data analysis agent which is based on expert system, state analysis and attacking tree analysis, data analysis agent can achieve high detection rate. There is communication agent which is the main part of multi-agent based IDS.IT must be configured to provide reliable security mechanism. There is a also a center agent which handle those condition that are not handled by analysis agent [4]. 5. Conclusion We have study the most common used String Matching Algorithm that are Bad Character heuristics, Aho-corasick, SFK search, WU-manber and also study the Intrusion detection in distributed computing that are based on agent and multi-agents. We have found that multi-agent based intrusion detection system can improve detection accuracy and detection speed and enhance the systems on security. We also found that Distributed Intrusion Detection Based on Agents and Multi Agents is the Reliable and more efficient than other IDS available Today. In future it also has scope for networks. 6. References Zhuowei Li , Theoretical Basis for Intrusion Detection , Amitabha Das, Jianying Zhou ,Proceedings of the 2005 IEEE workshop on Information Assurance and Security US Military Academy, west Point ,NY. Nathan Tuck, Deterministic Memory-Efficient Matching Algorithms for Intrusion Detection , Timothy Sherwood, Brad Calder , George Varghese, IEEE INFOCOM 2004. Jianxiao Liu , A Distributed Intrusion Detection System Based on Agents , Lijuan Li , IEEE Pacific-Asia Workshop on Computational Intelligence and Industrial Application, 2008. Weijian Huang , A Multi-Agent-Based Distributed Intrusion Detection System, Yan An, Wei Du , 3 rd International Conference on Advanced Computer Theory and Engineering (ICATE) 2010.

Determining gravity with a pendulum Essay

Gravity is a force that acts on Earth every day. Sir Isaac Newton was first to underline the principles of gravity when an apple fell on his head (Ashbacher 2002). He stated that each particle with a mass attracts all other particles with mass with a gravitational force that is directly proportional to the product of their masses and inversely proportional to their distance of separation squared (Ashbacher 2002). This is due to that gravity acts between objects (Ashbacher 2002), consequently causing a force of attraction which pulls the two object together, such as that an object with a mass will fall down towards earth ground. The Earth’s mass creates a gravitational force, which pulls the object down towards Earth. This theory is also supported by Newton’s three law of motions, particularly the first law stating that, ‘an object in motion or at rest will remain in motion or at rest unless acted upon by an external fore‘. An object will remain at rest floating in the air, however since an external force, gravity, acts upon it, the object falls towards Earth. Theoretically, the acceleration due to gravity on Earth is 9. 8ms-2, however it can also be determined through the use of the equation; T = 2? Where; T = time it took for the pendulum to cycle (s) L = distance between pivot point and center of the pendulum (m) g = value of acceleration due to gravity (ms-2) In order to determine the acceleration due to gravity, the equation were to be arranged to g = Equipment   Scissors Pendulum (approx 300g)   Whiteboard Diagram HangerWhiteboard Texture   Whiteboard Texture Holder   Sticky Tape 2m String * Stop Watch Method 1. Set up the pivot point location on the whiteboard as shown in the diagram 1. 1 in appendix 1 by using the sticky tape to tape the whiteboard diagram hanger onto the magnetic whiteboard marker holder. 1. Sticky tape the marker holder 1. 5m high, while making sure that the magnetic texture holder is immovable and secured. 1. Using the measuring tape; measure out 90cm on the 2m string then using the scissors cut the string, while making sure that the string is cut above 90cm as some measurements are required for the purpose of tying. 1. Tie one end of the strong string onto the center of the pendulum and the other end of the string onto the pivot point (end of the whiteboard diagram hanger), while making sure that the actual length from the pivot point to the center of the pendulum is 90cm. 1. Using the whiteboard marker and ruler, rule a line directly from the pivot point to the center of the pendulum (NOTE: the length of the line should be 90cm) on the whiteboard. 1. Rule a 7. 9cm line horizontal to the left from the point where the center of the pendulum is located. 1. Using the ruler and whiteboard marker, join the pivot point to the end of the 5cm horizontal line. 1. Slowing lift the pendulum to the recent ruled line, while making sure that the string connecting to the pendulum and pivot point remains straight. 1. Release the pendulum slowly. 1. Allow the pendulum to swing for two cycles then using the stopwatch start the timer. 1. Stop the timer when the pendulum reaches ten cycles, excluding the first two cycles. This gives the it time it took to cycle 10 times. 1. Repeat steps 8-11 three more times. 1. Repeat steps 3-12 but using a 60cm string with a 5. 2cm horizontal line to the left from the point where the center of the pendulum is located and 30cm string with a 2. 6cm horizontal line to the left from the point where the center of the pendulum is located. Results The Time it Took for a Pendulum to Swing and Cycle Ten Times Trials Length of Pendulum (m) 1 2 3 Average 0. 30 10. 9 11. 3 10. 2 10. 8 0. 60 15. 8 15. 7 15. 7 15. 7 0. 90 19. 1 19. 0 18. 9 19. 0 Resolution Ruler – 0. 1cm Stop Watch – 0. 01s Calculations Calculating the gravitational acceleration T = 2? T = 2? g = Calculating Gravitational Acceleration for 0. 30m 10. 8s per 10 pendulum swing cycle = 1. 08s per pendulum swing cycle L = 0. 30m and T = 1. 08s g = g = 10. 2ms-2 Calculating Gravitational Acceleration for 0. 60m 15. 7s per 10 pendulum swing cycle = 1. 57s per pendulum swing cycle L = 0. 60m and T = 1. 08s g = g = 9. 6ms-2 Calculating Gravitational Acceleration for 0. 90m 19. 0s per 10 pendulum swing cycle = 1. 90s per pendulum swing cycle L = 0. 90m and T = 1. 90s g = g = 9. 8ms-2 Calculating Uncertainties for the gravitational acceleration 0. 30m Pendulum Since T = 10. 8 and L = 0. 30, the uncertainty for T = 10. 8s  ± 0. 05s and L = 0. 30m  ± 0. 05m Highest value for the gravitation acceleration using 0. 30m pendulum is; L = 0. 30m + 0. 05m = 0. 35m T = 10. 8s – 0. 05 =10. 75s per 10 cycles g = where L = 0. 35 and T = 1. 075s per cycle g = g = 11. 9ms-2 Lowest value for the gravitation acceleration using 0. 30m pendulum is; L = 0. 30m – 0. 05m = 0. 25m T = 10. 8s + 0. 05 =10. 85s per 10 cycles g = where L = 0. 25 and T = 1. 085s per cycle g = g = 8. 4ms-2 0. 60m Pendulum Since T = 15. 7 and L = 0. 60, the uncertainty for T = 15. 7s  ± 0. 05s and L = 0. 6m  ± 0. 05m Highest value for the gravitation acceleration using 0. 60m pendulum is; L = 0. 60m + 0. 05m = 0. 65m T = 15. 7s – 0. 05 =15. 65s per 10 cycles g = where L = 0. 65 and T = 1. 565s per cycle g = g = 10. 5ms-2 Lowest value for the gravitation acceleration using 0. 60m pendulum is; L = 0. 60m – 0. 05m = 0. 55m T = 15. 7s + 0. 05 =15. 75s per 10 cycles g = where L = 0. 25 and T = 1. 575s per cycle g = g = 8. 8ms-2 0. 90m Pendulum Since T = 19. 0 and L = 0. 9, the uncertainty for T = 19. 0s  ± 0. 05s and L = 0. 90m  ± 0. 05m Highest value for the gravitation acceleration using 0. 90m pendulum is; L = 0. 90m + 0. 05m = 0. 95m T = 19. 0s – 0. 05 =18. 95s per 10 cycles g = where L = 0. 95 and T = 1. 895s per cycle g = g = 10. 4ms-2 Lowest value for the gravitation acceleration using 0. 90m pendulum is; L = 0. 90m – 0. 05m = 0. 85m T = 19. 0s + 0. 05 =19. 05s per 10 cycles g = where L = 0. 85 and T = 1. 905s per cycle g = g = 8. 2ms-2 Discussion Theoretically the acceleration due to gravitation on earth is 9. 8ms-2. From results, it is shown that when a 0. 30m and 0. 60m pendulum was used, its gravitational pull is calculated to be 10. 2ms-2 and 9. 6ms-2. Consequently there is a percentage error of 4% and 2% respectively. Since the percentage error is less than 10%, the values are considered acceptable, however when the 0. 90m pendulum was used, its gravitational pull was 9. 8ms-2, which is the same value as the value of the theoretical acceleration due to gravitation on Earth. Within the experiment, the amplitude of the displacement is kept under 7 ° at 5 °for all pendulum measurements. Due to this the motion of the pendulum is closely related to the simple harmonic motion (Houston 2012), hence the restoring force of when the object swings back to the original position is directly proportional to the displacement of 5 °. Due to this the pendulum will continue to swing back to the original launch position (Houston 2012), however factors that affects it are the length of the pendulum and the acceleration due to gravity. This controlled factor increases the reliability and accuracy of the results as if the displacement is above 7 ° then when the pendulum swings, there would be no restoring force, hence there would be less of a chance for the pendulum to return to the original position, and this will affect the cycle time. Nevertheless, uncertainties were calculated for all measurements of the pendulum. For the 0. 30m pendulum, it was calculated from the results that the lowest uncertainty for the acceleration due to gravitation is 8. 4ms-2 and highest is 11. 9ms-2. The acceleration due to gravitation from using the time from the three trials is within the range of 8. 4ms-2 and 11. 9ms-2. This is also the same for the 0. 6m pendulum where its highest acceleration is 10. 5ms-2 and lowest is 8. 8ms-2, and 0. 9m where its highest acceleration is 10. 4ms-2 and lowest is 8. 2ms-2. Though there were some errors presented as the acceleration from the 0. 30m pendulum and 0. 60m pendulum did not correspond with Earth’s actual gravitational acceleration. One of the errors is believed to be parallax error, which is caused by the difficulty to determine exactly when the pendulum returned to the original launch position after a full oscillation. This error could have either increased or reduced the time recorded for the pendulum to oscillate. Thus, by increasing or decreasing the time, it affected the calculation for the acceleration due to gravity for each individual and average measurement. To improve the experiment, a longer pendulum is to be used. This lessens the chance of parallax error; hence the oscillation time recorded and lessens the chance of random error, which also increases the precision of the data. A longer pendulum would cause the time it takes for a pendulum to cycle to be longer as time is proportional to the square root of length. A longer cycle makes it less difficult to record exactly when the pendulum return to its original launch position Conclusion The acceleration due to gravitation was determined to be 10. 2ms-2, 9. 6ms-2 and 9. 8ms-2 for the pendulum measurements of 0. 30m, 0. 60m and 0. 90m. This shows that the aim f the experiment was achieved through the conduction of the experiment. Though, the theoretical acceleration due to gravitation on Earth is determined to be 9. 8ms-2, in which it was found that by using the 0. 90m, the exact value could be calculated. However there were some errors involved such as the parallax error, but within all trials, the acceleration due to gravity of each individual was within the highest and lowest uncertainty range. An improvement was suggested in regards to the errors and that was to use a longer pendulum to reduce the pendulum cycle time. Overall the experiment was followed according to the method, and the result obtained had a percentage error less than 10%, hence the results are considered acceptable. References Ashbacher, C 2002, ‘Sir Isaac Newton: The Gravity of Genius’, Mathematics & Computer Education, vol.36, no. 3, pp. 302-310, viewed 5 September, via Education Research Complete Houston, K 2012, ‘The Simple Pendulum’, College Physics, vol. 1, no. 1, pp. 1-4, viewed 5 September, Appendix Diagram 1. 1 Experiment Set Up Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Forces and Motion section. 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Critically discuss Michel Foucault’s concept of knowledge/power

In â€Å"The Order of Things† (1973) Michel Foucault describes an episteme as the combination of institutions, discourses, knowledges and practices that organise the way we do things, making some actions acceptable and others unthinkable. He also says these processes of organisation in society are generally invisible. Critically discuss Michel Foucault's concept of knowledge/power with reference to Arthur Miller's film â€Å"The Crucible. † Michel Foucault's is a theorist who demonstrates a modernist way of thinking. Based on one of David Morley's definitions of the postmodern phenomenon being â€Å"a form of cultural sensibility and a mode of thought, particularly appropriate to analyzing the period† (Morley: 1996, p. 50), Foucault could be considered a postmodernist and a poststructuralist. However, some may consider his earlier works, like The Order of Things, to be structuralist as it may have possibly reflected a lack of distinction at the time it was written and received. Rather than narrating the nature of reality, Foucault intended to give descriptions of a variety of structures of knowledge also referred to as episteme. Arthur Miller's film â€Å"The Crucible† explores issues that are parallel to Foucault's thoughts of power and knowledge, however, Miller uses actual historical events as the background for his modernist ideas. The concept of knowledge and power explored in Foucault's text The Order of Things can be critically analysed with reference to more contemporary work of Arthur Miller, allowing one to draw distinctions between Foucault's theories and the concepts of collective evil, personal conscience, guilt, love and redemption explored in the film. In The Order of Things, Foucault can give up the philosophy of the subject without depending on ideas from social issues in society, which, according to his own analysis, are confined the modern form of knowledge. Foucault had studied the form of knowledge that appears with the claim of rescuing the intelligible from everything empirical, accidental, and particular, and that becomes especially suitable as medium of power in particular on account of this â€Å"pretended separation of validity from genesis† (Kelly: 1995, p. 82). This lack of empiricism in Foucault's thoughts reflects a modernist way of thinking. The article â€Å"Conclusion: Speaking as Deputy Sheriff† by Osborne and Lewis, has evidence of a similar modernist approach to thinking and lack of empirical theories. It is less focused on the idea that what ever is true should be measured; instead it makes statements and develops an analysis based on sciences or theory. An example is when it suggests that â€Å"a more historically aware approach to thinking about communication in Australia would be a useful place to start† (Lewis & Osborne: 2001, p212). This modernist approach to thinking about knowledge determines â€Å"the ensemble of rules according to which the true and the false are separated and specific effects of power attached to the true† (Kelly: 1995, p. 82). At the beginning of The Order of Things, Foucault claims for a will that consists of truth for all times and all societies: â€Å"Every society has its regime of truth, its ‘general politics' of truth: that is, the types of discourse which it accepts and makes it function as true. † This ideology is reflected in Arthur Miller's film â€Å"The Crucible† which is set in a small town, Salem. The entire village becomes consumed by certain beliefs and certain truths which include their indisputable faith in God and the existence of witches, witch craft and the devil. The Order of Things is the story of the â€Å"return of language† which explains the fundamental position of literature in our culture. Ours is a period in which language is taken to be at the source of all thought, and this is what highlights the importance of modernist writing. Language is â€Å"the strict unfolding of Western culture in accordance with the necessity it imposed upon itself at the beginning of the nineteenth century† (Rajchman: 1985, p. 3). The significance of language is also reflected in ‘The Crucible' when John Proctor refuses to sign a false confession, claiming â€Å"you can not take away my name†. He believed this would have happened by signing the confession onto paper, epitomising the impact that language has when printed on paper. In The Order of Things, Foucault paints a picture of modernist culture in which there is no character of man and science is no longer independent or universal. All scientific, aesthetic, and moral problems are reduced to problems of language, and languages have no warrant or foundation beyond themselves. Rajchman states that â€Å"Language becomes the limits of our being. It is only in transgressive writing that these limits are transcended; writers are the heroes of our age. This is a picture of what I call ‘post-Enlightenment literary culture. ‘† Many literary modernists, including Rajchman and Foucault, tell the story of how language had returned as the fundamental problem of our period, and our literacy culture which thus â€Å"finds itself† to be telling its own history. Foucault claims that â€Å"literature in our day†¦ s a phenomenon whose necessity has its roots in a vast configuration in which the whole structure of our thought and our knowledge is traced† (Rajchman: 1985, p. 25). In The Order of Things, it is clear that Foucault is hostile to the culture that reifies Man, and urges the reader to embrace the post-humanist age he foresees. Foucault rejects the traditional (Enlightenment) idea of progress and science, instead he constructs his history of knowledge with a lack of connection, and his literary history contains a hidden teleology giving way to immediate links to â€Å"The Crucible†. Stuart Hall and Bram Gieben describe the Enlightenment idea of progress as â€Å"the idea that the natural and social condition of human beings could be improved, by the application of science and reason† (Hall & Gieben: 1992, p. 22). â€Å". Both Miller and Foucault are modernist thinkers as they reject this Enlightenment concepts of progress, for example, the film â€Å"The Crucible† does not end with an improved social condition and happiness instead it comes to an abrupt end by the death of a central character and hero. In The Order of Things we find an attempt to â€Å"de-anthropologise† the concept of freedom. In â€Å"The Crucible†, John Proctor found freedom in the form of death. By not giving up his name in the confession he was condemned to be hung. However, his knowledge of what the real truth was allowed him to be free in his own sense of the word. This relates to Foucault's idea of power that he describes as â€Å"a way in which certain actions modify others† (O'Farrell: 1989, p. 119). But because of the freedom of the acting subjects, no matter what violence or seduction actions that make up power choose to exercise, the object of power can ultimately escape and refuse power even if only through death. This idea was taken from Foucault who said â€Å"the exercise of power may produce as much acceptance as may be wished for: it can pile up the dead and shelter itself behind whatever threats it can imagine. In itself the exercise of power is not violence; nor is it a consent which implicitly is renewable† (Foucault: 1977, p. 228). O'Farrell and Foucault's ideas are epitomized in the film ‘The Crucible', when John Proctor refused to sign the confession or in this case refused power, he was set free even if it were to be through death. These power relationships were then abolished once the subject was freed and hence there was no possible point of reversal hence the film was forced to an abrupt end. Foucault also believes there is no suspicion that our language, our work, and our bodies might determine the description of our actions and our world in ways we do not realise and can't change. However, there are many reasons why this theory should be questioned, an example existing in the film â€Å"The Crucible†. The young girls who were accused of witchery manifested power over their bodies and their language in order to convince the courts and an entire village of the existence of ‘their world' and the fact they could see the devil. All this was done in a quest to cover up their actions that was dancing naked around a fire in the forest. This idea creates a contradiction to Foucault's theory. However, Foucault also says that our problem becomes â€Å"not the possibility of knowledge but the possibility of a primary misunderstanding† (Rajchman: 1985, p. 13) which indeed was true in the case of the young girls of the film. In The Order Of Things, Foucault challenges new intellectual writings in regard to the change in utopian thought. In the classical period, utopia was the dream of an ideal beginning in which everything would perfectly fit into Tables of Representation. In Foucault's argument he states that â€Å"The great dream of an end of History is the utopia of casual systems of thought just as the dream of the world's beginnings was the utopia of the classifying systems of thoughts. In â€Å"The Crucible† the idea of witch craft challenges this world of utopia and one can question who has the authority to classify utopia, Miller or Foucault? Foucault's ideas challenge many of the ideas that run through â€Å"The Crucible† as he wishes not only to â€Å"de anthropologise† any nineteenth century utopian imaginations, dissociate our hopes of ever realising meaning and separate our freedom from philosophical theories about our nature. Much of Foucault's work is contradictory and this confuses anyone trying to analyse meaning in his writings. In The Order of Things he had looked at the way in which the human subject is defined through scientific discourse as a working, living, speaking individual (O'Leary: 2002, p. 59). However, Foucault deals with a collective and a great deal is to do with his unconscious ideas of perceptions; individuals play almost no role in his work. He is not concerned with the discoveries of scientists or other philosophers. However, it is difficult to imagine the human sciences without specific individuals. Thus, Foucault uses individuals such as Ricardo, Cuvier and Bopp in his work, however they â€Å"are not depicted as real people, no reference is made to their lives and little consideration is given to the controversies surrounding their ideas, since these issues are regarded as merely surface phenomena† (Spier: 1983, p. 166). As a result, the reliability of Foucault's work can be questioned because a crucial part of critical thinking and analysis when investigating other theorists work is their background and what may be the reasons behind their specific way of thinking. However, Foucault justifies himself explaining that he â€Å"tries to explore scientific discourse not from the point of view of the formal structures of what they are saying, but from the point of view of the rules that come into play in the very existence of such discourse† (Spier: 1983, p. 166). Spier raises an interesting critic of Foucault bringing his status as an author-subject into question. â€Å"If language rather than man speaks, as he claims, and if the statement â€Å"I am writing† is a contradiction comparable to â€Å"I am lying†, then who is the author of the order of things? (Spier: 1983, p. 167). This raises the question, is Foucault a universal voice of our time or is he merely speaking for himself. If he is speaking for himself as he suggests, then does he claim that what he is saying is a lie? Much of Foucault's work makes contradictory statements and thus is not necessarily reliable when looking for truths, instead his writing is the developing process of his thoughts and is often experimental so should be read with an open mind and thought about critically. Foucault's analyses may be regarded as a contribution to an understanding of the historical conditions of possibility of the human sciences and their social and political effects. The underlying connection within Foucault's work is the assessment of the relation between forms of rationality and forms of power, or of the relation between the emergence of particular forms of knowledge and the exercise of specific forms of power. Foucault believes that power is exercised upon the dominant as well as on the dominated and that there is a process of self-formation or auto-colonisation involved (Smart: 1983, p. 4). If we put this theory into practice within â€Å"The Crucible† one can suggest that Foucault's idea of power is quite naive. In â€Å"The Crucible† the young girls were from the dominant culture in Salem and exercised their power over the lower classes (or the dominated). However, there was no retaliation and so power was not exercised onto the girls (the dominant) in any case. Thus, Foucault theory is merely a generalisation and not appropriate as a rule on the whole. Power relations, Foucault claims are â€Å"‘intentional' and ‘non-subjective'†¦ They are imbued, through and through, with calculation: there is no power that is exercised without a series of aims and objectives† (Dreyfus & Rabinow: 1982, p. 187). This idea states that at the local level there is often a high degree of conscious decision making, planning and plotting. Foucault refers to this as the local cynicism of power (Dreyfus & Rabinow: 1982, p. 187). In â€Å"The Crucible† the young girls execute power over the village through their conscious actions to protect themselves, many were young and naive, and fear was driving them to accuse the innocent. Their actions would ultimately lead the execution of innocent and respected members of the town. Some of the elder girls such as the head Abigail knew very well of her actions and used strategically planned methods of power. The following phrase by Foucault epitomises power very accurately when in relation to these girls from â€Å"The Crucible†; â€Å"People know what they do; they frequently know why they do what they do; but don't know is what they do does† (Dreyfus & Rabinow: 1982, p. 187). This theory on power is an example of how both Foucault and Miller may have been influenced by other modernist thinkers such as Max Weber, a modernist thinker. He believed that power is the †chance of a man or a number of men to realize their own will in a social action even against the resistance of others who are participating in the action† (Max Weber, Basic Terms-The Fundamental Concepts of Sociology: 1942) In much of Foucault's writing there are seeming contradictions especially in this return to the traditional philosophic view or Enlightenment idea that description and interpretation ultimately must correspond to the way things really are. However, Foucault does admit to his somewhat unreal approach to writing. â€Å"I am fully aware that I have never written anything other than fiction. For all that, I would want to say that they were outside the truth. It seems plausible to me to make fictions work within truth, to introduce truth-effects within a fictional discourse†¦ † With this is mind one can say that Foucault's writing is still informative and helpful in its own right and reveals more about society and its practices than about ultimate reality. In The Order of Things, Foucault does describe an episteme as the combination of institutions, discourses, knowledge and practices that organise the way we do things, making some actions acceptable rather than unthinkable. In many ways Foucault's concepts of knowledge and power are contradictory to his own existing theories. While many of Foucault's ideas are parallel with Arthur Miller's film, â€Å"The Crucible†, some of his ideas reject Miller's way of thinking. This non-uniformity in Foucault's analysis can however be justified, because it is hard to believe that in any given culture and at any given moment, there is only one episteme that defines the possibility of all knowledge, power relations, the concepts of freedom and truth, whether it be in a theory or demonstrated in practice or action.

Sex and Teen Pregnancy Paying the Price for Your Actions...

The emotion that most girls face when they find out they are pregnant is shock and then denial, and they start to panic.When the panic settles, the girl is faced with a decision, should she terminate the pregnancy, keep the baby, or give it up for adoption once it is born. These are all extremely tough decisions for someone to make who should be worrying about which Jonas Brother they are going to have the crush on.There are also risks for things such as sexually transmitted diseases, and emotions that are beyond your control. Terminating the pregnancy is also known as an abortion. This is a procedure that is done in a doctors office where they can do things one of two ways. They have medication that they can give you that will dilate†¦show more content†¦With the new responsibility for a child you must give up most of the usual things that you used to take part in. You must now care for what you chose to bring into this world. They have many options for teen parents now that were not avaliable even as close as 10 years ago. You have the ability to finish school via online or through an alternative school in which you can bring your new addition. These classes also have parenting skills that are taught to help teens understand the full responsibility of being a parent. The younger the mother, the greater risk of complications for both the mother and child. Having a child at a early age doesnt mean you are unable to fulfill that childs needs, however it does mean that you will have to give it your full attention, love, responsibility. You will also need to provide stability for the child. The last decision a teen can make for their child is to place it in adoption. After carrying the child to full term, anywhere from 38-42 weeks, you will give the child to another family to raise. While pregnant you have the ability to interview potential couples, visit the homes to see where the child will be living and most importantly decide whether you can give the child a better home then the adoptive parents. You have the ability to decide if you would like an open adoption, where you have the ability to still be a part of the childs life and watch themShow MoreRelatedTeenage Pregnancy And Teen Pregnancy2488 Words   |  10 Pagesfor Disease Control (CDC) the 2011 birth rate for teens was 31.3 births per 1000 women aged 15–19, a record low for the United States. However, there are many ways to reduce the amount of teenage pregnancies (Trudeau). The United States has a problem of teenage pregnancy occurring with the most occurring in the capital Washington D.C. where there are a diverse group of teenagers (Dawani). This shows that our nation has a problem of teenage pregnancy, but the most is in a well civilized area in ourRead MorePolitical Ideology Paper4615 Words   |  19 Pagesfor abortion deal with a person’s daily doctor.Physician and Hospital Requirements: 38 states require an abortion to be performed by a licensed physician. 19 states require an abortion to be performed in a hospital after a specified point in the pregnancy, and 19 states require the involvement of a second physician after a specified point. â€Å"Partial-Birth† Abortion has had an effect on 16 states which have laws in effect that prohibit â€Å"partial-birth† abortion. 4 of these laws apply only to post viabilityRead More Drug Abuse Among American Teenagers Essay7972 Words   |  32 Pagesordinary teenager can have a drug problem depending on there friend s, and relationship with there family. These teenagers turn to drugs because they have no where else to turn. There family members arent ever around, or hardly ever around. Some teens may have there parents around, but they too are involved with drug abuse, giving little or no attention to there children. They may have dropped out of school, or arent meeting the standards set for them to meet, giving them a sense that they arentRead MoreBusiness Journalism in India26104 Words   |  105 PagesEquity * Currency * Commodity The movement in the above mentioned segments and the reasons for the same, make for a story. * Unorgranised and Organised sector. * Business Media * The business media focus on stock prices, growth rates, market shares, bottom lines and such. * For a complete story one should look at what fundamentally influences the other. E.g Tata Nano * Its complicated but interesting. * Business journalism is a big, broad multifacetedRead MoreFeminine Mystique12173 Words   |  49 Pagesthe world s population. The vast majority of studies (most of which were written by men anyway) concentrated on topics in the public arena. Politics, business, intellectual life, diplomacy, war — all were areas in which males defined the terms of action. The few women who did enter the history books were there most often because, like Eleanor Roosevelt, they had lived a public life; like Jane Addams, they initiated social reform; like Margaret Mead, they contributed in major ways to the social sciences;Read MoreFundamentals of Hrm263904 Words   |  1056 PagesF i n d o u t h ow t o M A K E I T YO U R S  » www.wileyplus.com ALL THE HELP, RESOURCES, AND PERSONAL SUPPORT YOU AND YOUR STUDENTS NEED! 2-Minute Tutorials and all of the resources you your students need to get started www.wileyplus.com/firstday Student support from an experienced student user Ask your local representative for details! Collaborate with your colleagues, find a mentor, attend virtual and live events, and view resources www.WhereFacultyConnect.com Pre-loaded, ready-to-useRead MoreUnderstanding Children and Young Person Development Essay13960 Words   |  56 PagesCWDC Standards Work Pack Standard 1: Understand the principles and values essential for fostering children and young people Standard 2: Understand your role as a foster carer Standard 3: Understand health and safety and safer caring Standard 4: Know how to communicate effectively Standard 5: Understand the development of children and young people Standard 6: Keep children and young people safe from harm Standard 7: Develop yourself Standard 1: UnderstandRead MoreMonsanto: Better Living Through Genetic Engineering96204 Words   |  385 Pagesabout real companies, and one of the entertaining bits of the analysis process is to compare what you have said they should do with what they really have done. So, it is best not to check the Internet to see current strategies until you have completed your analysis. What follows is one analytical system, a fairly tight one that you may want to adapt according to how much time you have and the style of the case. in the Australian ice-cream industry, the demographic analysis may have this comment: ‘ARead More_x000C_Introduction to Statistics and Data Analysis355457 Words   |  1422 PagesExploration and Analysis of Data, by Roxy Peck and Jay Devore, may be a more appropriate choice. Except for the treatment of probability and the omission of the Graphing Calculator Explorations, it parallels the material in this text. Please contact your sales rep for more information about this alternative and other alternative customized options available to you. New to This Edition There are a number of changes in the Third Edition, including the following: ââ€"   ââ€"   ââ€"   ââ€"   ââ€"   ââ€"   MoreRead MoreDeveloping Management Skills404131 Words   |  1617 Pagesmanagement practice is practicing what effective managers—those with â€Å"good sense†Ã¢â‚¬â€do consistently. Reason #2: It is consistent with proven principles of effective teaching and learning. A seasoned university professor advised a young colleague, â€Å"If your students aren’t learning, you’re not teaching—you’re just talking!† Here’s what some authorities on higher education have to say about how effective teachers foster learning: â€Å"All genuine learning is active, not passive. It is a process of discovery

Roman Army - Recruitment, Legions, Siege Warfare More

The Roman army (exercitus) did not start out as the superlative fighting machine that came to dominate Europe to the Rhine, parts of Asia, and Africa. It began like the part-time Greek army, with farmers returning to their fields after a quick summer campaign. Then it changed into a professional organization with long terms of service far from home. The Roman general and 7-time consul Marius is considered responsible for the change of the Roman army into its professional form. He gave the poorest classes in Rome the opportunity to be career military, gave land to veterans, and changed the composition of the legion. Recruitment of Soldiers for the Roman Army The Roman army changed over time. The consuls had the power to recruit troops, but in the last years of the Republic, provincial governors were replacing troops without the approval of the consuls. This led to legionaries loyal to their generals rather than Rome. Before Marius, recruitment was limited to citizens enrolled in the top 5 Roman classes.  By the end of the Social War (87 B.C.) most of the free men in Italy were entitled to enlist and by the reign of Caracalla or Marcus Aurelius, it was extended to the entire Roman world. From Marius on there were between 5000 and 6200 in the legions. Legion Under Augustus The Roman army under Augustus consisted of 25 legions (according to Tacitus). Each legion consisted of about 6000 men and a large number of auxiliaries. Augustus increased the time of service from 6 to 20 years for legionaries. Auxiliaries (non-citizen natives) enlisted for 25 years. A legatus, supported by 6 military tribunes, led a legion, composed of 10 cohorts. 6 centuries made a cohort. By the time of Augustus, a century had 80 men. The leader of the century was the centurion. The senior centurion was called the primus pilus. There were also about 300 cavalry attached to a legion. Contubernium of Soldiers in the Roman Army There was one leather sleeping tent to cover a group of 8 legionaries. This smallest military group was referred to as a contubernium and the 8 men were contubernales. Each contubernium had a mule to carry the tent and two support troops. 10 such groups made up a century. Every soldier carried 2 stakes and digging tools so they could set up camp each night. There would also be slaves associated with each cohort. Military historian Jonathan Roth estimated there were 2 calones or slaves associated with each contubernium. The Size and Organization of the Roman Imperial Legion, by Jonathan Roth; Historia: Zeitschrift fà ¼r Alte Geschichte, Vol. 43, No. 3 (3rd Qtr., 1994), pp. 346-362 Legion Names Legions were numbered. Additional names indicated the place where the troops were recruited, and the name gemella or gemina meant the troops came from the merger of two other legions. Roman Army Punishments One way to ensure discipline was the system of punishments. These could be corporal (flogging, barley rations instead of wheat), pecuniary, demotion, execution, decimation, and disbandment. Decimation meant one in 10 soldiers in a cohort was killed by the rest of the men in the cohort by clubbing or stoning (bastinado or fustuarium). Disbandment was probably used for mutiny by a legion. Siege Warfare The first great siege war was waged by Camillus against the Veii. It lasted so long he instituted pay for the soldiers for the first time. Julius Caesar writes about his armys sieges of towns in Gaul. Roman soldiers built a wall surrounding the people to prevent supplies from getting in or people from getting out. Sometimes Romans were able to cut off the water supply. Romans could use a ramming device to break a hole in the city walls. They also used catapults to hurl missiles inside. The Roman Soldier De Re Militari, written in the 4th century by Flavius Vegetius Renatus, includes a description of the qualifications of the Roman soldier: Let, therefore, the youth who is to be chosen for martial tasks have observant eyes, hold his head up, have a broad chest, muscular shoulders, strong arms, long fingers, not too extended a wait measure, lean hams, and calves and feet not distended with superfluous flesh but hard and knotted with muscles. Whenever you find these marks in the recruit, do not be troubled about his height [Marius had set up 510 in Roman measurement as the minimum height]. It is more useful for soldiers to be strong and brave than big. Roman soldiers had to march at an ordinary pace of 20 Roman miles in 5 summer hours and at a fast military pace of 24 Roman miles in 5 summer hours carrying a 70-pound backpack. The soldier swore an oath of loyalty and implicit obedience to his commander. In war, a soldier who violated or failed to carry out the generals order could be punished by death, even if the action had been advantageous to the army. Sources Polybius (c. 203-120 B.C.) on the Roman MilitaryTraining Soldiers for the Roman Legion, by S. E. Stout. The Classical Journal, Vol. 16, No. 7. (Apr., 1921), pp. 423-431.Josephus on the Roman ArmyThe Antiqua Legio of Vegetius, by H. M. D. Parker. The Classical Quarterly, Vol. 26, No. 3/4. (Jul. - Oct., 1932), pp. 137-149.Roman Legionary Fortresses and the Cities of Modern Europe, by Thomas H. Watkins. Military Affairs, Vol. 47, No. 1. (Feb., 1983), pp. 15-25.Roman Strategy and Tactics from 509 to 202 B. C., by K. W. Meiklejohn. Greece Rome, Vol. 7, No. 21. (May, 1938), pp. 170-178.

A Doll s House Individual Freedom Of Nora - 2227 Words

A Doll’s House: Individual freedom of Nora Individual freedom is a fundamental theme of Henrik Ibsen’s A Doll’s House. Through the character of Nora Ibsen shows the necessity of individual freedom. Without it one can’t flourish oneself and establish oneself as equal partner with other (Nora – Helmer relationship). The protagonist, Nora always wants to be an independent person. Though she got her success, she paid a good price for herself liberty. The present paper investigates and discusses how Nora led her life before achieving her self-liberty and her passion for individual freedom. Life of Nora before her revolution: Actually Nora is literally trapped in Torvald’s family. She hasn’t been happy in her marriage, living as a â€Å"doll-wife† for Torvald. They never have any serious conversations. As Helmer’s wife, she is expected to obey his wishes. Even she suppresses her desire to please him. Helmer forbids her to have macaroons though this conflicts with her freedom. Helmer wants to keep her wife attractive. She had to obey Helmer which took place during the fancy dress party. She wants to stay at the party and enjoys herself but Helmer forces her to go back home early after tarantella dance. Actually Helmer’s motive was to sex with her. Thus he controls her life. When Nora refused, he reacted with the word won’t! won’t! He reminds her duty as a wife. The repetition of the word â€Å"won’t† shows his anger. In this way she was treated by her husband. Helmer expects to be obeyedShow MoreRelatedGlaspell s Trifles And The Invisibility Of Women1490 Words   |  6 PagesInvisibility of Women Susan Glaspell’s play Trifles and Henrik Ibsen s A Doll s House are plays that explore a number of important features of femininity and life as a woman. Trifles explores a number of thematic ideas surrounding a woman’s place and her propensity for violence. The Author explores a thematic idea that centers on the proper dispensation of justice: Glaspell critically investigates the question of whether an individual can truly receive justice from a group that does not consider herRead MoreHenrik Ibsen s A Doll House1563 Words   |  7 Pages In the play, A Doll House by Henrik Ibsen, the title itself symbolizes the dependent and degraded role of the wife within traditional marriages. Ibsen portrayed the generous nature root into women by society, as well as the significant action of this nature, and lastly the need for them to find their own voice in a world ruled by men. Ibsen wrote this play in 1879, this is the era where women were obedient to men, tend the children until their husband came home, and stood by the Cult of DomesticityRead MoreGender And Gender Roles Have Radically From The Time Henrick Ibsen s A Doll House1203 Words   |  5 Pages The idea of gender and gender roles have evolved minimally from the time Henrick Ibsen â€Å"A Doll House,† was first published. In the late 1800s, just before the beginning of the first wave of feminism in the United States and Europe, women were looking for ways to gain independence from their â€Å"duty† to marry a man, have children, and live a life to home and yearned for the freedom to choose what kind of lives they wanted to live, what they wanted to do, etc. In the beginning of the play, the viewsRead MoreA Doll s House By Henrik Ibsen1717 Words   |  7 Pagesâ€Å"A Doll, a Partner, and a Change† Social movement of women liberation toward equal rights and independence has been a big subject in human history. It happens not only in Europe but also all over the world. Though making progress, this movement has been advancing slowly and encountered backslashes from time to time. Maybe there is something deeply hidden which the society has not figured out yet, even women themselves. What do women want, freedom or good life? Most of the time, they are notRead MoreHow Nora was a victim and victimizer in A Dolls House by Henrik Ibsen1068 Words   |  5 Pagesthe past what we see is very shocking. Such is the case in a Doll House by Henrik Ibsen. Here we see Nora presented as a victim of her father and male dominated society; however she also plays the role of victimizer against her husband, family, and friends. As Nora takes both sides of the conflict we see how she is forced into both roles. Nora plays with Dr. Rank s emotions; though by accident, she does so more than she had intended. Nora becomes desperate for money at one point and intends to useRead MoreWomen s Rights By Henrik Ibsen1481 Words   |  6 Pageswomen s rights by creating female characters that represent the struggle for freedom from their restricted roles. After years of playing the role of a superficial doll, Nora converts into an assertive and determined woman. The true cause of Nora s transformation starts with a revolution within her. Ibsen dramatizes Nora s discovery of identity by means of various literary techniques. By the finale of the play, Nora has survived a deconstruction of a false sense of identity, by being a â€Å"doll†, andRead MoreTheatrical Realism : Realism And Realism1228 Words   |  5 Pagesnaturalism, it does not focus on the scientific laws that control life, but the specific actions and their characteristics Characteristics: objective free will often optimistic settings in the everyday world ordinary events everyday characters the individual is perceived as a person with depth, bility to make ethical choice and act on the environment describes reality in comprehensive detail characters are more important than the pilot and action complex ethical choices are often the subject of theRead MoreCompare And Contrast A Doll House And The Poisonwood Bible1604 Words   |  7 PagesA Doll House by Henrik Ibsen depicts a young wife, Nora, as she struggles to deal with the repercussions of illegally borrowing money to help save, her husband, Torvald’s life. The play ends after her activity has been brought to the light and Torvald’s true nature of selfishness is revealed. Nora leaves him, recognizing their marriage as unequal. Barbara Kingsolver’s The Poisonwood Bible is set thousands of miles away in the Congo compared to the northern European setting of A Doll House, whereRead MoreAnalysis Of Henrik Ibsen s Ibsen 1459 Words   |  6 Pagesabstract perspective, which is the essence of art. Ibsen s work as a writer mainly symbolized a long writing style that reflection on people s need to live in a more advance mental way. Ibsen wrote about the contradiction between ability and the aspiration betw een will and possibility. Ibsen commonly uses a great deal of desperation in his work. Within the darkness of his work the conflict mainly surrounded humanity and the individual tragedy of one s true self. Ibsen would use symbols that representedRead MoreA Doll‚Äà ´s House by Henrik Ibsen1004 Words   |  5 Pages A Doll’s House A Doll’s House by Henrik Ibsen, is a play about a woman who realizes that she is worth more than she has been given credit. Her whole life she was treated like a little doll; too fragile to do anything serious, too frail to be troubled with real business. She was the wife, mother and homemaker. The only things she was perceived as capable of were running the home, raising the children and looking pretty. This was a common stereotype for women in the 1880’s. Women were treated

Immigration English Immersion Essay Example For Students

Immigration: English Immersion Essay The issue of immigration has been a hot topic in the United States for much of its history. Recently the point of conflict has risen over the issue of bilingual education in public schools. Many people have become opposed to this form of learning and propose a speedy immersion program. Others cling steadfastly to the norm of bilingual education proclaiming that immigrant children would be lost if thrown into mainstream classrooms. Still, some have found middle ground through what have been termed dual immersion programs. Although it is somewhat difficult and complicated to sort through the different perspectives it is necessary; what is decided on this issue will effect the education of thousands of children for years to come. English immersion has gotten rave reviews since it was first implemented in California several years ago, and it looks like Arizona is following suit with its passage of Proposition 203 this past November. But, what is English immersion, and why do its proponents claim it is superior to bilingual education or dual immersion programs? Unlike bilingual education programs that teach non-English speaking students mainly in their native tongue or dual immersion programs that teach in two languages for the benefit of all students (immigrant or native), English immersion programs focus on teaching English to immigrants for the majority of the day. The first year English immersion was implemented in California â€Å"teachers began teaching entirely in English, using Spanish only if a student had trouble understanding a concept or was emotionally distressed and needed comforting or counseling† (Chavez). Experts said this would not work and that â€Å"forcing immigrant children to learn English immediately would damage their self-esteem and make them fall behind their peers in other subject areas, maybe even push them to drop out of schoolâ€Å" (Chavez). By January of 1999, just six months after the program began, immigrant children appeared to be absorbing English at a astonishing pace (Sahagun). Sylvia Harris, a teacher in South Central stated, â€Å"’the kids are doing very well. We’re very happy campers’† (Sahagun). At this same time, some teachers worried that their children might simply be imitating them rather than thinking in English or that many were falling behind in their studies. Still other â€Å"teachers lament having to water down core subjects such as science and social studies for students who are just beginning to read and write in English† and â€Å"regretted having to teach their English learners at a slower pace than they would have liked† (Sahagun). One year after the programs implementation, in August 1999, test scores appeared to have soared for immigrant students; â€Å"scores of English learners rose 18 percent in reading, 21 percent in mathematics, 15 percent in language, 21 percent in spelling and 19 percent overall† (Geyer). By August of 2000, even more evidence showed the success of English immersion. Test scores continued to rise dramatically in districts that implemented the program in a speedy fashion, where areas test scores remained stagnant in districts that refused to put the program into practice (Chavez). Suni Fernandez, a second grade teacher in Oceanside, explained that thirteen of her eighteen students were rated fluent by the state LAS test, a feat that two years ago was limited to one (Barone). It would seem as if the apparent success of English immersion programs would silence proponents of bilingual and dual immersion education, but it has not. Those still in favor of bilingual education wonder if the immersion program was really the cause of immigrant success in English. An economist at the University of California San Diego states, â€Å"There have been so many changes in California in the last few years that it’s really hard to know what’s causing what† (Wildavsky). At the same time that English immersion programs were implemented, class sizes decreased and phonics-based reading instruction began (Wildavsky). In addition â€Å"test scores for all students were up in California this year as a new state accountability system has given schools a big incentive to boost results† (Wildavsky). .uf90a1ba8fd45f94af466ab4fa78bb754 , .uf90a1ba8fd45f94af466ab4fa78bb754 .postImageUrl , .uf90a1ba8fd45f94af466ab4fa78bb754 .centered-text-area { min-height: 80px; position: relative; } .uf90a1ba8fd45f94af466ab4fa78bb754 , .uf90a1ba8fd45f94af466ab4fa78bb754:hover , .uf90a1ba8fd45f94af466ab4fa78bb754:visited , .uf90a1ba8fd45f94af466ab4fa78bb754:active { border:0!important; } .uf90a1ba8fd45f94af466ab4fa78bb754 .clearfix:after { content: ""; display: table; clear: both; } .uf90a1ba8fd45f94af466ab4fa78bb754 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf90a1ba8fd45f94af466ab4fa78bb754:active , .uf90a1ba8fd45f94af466ab4fa78bb754:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf90a1ba8fd45f94af466ab4fa78bb754 .centered-text-area { width: 100%; position: relative ; } .uf90a1ba8fd45f94af466ab4fa78bb754 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf90a1ba8fd45f94af466ab4fa78bb754 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf90a1ba8fd45f94af466ab4fa78bb754 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf90a1ba8fd45f94af466ab4fa78bb754:hover .ctaButton { background-color: #34495E!important; } .uf90a1ba8fd45f94af466ab4fa78bb754 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf90a1ba8fd45f94af466ab4fa78bb754 .uf90a1ba8fd45f94af466ab4fa78bb754-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf90a1ba8fd45f94af466ab4fa78bb754:after { content: ""; display: block; clear: both; } READ: Ambition and the Tragic Demise of Macbeth EssayAlso, the proponents of bilingual education point to a 1991, study conducted by a National Academy of Sciences research team headed by David Ramirez, which followed 2,000 Latino school children. Ramirez stated, â€Å"’It is a myth that if you want children to learn English, you give them nothing but English’† (Hornblower). Stephen Krashen explains, â€Å"Because we learn to read by readingthat is by making sense of what is on the pageit is easier to learn to read in a language we understand. Once we can read in one language, we can read in general. However, bilingual education programs will fail if they a re taught by unqualified instructors, if they are over-crowded, if they lack appropriate materials, or if they are filled with the wrong grouping of students (Hornblower). A study conducted by George Mason University that spanned thirteen years and ended in 1995, compared the performance of 42,000 non-English speaking students and found that â€Å"children who had six years of bilingual education in well-designed programs performed far better on standardized tests in the 11th grade† than those with only three years of bilingual education (Hornblower). Also, â€Å"children who are plunged into an English environment before they are fluent ‘are left out of the discussion in their mainstream classes’† (Hornblower). According to Virginia Collier, a professor at George Mason University, shortened teaching in bilingual education â€Å"show up in the long term when the academic going gets tough† (Hornblower). The topic of bilingual education would seem to have only two sides, pro and con, but that is not the case. Recently the idea of dual immersion programs have gained wide-spread recognition causing many schools to implement such programs. Dual immersion programs, which typically begin when a student enters first or second grade, provide balanced instruction in two languages. Classrooms are filled â€Å"with approximately 50% native English speakers and 50% native speakers of the non-English language. instruction takes place through both languages, with the non-English language being used at least 50% of the time† (Howard). The goal of dual immersion is to â€Å"promote high academic achievement, first and second language development, and cross-cultural understanding for all students† (Howard). These programs seem to be working; the George Mason study previously mentioned has found that the highest achievers are those who are in dual immersion programs (Hornblower). Mary A. Cunningham Elementary School in Milton, Massachusetts implemented a French dual immersion program in the 1980’s (Bennefield). Students at this school begin their education with two years of instruction taught entirely in French (Bennefield). After the second grade, students are taught partly in French and partly in English through high school (Bennefield). This tactic seems to have given these students an academic edge as â€Å"the school system now shines in state performance tests in subjects† (Bennefield). Another school, Key Elementary in Virginia, teaches its students in Spanish and English. Students are taught in English for language arts, social studies, and â€Å"specials† (i. e. art, music, etc. ) and in Spanish for math, science, and Spanish language arts (Balick). One parent believes that this experience will likely help her son â€Å"see the world in a much more inclusive way† and provide him with â€Å"understanding of multiculturalism and an ability to move in and out of cultures other than own† (Balick). Similarly, a district supervisor in Passaic, Nicolas Calamusa, states, â€Å"ur country as a whole is recognizing that it makes good business sense for people to be able to work and speak in multiple languages,† and dual immersion programs help to achieve this (Kraut). With so much evidence supporting all three sides, it is hard to know which program produces the most desirable results. Are English immersion programs really the best way to go? Or do they force non-English speaking students into mainstream classes too soon? Do bilingual education programs actually hinder students from learning English? Are dual immersion programs really the happy medium that they might seem? Are students really learning two languages? Or are these programs simply hindering students from learning other academic areas better? There are so many questions, and the evidence would have us believe that the answers are clear-cut. But, the issue is more complicated than that and consensus will be slow in coming.