Internet Security Essay -- essays research papers

Security on the Internet How do you secure something that is changing faster than you can fix it? The Internet has had security problems since its earliest days as a pure research project. Today, after several years and orders of magnitude of growth, is still has security problems. It is being used for a purpose for which it was never intended: commerce. It is somewhat ironic that the early Internet was design as a prototype for a high-availability command and control network that could resist outages resulting from enemy actions, yet it cannot resist college undergraduates. The problem is that the attackers are on, and make up apart of, the network they are attacking. Designing a system that is capable of resisting attack from within, while still growing and evolving at a breakneck pace, is probably impossible. Deep infrastructure changes are needed, and once you have achieved a certain amount of size, the sheer inertia of the installed base may make it impossible to apply fixes. The challenges for the security industry are growing. With the electronic commerce spreading over the Internet, there are issues such as nonrepudiation to be solved. Financial institutions will have both technical concerns, such as the security of a credit card number or banking information, and legal concerns for holding individuals responsible for their actions such as their purchases or sales over the Internet. Issuance and management of encryption keys for millions of users will pose a new type of challenge. While some technologies have been developed, only an industry-wide effort and cooperation can minimize risks and ensure privacy for users, data confidentiality for the financial institutions, and nonrepudiation for electronic commerce. With the continuing growth in linking individuals and businesses over the Internet, some social issues are starting to surface. The society may take time in adapting to the new concept of transacting business over the Internet. Consumers may take time to trust the network and accept it as a substitute for transacting business in person. Another class of concerns relates to restricting access over the Internet. Preventing distribution of pornography and other objectionable material over the Internet has already been in the news. We can expect new social hurdles over time and hope the great benefits of the Internet will continue to ove... ...o that its confidentiality and integrity are preserved. That is, the data remains secret to those who do not posses the secret key, and modifications to the cipher text can be detected during decryption. Two of the most popular symmetric ciphers are the Data Encryption Standard (DES) and the International Data Encryption Algorithm (IDEA). The DES algorithm operates on blocks of 64 bits at a time using a key length of 56 bits. The 64 bits are permuted according to the value of the key, and so encryption with two keys that differently in one bit produces two completely different cipher texts. The most popular mode of DES is called Cipher Block Chaining (CBC) mode, where output from previous block are mixed with the plaintext of each block. The first block is mixed with the plaintext of each block. The block uses a special value called the Initialization Vector. Despite its size and rapid growth, the Web is still in its infancy. So is the software industry. We are just beginning to learn how to develop secure software, and we are beginning to understand that for our future, if it is to be online, we need to incorporate security into the basic underpinnings of everything we develop.

Refusing to Be a Victim Essay

The Virginia Tech Massacre was one of the deadliest shooting incidents by a single gunman (MSNC). With a bright future ahead, Reema Samaha was an 18 year-old freshman on the campus of Virginia Polytechnic Institute and State University in Blacksburg, Virginia. Physically beautiful, excellent academic performance, proud of her Lebanese culture, future graduate of international studies and a minor in French, talented contemporary dancer, full of life, but a killer decided to end her life on April 16, 2007 (â€Å"We Remember: biographies†). She was murdered among 32 other students and staff. She was trapped in her French class with no gun with which to protect herself. Guns on campus should be allowed based on â€Å"the right to bear arms† authorized in the United States Constitution, the increasing violence on campus, the impossible mission to protect all the students by campus police, and the â€Å"Gun-Free Zone† sticker that attracts the killers. The second amend ment under the Bill of Rights of the United States Constitution has protected the right of the people to keep and bear arms since 1791 (Head). It protects an individual’s right to possess and use a firearm for lawful purposes, such as self-defense. It is unlawful to bear arms to participate in a militia or to use for unlawful purposes. If somebody enters my property without invitation, it is my right, under the second amendment, to use a gun against a trespasser. One of the foundations that you acquire when you are a mother is to protect your loved ones at any cost if somebody attacks them. In the face of economic distress and the resulting risk for violence, the ability to protect oneself as allowed under the Constitution is increasingly important and must not be abridged. One example of that violence is sexual assaults on college campuses where nine occur each day. Also, there were 16 sniper victims at the University of Texas at Austin in 1966, 32 at Virginia Tech in 2007, five at Northern Illinois University in 2008, one at Virginia Tech in 2011, and three at San Jose State University in 2011 (â€Å"Infopleaseâ⠂¬ )†¦ What protection did the schools offer? The only option for the victim is to play dead or huddle under a desk hoping that the killer will not shoot them. Unfortunately, there is currently no alternative to simply hiding and praying that the bad guy will give you grace. Protecting all the students is an impossible mission for universities. Campus officials have introduced several responses to the problem of campus crime. Campus police, text  message alerts and cameras are all excellent ideas that improve responsiveness, but responsiveness is not the same as readiness. Text messages are unsuccessful, police are spread out across huge campuses and cameras have proven ineffective. Universities are open environments with indiscernible boundaries and few procedures to prevent or deal with a calamitous event. Colleges cannot guarantee protection or eliminate armed assaults. It is unrealistic to expect colleges to provide airport-like security with perimeter enforcement, metal detectors, armed guards, bag inspections and pat downs. Therefore, any institutions that cannot provide protection for their visitors must not deprive students of the ability to protect themselves. The â€Å"Free-Gun Zone† does not achieve its desired purpose. In fact, â€Å"Gun-Free Zone† sign attracts killers. Congress adopted the Gun-Free School Zones Act in 1990, prohibiting the possession of firearms in posted areas (â€Å"School Law†). Laws have never influenced criminal behavior because criminals, by their characters, do not respect laws. So a sticker on the campus doors stating â€Å"No guns allowed† is merely ironic in the face of tragedy. To the criminal, it means that this campus is a safe zone where victims are unable to protect themselves — a paradise zone for a killer! He is sure to succeed in his mission to kill with little risk to himself! The â€Å"Gun-Free Zone† sticker screams â€Å"Easy Targets Here.† One basis of opposition to guns on campus focuses on the presumed danger of young people, who are less mature, possessing guns. Some fear that during a party, a quarrel with friends could lead to use of a gun to resolve a disagreement. However, a student would be required to apply for a license in order to carry a gun, which requires a comprehensive FBI criminal background check, fingerprinting, classroom instruction and live-fire certification (â€Å"eHow†). The traini ng is designed, in part, to cause the student with a concealed weapon to be careful. Licensing is available to applicants who are 21 years of age or older, thus more mature. Another argument of opposition emphasizes the possibility of violence increasing with concealed weapons on campus, as if the mere presence of a weapon will increase violence. However, the benefit of having concealed weapons allowed on campus is proven by the fact that 26 colleges and universities, in Utah and in Colorado, a total70 campuses, currently allowing concealed carry on campus have not been a single report of shootouts, accidents or heated conflicts. In fact, rather  than causing crime as feared, Colorado State University’s crime rate has declined steadily since allowing concealed carry weapons. Allowing concealed weapons does not increase risk. To the contrary, it presents an advantage; it reduces crime and violence. Statistics and fact repudiate the fallacy that concealed weapons on campus will increase violence. In fact, guns should be permitted on campus due to the constitutional right to bear arms, growing violence on campus, the unmanageable job for the campus police to protect the students and staff, and the attractiveness of the Gun-free zone to malefactors. It should not stop there. High school teachers should be allowed to carry a weapon. As a future French teacher, I don’t want to die as a victim, but as a brave little soldier who will fight for my life and those of my students whom I would have in my charge. No one has the right to end a life of a living being for nothing. But many lives will be terminated before a policy is put in place to stop the rampage. The campus and other public places shouldn’t allow us to revoke our right as citizens to protect ourselves. Reema Ramage’s parents would have loved to see her graduate from Virginia Tech, to be there for her wedding day, to hold her first child. But, a foolish man decided to kill these dreams. Sadly, no one was allowed to stop him. Reema has the right to live. Works Cited .MSNC, â€Å"Worst U.S. shooting ever kills 33 on Va. campus.† (2007): n. page. Print. . .†Virginia Tech.† We Remember: biographies. N.p., 2007. Web. 3 Apr 2012. . .Head, Tom. â€Å"The Second Amendment.† About.com. N.p., n.d. Web. 3 Apr 2012. . .†Time Line of Worldwide School Shootings.† Infoplease. Pearson Education, 2012. Web. 3 Apr 2012. . .†California’s Gun-Free School Zone Act .† School Law. N.p., 2012. Web. 3 Apr 2012. . . â€Å"How to Get a Permit to Carry a Concealed Weapon in Texas.† eHow. N.p., 2012. Web. 3 Apr 2012. .

Child Developmental Theorists Essay

Introduction Over many years, development theories have been made about the development of children and the stages they move through in order to grow and mature. There are five stages of childhood development; cognitive, physical, social & emotional and moral & spiritual. In this report, there will be a focus on three types of development theories. The three development theories that will be researched in this report are Jean Piaget (1896-1980), Erik Erikson (1902-1994) and Abraham Maslow (1908-1970). Developmental Theory One- Jean Piaget 4.1Jean Piaget was born on the 9th August 1896 in Neuchatel which is in the Francophone region of Switzerland. As a young boy he was always interested in biology and the natural world. He attended the University of Neuchatel and also briefly attended the University of Zurich. He didn’t study biology however. His interests changed as he became older and he graduated from university with two published papers on his thinking at that time. After he graduated he moved from Switzerland to Paris, France where he taught at a boy’s school. It was here at this school, where he was helping to mark the Binet intelligence test, that he noticed that the younger children were consistently answering the same questions wrong, which the older children were getting right. From these results he produced the theory that young children’s cognitive processes are naturally different to adults thinking. In 1923, Piaget married and had three children, which he studied through infancy. Through the next couple of decades he became Directors and chiefs of a couple of different organizations and universities. Piaget sadly passed away on the 16th September 1980. 4.2Piaget’s theories are focused around two areas, which are language and cognitive. His theory was split into four parts which were the sensorimotor stage, preoperational stage, concrete operational stage and the formal operational stage. These will be expanded on later on in the report. 4.3Some significant ideas in Piaget’s cognitive theory include the following: cognitive development is mainly a result of the child’s active and independent interaction and exploration of their environment, that the role of the adult is as a provider and facilitator for the child, that children have differently distinct thinking processes from, that new knowledge is compounded on from previous knowledge and lastly that intellectual functioning is a very important factor in determining the behaviour of the child. 4.4In Piaget’s theory, it is split into four parts which are the sensorimotor stage, preoperational stage, concrete operational stage and the formal operation stage. The sensorimotor stage for a child is between the ages of birth to approximately two years of age. For children in this stage, they have minimal competence in representing their environment using a different range of images, language and/or symbols. Infants also have no awareness of objects or people. Piaget called this a lack of â€Å"object permanence†. When people develop object permanence it means that they can understand that people and objects continue to exist even when they aren’t in that present environment. The preoperational stage is from the ages of approximately two to seven years. These years can differ or change for any stage depending on the developmental of the child. This stage focuses around the language area of development. In this stage, children develop an internal representation of the world which helps them describe events, people and feelings which may be their own and/or others. During this stage they also use symbols as a way of playing and explaining themselves. Although the child’s thinking has developed from the sensorimotor stage it is still extremely lower than the thinking of adults. Children in this stage are very egocentric. This means that the child only thinks from their perspective and has no concept of thinking for others. In the concrete operational, children have some difficulty with abstract thought and often think in very â€Å"concrete† terms- hence the name. Their thinking is very black and white and they are attentive to the values of fairness and rules. The concrete operational stage is focused around children from the ages for seven to twelve years old. In this stage, children also have a better understanding of time and space, but still have limits to their thinking. They also tend to think in a more logical manner and begin to overcome the egocentric manner and characteristics of the previous stage. In the last stage, the formal operational stage, it usually focuses around children aged twelve years old and continues into adulthood. In this stage they finally begin to develop the ability to think formally, logically and abstractly. At this stage they can think hypothetically and problem solve using their logic. Developmental Theory Two- Erik Erikson 5.1.Erik Erikson was born in Frankfurt, on the 15th May, 1902 to Danish parents and died on the 12th May 1994 in America. Erikson was the result of an extramarital affair by his mother. The circumstances surrounding his birth were concealed throughout his entire childhood. Erikson had a major issue with identity which is shown through his theories and through his life. 5.2.Erikson’s theory is based around psychosocial development. His theory was organized into eight stages which extended from birth to death. These stages are hope, will, purpose, competence, fidelity, love and care. These eight stages are expanded and explained later on in the report. 5.3.Erikson’s theory was based around the psychosocial beliefs that: a.People tend to have the same basic needs b.Personality develops and changes in response to the basic needs c.Development occurs in stages that reflect physical life span changes d.That in each stage of development, the individual us confronted by a â€Å"crisis† or developmental task which is critical to that particular stage of development e.Lastly, that the motivation of each person to meet these challenges will vary from stage to stage as their needs vary. 5.4.Stage One in the theory of Erikson is Hope: Trust vs. Mistrust and is from birth to one years of age. The psychosocial crisis is trust v. mistrust and the virtue is hope. This stage focuses around if the infant’s needs are being met by the parents as infants depend entirely on their parents, especially their mother who provides food, sustenance and comfort. What the parent provides their child is what the child will learn to accept. For example, if the parents expose the child to warmth, a sense of regularity and dependable affection then the infant will view the world with trust. If the parents fail to provide these things and instead provide an insecure, cold, abusive and unloving environment then mistrust of the world will be developed. The second stage is Will: Autonomy vs. Shame and Doubt which is from the ages of two to four years of age. This stage is focused around the question of â€Å"can I do things by myself or must I always rely on others?† As the child begins to gain motor skills and enough knowledge, they begin to explore their surroundings. In this stage caregivers are encouraged to support self sufficient behaviour which enables the child to become capable of fulfilling their own needs such as dressing and feeding themselves. Stage three is Purpose: initiative vs. guilt and focused around the ages of four to six years of age. The main question in this stage is â€Å"Am I good or bad?† In this stage, children learn how to control and understand the world around them. The fourth stage is from age seven to twelve. This stage is called Competence: Industry vs. Inferiority. The main question asked in this stage is â€Å"How can I be good?† Through social interactions, children begin to develop a sense of pride in their accomplishments and abilities. They also find it easier to share and co-operate with others. When the children are encouraged by parents, teachers and peers they begin to believe in their skills. Those children who receive little encouragement from anyone will doubt their own abilities and doubt their ability to becoming more successful. Stage five is Fidelity: Identity vs. Role confusion and is from the ages of 13 to 19 years of age. The main question asked in this stage is â€Å"Who am I and where am I going?† In this stage the adolescents are developing and exploring their independence and sense of self. Like the other stages, those who receive encouragement will emerge from this stage with a strong sense of self and a feeling of not only independence but control of themselves and sometimes others as well. The sixth stage is Love: Intimacy and Isolation. This stage includes the ages from 20 to 40 years old. The main question in this stage is â€Å"Am I loved and wanted?† and â€Å"Shall I share my life with someone or live alone?† During this stage there is the exploration of personal relationships. Erikson believed that people developed a close and committed relationship with other people. Those who are successful will then develop relationships which become safe, committed and secure and are able to incorporate a level of intimacy. If they are unable to develop these relationships they may develop a sense of isolation. The seventh and second last stage of Erikson’s theory is Care: Generativity vs. Stagnation and is from the ages of 45 to 64 years of age. â€Å"Will I produce something of real value?† is the main question asked in this stage. During this stage, they have already developed and build on their lives, with a main focus on family and career. Those who are unsuccessful during this stage and fail to obtain this skill may feel unproductive and uninvolved in their world. The last and eighth stage is Wisdom: Ego Integrity vs. Despair which is from the age of 65 onwards. The main question is â€Å"Have I lived a full life?† This phase is mainly focused on looking back over life and assessing their achievements. Those who are unable to complete this stage will experience a large amount of regrets and despair; however those who are successful look back on their life with few regrets and a feeling of satisfaction. Developmental Theory Three- Abraham Maslow 6.1Abraham Harold Maslow was born on the April 1st 1908, in Brooklyn, New York. Maslow had six siblings and was the eldest child. Maslow recalls his childhood as rather lonely and unhappy. This was because his parents were un-educated Jews, and he was brought up in a non Jewish neighbourhood. This resulted in Maslow spending most of his time in libraries and with books. Maslow wanted to pursue law, but ended up graduating at the University of Wisconsin with a psychology degree. While studying at the University, he married his first cousin Bertha in December 1928. While at numerous other universities, including Columbia and Brooklyn he researched and found mentors which he began to take notes on, resulting in the basis of his research. Maslow sadly died on June 8th 1970 of a heart attack while being a resident fellow of the Laughlin Institute in California. 6.2Maslow’s theory has a couple of areas of development it focuses on. Due to the number of levels, there are a large number of areas which are developed such as emotional development, cognitive development and social development. Using these areas of development, Maslow developed his Hierarchy of Needs, which was a layer of needs. Each layer has to be completed before you are able to move up to the next level. Some people never manage to reach the top layer, but some people manage to reach that level very early on in adulthood. 6.3The principle idea of Maslow’s Hierarchy of Needs is self actualization. In the Hierarchy of Needs, above air, water, food and sex he laid out five broader layers of basic needs. Above these basic needs, higher levels of needs exist. These five broader layers of basic needs, which can be classified as other principle ideas are physiological needs, the need for safety and security, need for love and belonging, need for esteem and the need to self actualize. 6.4In this report, the focus will be on an interpretation of the Hierarchy of Needs which is shown in the diagram below and only shows the basic needs. These basic needs are human instinct. These basic needs are expanded: a)Physiological Needs: This need is a biological need. This layer consists of the need for oxygen, food, shelter, water, health, sex and a constant body temperature. These are in the first layer because if a person was deprived of these needs, they would not be able to survive and would come first in a person’s search for satisfaction. b)The second tier in the Hierarchy of Needs is Safety. This layer consists of the need for security of body, employment, resources, morality, family, health and property. This layer can only be achieved when the first layer has been achieved to its full extent. This goes for every tier/layer in the Hierarchy of Needs. c)The third tier in the Hierarchy of Needs is Love and Belonging, which focuses on building friendships, family and sexual intimacy. Once the second layer has been completed, the need for friends, family and sexual intimacy and affectionate relationships in general becomes larger. This stage also means giving and receiving love, affection and the sense of belonging. If this level doesn’t get reached, the person can often be susceptible to loneliness and experience social anxieties. d)Esteem is the second last tier in Maslow’s theory which focuses on self-esteem, confidence, achievement, respect of others and respect by others. Maslow split this level into two types of esteem- high and low. The lower type of esteem is the need for the respect of others and the need for status, fame, glory, attention, reputation, dignity and in some cases dominance. The higher form of esteem is the need for self respect and the need for feelings such as confidence, achievement, independence and freedom. Once self respect has been accomplished, it is a lot harder to lose than the lower form of esteem. If this level isn’t reached, a person can feel inferior, weak, helpless and worthless. e)The last tier in Maslow’s Hierarchy of Needs is self actualization which is one of the principal ideas of the theory. This last layer has the needs of morality, creativity, spontaneity, problem solving, lack of prejudice and the acceptance of facts. Maslow describes this level as a person’s need to be and do what that person â€Å"was born to do. All these stages can be seen in this diagram below. Conclusion Through Jean Piaget’s, Erik Erikson and Abraham Maslow’s theories we can see how each man has developed how they think children develop whether it be through language, cognitive, emotionally, socially or a mixture of all or some. Each theory gives an in depth explanation on how they think children and in some cases, adolescents develop. Some people only believe one theory but there are also others who believe in many different theories on the development of children. Whatever theory/theories people believe is not right or wrong as there are many different views on the subject.

following directions

following directions "BOOM! "sounded off as a little red car hit an 18 wheeler. The owner of the little red car was devastated when he noticed the damage done to his car. He was lost for words. The police officer at the scene said "Sir calm down you should have stopped at the stop sign." The owner of the little red car learned to pay attention follow directions. It is important to follow directions at all times especially when you're pregnant, preparing food, and doing an autopsy.Following instructions is very vital when it comes to pregnancy because there's a life at risk. If you don't take proper precautions, you may have a miscarriage. If you drink or smoke while pregnant, your baby may have life threatening problems. No mother should have to go through this it'd occur less often if they would follow directions.When preparing food, it is extra crucial to follow the directions on the recipe.English: Pregnant woman at a WIC clinic in Virgini...Because if you don't, your food wont taste right. And if you don't cook anything that is defrosted all the way through then you might get food poisoning. But if you would have follow directions, you wouldn't have to worry about those consequences you can enjoy your food.Following instructions is also very vital when building a house. If you mess up one measurement, the whole house won't have a solid foundation. If you measure something inaccurately, your house may fall in. If you don't use tape to paint your house then your lines won't be straight they'll be all over the place. Now had you followed directions, there would be no reason to worry about these consequences. To sum it all up, following directions is very important so you won't have to worry...

LFA essays

LFA essays Like all tomato days we had spaghetti that night. Made by our own hands. A tradition that well never let go. A tradition that I probably will never let go of either, simply because like religion, culture is nailed into you so deep you cant escape it. The Australian experience can be defined when we look at The Aboriginals, The war, The Anzacs, Migrants and many other things. Looking For Alibrandi written by Melina Marchetta looks at the story of Josephine Alibrandi who is a 17 yr old Italian girl growing up in a multi-cultural Australian society. Looking For Alibrandi is about identity and blame, confronting past lies and uncovering family secrets. Everyone has to face up to who they are, where they have come from and what they want. It raises issues that relate to the Australian Experience like living between two-cultures and multi-culturalism. The main character, Josie lives between two worlds. She is a third generation working class Italian-Australian on a scholarship to Sydney's exclusive St Martha's. This book is the story of a girl who is in her final year of schooling. This is the year where she first falls in love and where her father comes into her life. Josie tells us the story of her life and the struggles she has living as an Italian-Australian in multi-cultural society. She is struggling to find where she fits into the world that surrounds her. In the book she says she comes up and asks me what nationality I am, Ill look at them and say that I am an Australian with Italian blood flowing rapidly through my veins. She says this right at the end of this book after she has discovered who she is and where she has come from. From this quote you can see that she is proud to be a person growing up in a multi-cultural society. The traditions of the Italian community have refused to die in Josie's family and she often questions some of the particular on-going ways. She says "culture is...

5 Brainstorming Strategies for Writers

5 Brainstorming Strategies for Writers 5 Brainstorming Strategies for Writers 5 Brainstorming Strategies for Writers By Mark Nichol Brainstorming is useful whether you have too few ideas, or too many. It can help you whether you don’t know how to organize your thoughts, or whether you don’t even have any thoughts. But before you start, remember the first rule of brainstorming: Enumerate, don’t evaluate. Just get the ideas down, and don’t judge them or organize them until the creative phase has wound down. 1. Cubing In this strategy, a topic or idea is examined from six distinct viewpoints hence the name. Describe the topic (what is it?), compare it (what is it like or unlike?), associate it (what does it make you think of?), analyze it (what constituent parts is it made of?), apply it (how can it be used?), and argue for and/or against it (how can you support or oppose it?). Cubing was developed as a critical-thinking exercise to help students express their thoughts in opinion essays, but it can be adapted for general nonfiction writing, though it is of limited value for fiction. A similar technique is to explore three perspectives: The first is to describe the topic and its features, its constituent parts, and its challenges, and to compare and contrast it with other topics. The second is to trace the history of the topic and the influences on it throughout that history, and the topic’s evolution. The third is to map the topic to similar contemporary topics as well as to its influences, and to topics that it influences. 2. Freewriting Write. You don’t know what to write? Then write that. Just write. Have a quantitative goal: 500 words, three pages, five minutes it doesn’t matter. Just write. Do not pause in order to spell correctly or write flawlessly, and don’t go back to rewrite. Turn off your inner editor. Do not strive for coherence. Just write. Consider closing your eyes while you’re writing or typing, or turn the computer monitor off. Just write. 3. Listing If your intent is to write an essay or a review or profile, what do you want to communicate? If you wish to craft a story, which ideas and elements do you wish to convey? Jot down a list of phrases or single words you will return to later. For nonfiction, the list can consist of opinions, arguments, facts, questions, or components, or any combination of the above. For fiction, list people, places, and things, values and qualities, goals and obstacles. Don’t outline at this point. Outlining stalls the creative act of brainstorming by requiring you to evaluate and organize your thoughts. Remember, brainstorming should be an uninhibited activity. 4. Mapping Mapping, also known as clustering and webbing, is a graphic form of listing that simply involves jotting down ideas on a large writing surface and then making connections by associating similarly themed ideas with color-coded circles or underlines of distinct patterns and then indicating other relationships by linking with lines. How you produce the map, exactly, is up to you, but as with any other brainstorming tool, wait until you’ve (temporarily) run out of ideas before you begin making connections but don’t hesitate to continue recording new ideas as you marshal others. The Creately blog has a great article with several other visual brainstorming strategies you can try. 5. Researching You know the topic you want to write about, or the outline of a novel’s plot, but you don’t know how to populate the piece with ideas? Go to the reference section of a library, or call up reference Web sites. As you read about a current or past event, or a contemporary or historical issue, record the ideas in list or map form. You might find the key point you’ve been looking for, or change the one you had in favor of this new detail. If you’re planning on writing a novel, learn more about the city or country in which it takes place (even if it’s the one you live in). If it’s a historical novel, read about the social structure and cultural atmosphere of the time and place, and take notes about how people dressed, talked, ate, worked, and engaged in other quotidian activities. The Next Step If one of these strategies doesn’t work for you, try another until something clicks. Even if one does work, try more than one. Then, whichever technique(s) you’ve employed, review your result. Don’t feel that you’ve failed if your work does not yield eloquence or epiphanies, but search for whatever may help you develop your writing assignment or project. If you feel that an outline is useful, make one after you complete the brainstorming activity. If you don’t, launch into whatever part of the topic attracts your attention based on your brainstorming output. You don’t have to start at the beginning, and you don’t have to complete one part of your assignment or project before you move on to another one. Just build on your background work one piece at a time as it develops. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Freelance Writing category, check our popular posts, or choose a related post below:What is the Difference Between "These" and "Those"?The Letter "Z" Will Be Removed from the English Alphabet15 English Words of Indian Origin

Summary of APTA Leadership Assignment Example | Topics and Well Written Essays - 750 words

Summary of APTA Leadership - Assignment Example Particularly in 2011, the organization has had some major breakthroughs and has been able to render its services more effectively. At the 2011 House of Delegates (House) interests and opinions of its members were represented and future policies were outlined and adopted that would modify the future structure of APTA. Among policies adopted were defining the physical therapist’s role in palliative care and in the treatment of patients with concussion, elucidating the supervision requirements for student physical therapist assistants and amending its position on the transparency of contractual agreements between clients and the organization. The House introduced Principles of Governance which delineated principles for the future governing body of APTA. Its purpose is to provide guidelines to the Governance Review Task Force for reviewing governance proposals and input from sources both within and outside of the organization’s membership and volunteer groups. These proposals are scheduled to be reviewed in the 2012 House of Delegates and to be implemented in the 2013 House of Delegates. Another milestone was the consideration of the highly debated parent resolution â€Å"Health Care Professionals and Personnel Involved in the delivery of Physical Therapy†, which proposed changes to the present delivery system of physical therapy limited to â€Å"physical therapist, physical therapist assistant and physical therapy aide† (APTA). The new adopted policy is as follows: â€Å"The American Physical Therapy Association recognizes physical therapists’ abilities to utilize appropriate support personnel, including but not limited to the physical therapist assistant, when directing and supervising selected aspects of physical therapy intervention† (APTA). For this purpose, the Board of Directors formed a task force for the preparation of a report regarding the aforementioned reform for review in the next Board of Directors meeting in April 2012. In the