Biography on Julius Caesar

Julius Caesar was the means to the evolution of the Roman Republic into an empire. This transition extended its significance to more than 60 million citizens through the outcome of the empire, some of which is virtual peace and prosperity. Arriving at this conclusion, we must now ask, was this transition all because of Caesar? It seems to appear that Caesar had intentionally planned to initiate a dominion as the key to all the troubles in the world. The events that took place, namely the invasion of Gaul, the combat opposing Pompey, and the dictatorship of Caesar, moved so fast and certain.This viewpoint was equally shared by a few historians; the most expressive of them was the German scholar Theodor Mommsen (1817-1903). He articulated this viewpoint in his Romische Geschichte. For Mommsen, Caesar had cleared all crooked aristocracy and formed an empire that functioned for all of its citizens. Dominion and equality were evenhanded in its foundation. This was a thing that Mommsen wou ld have greatly loved in his own homeland. Mommsen wrote that Caesar's â€Å"aim was the highest which a man is allowed to propose himself – the political, military, intellectual, and moral regeneration of his own deeply decayed nation [†¦] The hard school of thirty years' experience changed his views as to the means by which this aim was to be reached; his aim itself remained the same in the times of his hopeless humiliation and of his unlimited plenitude of power, in the times when as demagogue and conspirator he stole towards it by paths of darkness, and in those when, as joint possessor of the supreme power and then as monarch, he worked at his task in the full light of day before the eyes of the world. [†¦ ] According to his original plan he had purposed to reach his object [†¦] without force of arms, and throughout eighteen years he had as leader of the people's party moved exclusively amid political plans and intrigues – until, reluctantly convin ced of the necessity for a military support, he, when already forty years of age, put himself at the head of an army. †( Romische Geschichte) Many of his actions had sheltered the common citizens against the self-centered rules of the rich. His rules on levies and nationality most likely demonstrate this. On the other hand, were these actions to protect the people his goal or just his instrument to create a solid foundation for a personal cause?The following arguments are the judgments of enormous historians, namely Eduard Meyer and Jerome Carcopino. They believed, as written in their Caesars Monarchie und das Pinzipat des Pompejus and Histoire Romaine, that even as a child, Caesar’s goal was the organization of a dominion in Rome. Caring for the citizens’ welfare was not his aim, instead, he utilized them. According to the German historian Matthias Gelzer, maybe, it was not right to center on Caesar’s guiding principle. He added that Caesar maybe was just an exemplar to a much bigger course.Caesar made history but not in the condition of his own option. He explained further that there had to be profound causes for these actions and it was not right to consider influential men like Julius Caesar as stimulators of social change. Ronald Syme, an Oxford professor, shared the same perspective with Gelzer’s thought that Caesar was just an exemplar to a much bigger course. According to him, Caesar outshined his associate nobles because he established groundwork outside Italy. His abundant allocation of nationality was a significant tool for him to receive this support.He wanted to be the original among his fellows. After World War II, most people agreed with Syme’s abhor of one-man ruling. This resulted in the vanishing of the subject about Caesar. There were articles but there were no improvements. Today, Syme’s ideas were most likely agreed by most historians than Mommsen’s. However, the perspective of Syme de teriorated very fast. His divisions were similar to the elites that managed universities in the 20th century. His principle in family fidelity was not very possible in the real world. (Lendering) At the Capitoline hill in present Rome lies the statue of Caesar.It stares down above the remains of his round-table. What types of accomplishments were left for a man who cared much about his personal heritage to history? Since Caesar’s death, his effect on the history of his country has been continually deliberated. The path he chose in life was obviously notorious. Historians either agreed for his actions or opposed it. Centuries later, uneducated native people who barely knew Rome knew his name. His name is one among some which are often renowned. Those who admire Cicero always oppose the fearless, dignified orator against the striving, monomaniacal demolisher of Rome.Likewise, the ones who look up to Caesar seem to view Cicero as a selfish tool for the oligarchs who, in the firs t place, had destabilized the Republic even before the arrival of Caesar. In the 19th century, intellectuals raised Caesar’s statesmanship and knowledge into a level that nearly advances into a sect of personality. In Mommsen’s opinion, the Roman Empire was out of power and leads towards devastation. According to him, it was Caesar’s declaration that seized organization of its history and headed towards unwavering years of the Republic.In the 20th century, many historians likened Caesar to Hitler and Stalin due to the unavoidable responses after the end of World War II. Nevertheless, his status has lived two millennia of disordered government and will live the limits of the previous years. For me, Caesar’s path is a breakpoint in the history of Rome and very essential. An obvious misinterpretation of the Roman psyche of his own era is the mistreatment of Caesar as a man preoccupied by his own dignities. To challenge deeply in quest of individual credit wa s the outcome of as aristocratic whose only immortality rest in eternally touching the history of Rome.Cicero, for all his fully conscious acceptance of the history of Rome, blazed with an unslaked yearning to influence his era and be recalled for his actions. Caesar carried amazing traits to his concluding power of the nation which were not present in his motivated equals. The case was unpersuasive for me because the legislation of his Consulate and the soon after kinds passed while Dictator did not gravely tried to restore mistakes long disregarded by the wrangling rich men who declared that he shattered freedom on his own.Caesar was far more than dreams not like the Gracchis. He was a progressive. Sorting out the applicable comments of his measures from the doubt that a lot of his colleagues were provoked by their personal gluttony and jealousy of his rank among them is hard. Furthermore, the power of Rome was absolutely incompetent of calmly accommodating the transformations of Caesar. It believes with confidence that the Republic was the finest of all potential worlds and that whichever amend was not merely hazardous but completely unpatriotic.Reading the past of Rome from the Gracchi to Augustus is an extensive and disheartening investigation of what prejudice, factionalism, individual goal, aggression, and gluttony had made to Romans. Basically, Rome had turned relatively ensnared in the collapse when men need not describe the universal superior likewise, and where the aspirations of persons or families were dominant. Cicero enclosed his row completely to the advantage of the status quo and the past rulers of Rome for centuries.He probably have profoundly hoped to trust in a concordance of the guidelines and this is the capability of every Roman to work as one. Determining that no one ought to continually accumulate excessive authority or control had get nearer to signify that any reformer was ruined in spite of whether his reorganization was excellent or terrible is the most. It is because to execute them may gain him so much thankful patrons. Probably the most grave in estimating whether the Republic could have viably sustained devoid of Caesar’s measures is to acknowledge this thinking.All of those under pressure to tackle the troubles of the late empire, from the era of Gracchi to Caesar, were all destroyed. Transformation was badly required and no modification appeared probable inside the structure. This perspective is the result of all transformations. Caesar was the only one who lived long enough to start changing the perspective. The main reason why he died is because he did this without enough cruelty. After another war and 20 years of turmoil, the people of Rome acknowledged that dictatorship may be preferable to sovereignty if it conveyed harmony in its way.Unlike Caesar, Augustus was able to make in the course of a technical civil service. This is a vent for the wealthy and determined adolescent noble to perform for his nation devoid of resorting to aggression. (Cross) Reference: Cross, Suzanne. â€Å"Julius Caesar: The Last Dictator; A Biography of Caesar and Rome 100-44 B. C. † 2002-2006. October 27, 2006. . Lendering, Jona. â€Å"Gaius Julius Caesar†. 2006. Livius: Articles on ancient history. October 27 2006. .

Woman Unknown by Rabindranath Tagore

WOMAN UNKNOWN- Rabindranath Tagore **************************************************************** By P. Baburaj, Senior Lecturer, Dept. of English, Sherubtse college, Bhutan Author of: Language and writing, DSB Publication Thimphu Communicative English, P. K. Books, Calicut A perception on Literary Criticism, P. K. Books, Calicut ****************************************************************** ? First person narrative. ? A 27 year old man namely Anupam who is immersed in Indian tradition and culture. Exposes the Indian culture of the period, main cultural practices, especially arranged marriage and dowry system. ? Breaking away from the stereotypical role for ones rights with subtlety and understatement. Features ? Prologue ? Flash back(see bluffing) ? Epilogue ? Understatement Prologue-The opening section of a work; a kind of introduction which is part of the work and not prefatory. it was common in drama in the 17th and 18th century. Epilogue-Three meanings may be distinguished : a short speech to be delivered at the end of a play.It often makes some graceful and witty comment on what has happened and ask for approval, if not the indulgence, of the audience (b) the end of a fable. Where the moral is pointed(c)the concluding section or paragraph of any literary work, sometimes added a summary, but more often as an afterthought. Theme-The socialtradition like arranged marriages, dowry system and its evil impacts are discussed in the story. Tagore made a social criticism on the institution of marriage and dowry system in Indian society. The writer exposes the vanity and pompousness of Indian marriages.Setting 1. Anupam’s house in Culcatta 2. Kanpur,Kalyan’residence 3. Small portion in the train Conflicts Internal conflicts? Anupam versus Anupam ? Kalyani versus Kalyani ? External conflicts? Anupam versus uncle and mother. ? Uncle versus ShambunathBabu/Kalyani. ? Anupam family versus the society. ? Stream of anger versus revenge. ? Stream of love versus forgiveness. â€Å"There is room here â€Å"it has been echoing in the mind of Anupam. He lived with that sw eet voice though he had no hope of marrying her,Anupam lived in the faith that she might change his mind one day.But Kalyani dedicated her service to girl’s education. Anupam is projected as a Meek and week man . Usually ladies are projected as shy and nervous, but Kalyani in this story appears as a bold-hearted girl, capable to stand in her own feet and face all the consequences of life and teaches her community to break away from the stereotypical role of an Indian woman. Anupam’s uncle ? ? ? Very miserly Cunning and shrewd man Behaves like a responsible person involved with all the worries of the family. ************************************

High School and Best Possible Education Essay

Constant: A situation or state of affairs that doesn’t change. [1] When I think constants, I think of things that might not come to the mind of the â€Å"average person† (if there truly is such a thing). These things include the speed of light, gravitational acceleration on Earth, and, as a teenage boy, my desire for food.| [2] The concept of constants really fascinates me because they provide a surefire way of knowing, and I look to incorporate constants into my life for that very reason.| [3] I never outgrew the curiosity I possessed in the first few years of life. Although now a bit more sophisticated and focused, my curiosity is still as exuberant as the days before I could even say the word constant. Education is the one thing that satisfies this unconquerable hunger for information, a hunger that parallels my constant appetite. Constantly satisfying this hunger is just one of many constants I wish to pursue in life.| Growing up, there weren’t many constants in my life. My parents divorced when I was three, ensuing a custody battle that left my older brother, younger sister, and I in the care of a foster home. [4] Eventually we landed in my dad’s parent’s house where we lived for two years until finally reuniting with my dad. I’d visit my mom every other weekend, continuing that for a couple years until my dad decided we were making a journey across the country, twenty-one hundred miles from Phoenix, Arizona, to the heart of the south; Charleston, South Carolina.| [5] After having spent the first eight years of my life virtually nomadic, this was just another adventure. Also, changes of scenery always fascinated me.| Dinner at La Hacienda transformed into Sunday morning breakfast at Granny’s, a small diner run by elderly women in the community, famous for authentic soul food and southern hospitality. (New Paragraph)After a brief year situated in a thriving suburb of Charleston, I moved forty-five minutes away to North Charleston; a much different environment. [6] I stayed for three years and attended third to fifth grade with the friends I made. These were the first real relationships I had formed with people my age and they helped open my eyes to an entirely new culture.| [7] I recently discovered statistics regarding the school I attended and they were quite shocking. My memory doesn’t match the way the rankings portray the school. After all, I had many memorable experiences there and never a negative thought about the place. Of the 224 middle schools ranked in the South Carolina, Morningside Middle School was 224th. 86% of the students were black, 8% were Hispanic, and the remaining 6% white. The change in diversity opened my eyes and mind to an equally fascinating way of life.| (New Paragraph) [8] After a small taste of establishment, it was time to move yet again. My dad, looking to start a business, led us to a suburb south of Jacksonville, Florida. Just as with South Carolina, we didn’t settle long upon arriving in Florida. After moving twice in the first two years, we settled into the house I have lived for four years now, in a suburb south of Jacksonville.| I started taking classes deemed â€Å"gifted† in the 2nd grade, and continued them until I entered high school. [9] I enjoyed the small classes of students like me, thriving to learn and truly enjoying the process.| In the array of schools I attended, these classes all had a unique approach to education, which really helped feed my curiosity accompanying the introduction of all these new concepts. [10] After excelling throughout schooling, my education became my number one priority. I desired to learn and to go wherever to receive the best possible education. This led me to Ridgeview High School, the only school in the area offering the International Baccalaureate program. Here, I was certain I could receive an education that would prepare me for my next level of education (hopefully just one of many more). | Attending the same school for a fourth consecutive year is the closest I’ve come to a constant in my life, and it’s something that I would never dream of experiencing any other way. However, there’s still that part of me, that curious little boy, itching for adventure and a new environment to develop in and explore. [11] And in the process, fulfilling my priority of receiving the best possible education? That’s a dream come true. This opportunity is the stability I crave in life; places where I can thrive and pursue my dreams. These places are new maps, unlocked in the game of life, open for me to fully submerge myself. It’s a constant where I know I will be settled and form new friendships, equally as strong as the ones I have now. I know my education is not only my own priority, but the priority of those providing me with it. I couldn’t envision a better environment to take the next step in life.|

Commercial Analysis and Planning Essay Example | Topics and Well Written Essays - 3000 words

Commercial Analysis and Planning - Essay Example When aircrafts were invented, continuous monitoring and hands-on by pilots was mandatory if the flight had to be flown successively (Bruseberg, & Johnson, 4). However, with the advancement it aircraft technology, planes that could facilitate long hours of flight were made. As a result, pilots suffered from fatigue and therefore a mechanism had to be invented to minimize this, autopilot: the first step to cockpit automation. In 1912, a corporation by the name Sperry, became the first to develop aircraft with autopilot feature. It was composed of a gyroscopic heading and attitude indicators which were connected to elevators and rudder that were operated by hydraulics. This enable the plane to follow the compass bearing and fly straight without negotiating corners (Damos, 11). Many were inspired by the invention and in the year 1930, Royal Aircraft Establishment, a corporation of England came up with their own autopilot which was referred to as pilots’ assister. It was built from , pneumatically-spun gyroscope, an advancement from the initial hydraulically operated ones. The development grew with the invention and inclusion of instruments that would allow the plane to be flown during the night. Autopilot has undergone computerization in modern planes. Modern level of autopilot are one-axis, two-axis and three-axis. Complex plane uses the three-axial autopilot. The purpose of autopilot is to control the plane when it takes off, during climbing, the smooth level air flight and during landing respectively (Billings, 23). Finally, current autopilot relies heavily on computers rather than the physical compass that was used by earlier aircrafts. Another phase of cockpit automation is in auto-throttle. In initial aircrafts, the pilot used to manually control the flow of fuel to the engine. However, auto-throttle has replaced this thus reducing pilots’

The darling by chekhov anton Research Paper Example | Topics and Well Written Essays - 1250 words

The darling by chekhov anton - Research Paper Example She is not afraid to love though loss brings her terrible pain. She is keen on being loved and admired by her male counterparts. The readers cannot help but feel sympathy for Olga, however, they also grow irritable of the fact that she does not stay firm on opinions and changes her perspectives with the people she meets and falls in love with. The story being set in a period when women were submissive to males and patriarchy echoed off the walls of every house, it is only obvious that the readers would agree with her character. However, they would feel a little disrespect for her as she does not have any opinions of her own. The story begins with a scene in which Kukin, a theatre owner, who stays at Olga’s lodge, complains about the rain always ruining the number of patrons to be present for his shows. She starts liking him and as â€Å"his misfortunes touched her; she grew to love him† (Chekov 1899). This happens only after her father dies. So it can be seen that when she does not have her father to love anymore, that is when she falls in love with Kukin. She loses her father and is left with only material elements of life. She yearns for male affection and she sees the potentiality in Kukin and soon marries him. Olga marries him and does all the help she can like settling accounts. She adopts his love and passion towards the theatre and becomes one with him. Like Kukin she hates the fact that the public do not appreciate theatre as an art and ignore it like it means nothing (Chekov 1899). Her husband however happens to go to Moscow â€Å"to collect a new troupe† and is held back f or some reason (Chekov 1899) He telegrams her that he will be back during Easter. However she receives a telegram one day informing about his death and she is not able to bear the fact that she is left alone in this world. She does not have anyone to love or be loved

Music Appreciation Critique #2 Essay Example | Topics and Well Written Essays - 500 words

Music Appreciation Critique #2 - Essay Example The nineteenth century focused more on update in the new century where they wanted music to be changed while focusing on the modern styles and forgetting the old styles of music. This is the point where classical music was considered to be an all time favorite in music history. One particular effective strategy, for example, was continually conjuring up fears about new forms of popular music, above all the amorphous category of jazz. In one critique of popular music, jazz music was highly appreciated (Alexander, 2009). Amadeus Mozart is one of the greatest classical musicians who ever lived. His music happens to be among the finest forms of music to date. Classical music is one of the best types of music that nature has ever had and people have decided to appreciate it in all the possible acts. One of the aims of classical music is to promote the culture of a certain people who live within their surroundings. According to Webster, classical music can be categorized according to the impacts that it makes on the lives of their listeners. Transformation n the world of music can be defined as a process, act or instance of which a genre of music is being played (Goulding, 1995). This was a Latin word that was used in music which refers to the diatonic semitone of the Pythagorean scale. It was also a term that was used in the acapella type of music by Mozart in the 19th century. Instruction in music appreciation went on to build definitions of popular and classical music upon contemporary constructions of race, class and gender, both reflecting and enhancing common stereotypes and prejudices (Dearling) In treating race, class, gender as interrelated, the study on music critiques further expands upon early studies of cultural hierarchy that focused on socioeconomic class and builds upon the work the work of many musicologists that have explored the social construction of music through race and gender. This is a type of musical poem that is

America and the end of the Cold War Research Paper

America and the end of the Cold War - Research Paper Example The â€Å"Cold War† can be defined as â€Å"a state of political tension and military rivalry which stops short of full-scale war, especially that which existed between the United States and Russia after World War 2† (www.freedictionary.com) The United States was in favor of capitalism, while the Soviet Union favored Communism. Some countries in Europe and Asia aligned themselves with the United States or the USSR. â€Å"During the Cold War, the Soviet Union and United States dominated international politics as opposing superpowers.† (â€Å"Notions of Security: Shifting Concepts and Perspectives†12) There were persistent concerns over Soviets infringing on the national security of these nations. The Americans and the Soviets had nuclear weapons. This resulted in the nuclear arms race between the two governments. There were fears of nuclear war but it never transpired.1 Both nations also wanted to be the first in space. This as well as Communist rule left t he USSR with an inactive economy for many years. When Mikhail Gorbachev was appointed as president in 1985 his goal was to renew the nation’s economy. He and President Ronald Reagan set out to resolve the policy and arms disagreements between their nations. These issues were resolved peacefully between them. In 1990 Boris Yeltsin was elected as president of Russia. In 1991 the Soviet Union officially came to an end subsequently leading to the fall of Communism. The American public was cautiously optimistic about the end of the Cold War because no one was certain that the new form of government in Russia would last.2 â€Å"Communism went out with a whimper, not a bang, hobbling the victory dance.† (Allen & Schweikart 768) The United States and Russia no longer felt threatened by each other. â€Å"The expectation of violence between the two major strategic powers has been drastically reduced.† (Reisman860) Immediately after the Cold War ended President George H.W. Bush began the process of reducing military forces. Unfortunately this resulted in economic problems. Aerospace and shipbuilding companies were nearly bankrupt. There were fewer defense contractors. Soldiers, airmen and sailors were laid off.3 The Recession of the early 1990’s followed not long after this happened. Bush felt that the world had changed for the better as a result of the fall of Communism and felt that Russia and other former Communist nations had to cooperate. In 1991, Congress provided financial help to Russia and other nations so that they could destroy their nuclear weapons. 4 Russia had a seat at the United Nations Security Council that the Soviet Union held previously. The United Nations was able to forge ahead with a new focus once the Cold War was over. Russia (Allen & Schweikart) During the Cold War the primary focus of the United States Intelligence Agency had been the military threat the Soviet Union and its allies imposed upon the nation. When the C old War ended it â€Å"called into question the continued efficacy of U.S intelligence activities in the post Cold War world.† (DeConcini1) The agency knew that there may be potential for a threat but many officials felt that U.S. intelligence needed to help American international firms to compete for business in other countries. They felt that this would protect national security. During the Bush and Clinton administrations private businesses were not supported by intelligence agencies. Former Director of Central Intelligence Robert

Security problem in Taiwan Essay Example | Topics and Well Written Essays - 1250 words

Security problem in Taiwan - Essay Example Remarkably lax policies have made Taiwanese nightclubs a heaven for alcohol and substance abusers and sexual offenders. It has become a favourite pastime for a large population to go to clubs late at night and abuse illegal drugs. However, there is not the growing issue of illegal drugs only which is contributing to chaos in the country. There are other dangers lurking in the shadows of nightclub culture which have more far-reaching consequences. These dangers are related to unfortunate incidents of rape, kidnapping, and assault which are becoming very common in Taiwan because a very facilitating environment is provided for such crimes in the country. This environment raises the probability rate of such crimes. In order to help resolve this issue, I propose the solution based on 12 am curfew. This curfew is already being practiced in many countries around the globe where same kind of nightclub dangers were encountered as in Taiwan. This solution is effective because Despite the media focus on drugs like ecstasy, many incidents of assault and rape have also been reported in Taiwan because of young women not being able to defend themselves in an intoxicated state. Especially in a culture where drinking is heavily promoted, violence is endemic. Taiwan is a country which comes to life late at night. It would not be an exaggerated statement if said that it is a country which never sleeps. Due to a plethora of nightclubs which remain open to visitors all hours at night, the streets glow with hedonistic abandon and are seen packed with jubilant people looking for all kinds of activities. This culture leads to two big problems, vandalism and drug abuse. The state of Springfield police statistics also serve to prove the efficacy of 12 am curfew. For example, a report compares the number of calls for a six month period before and after enforcement of the 1 am curfew. It is revealed that â€Å"the calls for service declined from 1,197 to

Homework 1 Essay Example | Topics and Well Written Essays - 500 words - 1

Homework 1 - Essay Example presentative written work execution evaluations and relying upon the quantity of individuals being assessed, it can take hours to compose the divisions Performance Appraisal (PA) additionally hours meeting with staff to audit the PA. Other reason of avoiding this might be Demoralization. On the off chance that the methodology is not an average experience, it can possibly dishearten staff. The methodology needs to be one of consolation, uplifting feedback and a festival of a year of achievements. Another reason can be Conflicting Message. In the event that a manager does not keep notes and exact records of worker conduct, they may not be fruitful in sending a predictable message to the representative. We all battle with memory with as occupied as we all are so it is discriminating to archive issues (both positive and negative) when it is crisp in our personalities so we have it to survey with the worker at execution evaluation time. Biasness may also a reason to avoid performance mana gement. It is hard to keep biases out of the PA procedure and it takes an extremely organized, target methodology and an adult chief to stay fair-minded through the methodology. Execution examination rater blunders are regular for chiefs who survey execution so understanding characteristic inclinations is essential to reasonable assessments. ("Advantages and Disadvantages of Performance Management." Smart Church Management.) The main three objectives of performance management are genuinely steady crosswise over respondents, with circulation of prizes, expanding singular responsibility and enhanced money related and operational results beating the rundown. Overwhelmingly, the top test confronted by associations was that managers are not able to have troublesome execution talks. Representative view of execution as a HR methodology and poor objective setting surfaced as the second also third most noteworthy difficulties. ("EXTRACT: Performance Management."The Role of the Manager in Homework 1 Essay Example | Topics and Well Written Essays - 250 words - 1 Homework 1 - Essay Example The hatred comes from Americans trying to convert them to a better way of life, the life of democracy. However, American democracy will not work in the Middle East†¦ever. It is a different culture. We need to respect the differences, instead of trying to make the world see things the American way. Israel is another issue that can be used to attack America. Israel was not given to the Israelis. The Palestinians have been ruled by European countries for centuries before the British pulled out. The Arab countries of Iraq, Iran, Jordan, Syria, and Egypt to name a few attacked the newly formed Israel. The Israelis forced them back. The Occupied Territories were taken by Israel in a war started by their neighbors. If America did not back Israel, they would be hypocritical. America would have to look at giving back states like Texas, New Mexico, and other southern states to Mexico, if they backed the Palestinian cause. U.S. political elites feel that if the Palestinians are so miserable they should immigrate to a neighboring Arab state. The Arab states and Palestinians attacked Israel first. Israel just defended themselves is the attitude. The real reason that the U.S. is committed to Zionism and the State of Israel is it provides an ally in the Middle East. After all of the brave sentiments about freeing people and democracy, the United States has to have put their own interest first. As long as the U.S. supports Israel, the United States can influence the

Commercial versus Non-Commercial Services Assignment

Commercial versus Non-Commercial Services - Assignment Example The contracting officer acts as the main authority, business guide and primary executor for the government. The officer is also entitled to identify the need, the primary source choice, and dealing with the resultant contract and business game plan. In addition, he investigates companies in the market to distinguish general business practices. For example, business terms and conditions, contract type and the utilization of incentives are perfect examples of commercial services offered to the society (Federal Acquisition Regulation, n.d.). On the other hand, terms and conditions of non-commercial contract and services vary in a number of ways. They are under constant monitoring through a contract screening framework of past execution. This involves the formal Contractor Performance Assessment Reporting System (CPARS), and Construction Contractor Appraisal Support System (CCASS). These contracts contain a change clause that allows the contracting officer to make independent changes to specific areas within the broad-spectrum scope of the contract. There are slight distinctions in the particular change clauses, depending on the item being purchased such as supplies, services, or construction. The distinctions also affect the type of contract awarded such as fixed price or cost reimbursable, as described in FAR Subpart 43.2. Any alterations must be within the broad extent of the contract. In addition, the change order must be in writing, and only the contracting officer may issue a change order. Quantities may not be inde pendently altered by use of the changes clause â€Å"A decrease in quantity can be affected by a partial termination for convenience.† These items may, however, be returned at the contractor’s expense.† The termination of contracts exists basically in two options; T4C and termination for default (T4D) or cause. After deciding which method to use, the CCO should be prepared to negotiate an amicable settlement (Federal Acquisition Regulation, n.d.).  Ã‚  

Critically examine the role of international credit in contemporary Essay

Critically examine the role of international credit in contemporary economies - Essay Example 2 Since September 24, 2001 ineligible due to overdue financial obligations to the PRGF Trust. Table 1. Country Coverage of the MDRI Eligible under the "MDRI-I Trust" (per-capita income at or below US$380) Eligible under the "MDRI-II Trust" (per-capita income above US$380) Countries that have benefited from MDRI as of end-September, 2008 "Completion point" HIPCs: 23 countries that have reached the completion point under the Enhanced HIPC Initiative Burkina Faso, Ethiopia, The Gambia, Ghana, Madagascar, Malawi, Mali, Mozambique, Niger, Rwanda, So Tom and Prncipe, Sierra Leone, Tanzania, Uganda Benin, Bolivia, Cameroon,Guyana, Honduras, Mauritania, Nicaragua, Senegal, Zambia Non-HIPC countries (2) with per capita income below US$380 and outstanding debt to the IMF Cambodia, Tajikistan Countries that will be eligible once they reach the completion point under the Enhanced HIPC Initiative "Decision point" HIPCs: 10 countries that have reached the decision point under the Enhanced HIPC Initiative Afghanistan, Burundi, Central African Republic, Chad, Democratic Republic of the Congo, Guinea-Bissau Guinea, Haiti, Republic of Congo Liberia 1 8 additional countries may wish to be considered for HIPC debt relief. They met the income and indebtedness criteria based on end-2004 data. Eritrea, Nepal, Togo Comoros, Cte d'Ivoire, Kyrgyz Republic, Sudan Precise data on the per capita income of Somalia are not available at this juncture. 1 Liberia has no MDRI-eligible debt to the IMF but is expected to receive additional beyond-HIPC debt relief from the IMF to fully cover its remaining eligible debt outstanding at the... "Decision point" HIPCs: 10 countries that have reached the decision point under the Enhanced HIPC Initiative Afghanistan, Burundi, Central African Republic, Chad, Democratic Republic of the Congo, Guinea-Bissau Guinea, Haiti, Republic of Congo 1 Liberia has no MDRI-eligible debt to the IMF but is expected to receive additional beyond-HIPC debt relief from the IMF to fully cover its remaining eligible debt outstanding at the completion point.

To My Best Friend Essay Example for Free

To My Best Friend Essay I just wanted to tell you that I am so glad that we became friends. I do have friends that I could tell anything and not be judged but you are different; you are an exception. You are my sister, maybe not by blood but definitely by destiny. You love me for me, and I love you for you, no bargaining or explanations needed. Thank you for always being close to me even when we are in separate schools and separate stages of life. I know we don’t have the same interests most of the time and maybe we don’t hang out as much anymore. You hang out with your friends I hang out with my friends but thank you for not letting us be awkward and distant by facts like distance or time or interest. Thank you for never giving up on our friendship, for never shrugging and being like â€Å"Things change, people change† and suddenly drifting away. We can go days, weeks, months, even a year without talking to each other are still able to be close. When we do finally see each other again, it’s as if we’ve just seen each other the day before. We all get distant to a certain degree when we make huge transitions but you didn’t let me get very far because you knew what was truly important. You never got mad when I didn’t contact you for weeks because I was too busy being someone’s girlfriend, but you were right there to pick up my heart-splinters when things probably shatter. Thank you for believing in me when I was too weak and exhausted to believe in myself. Thank you for not judging me when I did something really stupid, but also thanks for telling me I was an idiot and probably shouldn’t have done the stupid thing. Thank you for always being honest. Thank you for believing me when everyone was against me. I don’t have to state what that problem was I know you know. Thank you for judging me at first but also thanks for finally believing in me when things were clear. Thank you for not letting that incident shatter our friendship. Thank you for loving me even though most were not there for me. Let others say what they want to say. You can never please everybody; you just have to prove them wrong by being you. Let your revenge be your sweetest smile and don’t drop to their level to prove your worth. Just bear in mind that we, especially your mom and dad, will always accept you for who you are. You don’t have to put on a mask for us to appreciate you. We know you are special and how important you are. Always remember, I will always love you no matter what happens. Whatever your family background is, what your past love lives were, no matter who you are and what you become, I’ll always be your sister. I will never leave you, AV Barrios. Thanks for all the great memories, long talks, and laughs. Thanks for being there through my ups and downs. Thanks for being the best friend a girl could have. Thanks for being true, and thanks for being YOU. You are truly the best friend I have ever had.

Analysis of Weinbergers Concepts of Cyberwarfare

Analysis of Weinbergers Concepts of Cyberwarfare In June 2010, analysts from the antivirus software company VirusBlokAda examined a computer in Iran due to suspicion of malware activity. Lurking inside the machine was a computer worm known as Stuxnet. Stuxnet possessed an array of abilities, among them was the ability to target the software that controls pumps, valves, generators and other industrial machines (Weinberger, 2011). Unlike other viruses that use forged security clearances to gain access into systems, Stuxnet took advantage of two digital certificates of authenticity stolen from respected companies (Weinberger, 2011). Furthermore, it exploited four different zero day vulnerabilities' which are security gaps that system creators were unaware of (Weinberger, 2011). According to Liam O Murchu, chief of security response of Symantec, once Stuxnet infected a system, the crucial parts of its executable code would become active only if that machine was also running Siemens Step 7, one of the many supervisory control and data (SCADA) systems used to manage industrial processes (Weinberger, 2011). Symantec also discovered that the majority of infections were in Iran and that the infections seemed to have been appearing there in waves since 2009 (Weinberger, 2011). Further investigation performed by Ralph Langner, a control-system security consultant, resulted in evidence that Stuxnet had been deliberately directed against Iran, the most likely target being Irans Nuclear Enrichment Facility in Natanz. (Weinberger, 2011). According to Langner, Stuxnet was designed to alter the speed of the delicate centrifuges which separated Irans rare but fissionable isotope uranium -235 from the heavier uranium -238 (Weinberger, 2011). Improper alteration of the cent rifuges could result in them spinning out of control and breaking. Although the Iranian Government refuses to admit that Stuxnet was responsible for the destruction of many centrifuges at Natanz, the results from Langner and others is credited by reports from the International Atomic Energy Agency. The IAEA documented a precipitous drop in the number of operating centrifuges in 2009, the year that many observers think Stuxnet infected computers in Iran (Weinberger, 2011). There is no evidence beyond rumor that Israel or the US Government may have been behind the attack. Symantec notes that a name embedded in Stuxnets code, Myrtus, could be a reference to a biblical story about a planned massacre of Jews in Persia (Weinberger, 2011). Moreover, Langner believes that the U.S. Government could have been behind the attack considering they possess both the required expertise in cyber warfare and a long-standing goal of thwarting Irans nuclear ambitions (Weinberger, 2011). Irrespective of Stuxnets creator, the main growing fear is who will redesign it. Stuxnet was the first weapon created entirely out of code and proved that groups or nations could launch a cyber-attack against a societys vital infrastructures (Weinberger, 2011). Many of the investigators that studied Stuxnet concluded that it essentially laid out a blueprint for future attackers to learn from and perhaps improve (Weinberger, 2011). Stuxnet opened a new era of warfare and with its code available online for anyone to study and improve, it has computer scientists like Yuval Elovici concerned that the next wave of cyber-attacks would be much stronger than the impact of setting several atomic bombs on major cities (Weinberger, 2011). In IS THIS THE START OF CYBERWARFARE? Sharon Weinberger questions whether or not Stuxnet started a new era of warfare. One might find that Weinbergers use of supporting evidence from many credible sources imposes a compelling answer to an interesting topic of study. Weinberger emphasizes the inferred answer is indeed yes, Stuxnet introduced a new era of warfare. Statements such as Stuxnet is the harbinger of a new generation of cyber threats and that it provided chilling proof that groups or nations could launch a cyber-attack against a societys vital infrastructures are well validated by the many investigators that studied it (Weinberger, 2011). Overall, one would appreciate Weinbergers supportive writing style and the information she presented in this article. Weinberger was heavily resourceful and made certain that every point she made was reinforced by credible supporting evidence. Furthermore, one would relish how she tailored her article to a broader audience. Easy and straightforward for a non tech-savvy individual to understand, and yet interesting to captivate the minds of those that are tech-savvy, she capitalized on the statements made from some of the most respected cyber security experts in the world. As a student who often finds himself being the rescue to many of his friends or familys infected PCs, choosing Stuxnet as my topic of study seemed like the obvious choice. I have always been very interested in computer malware since the day my laptop first got infected. I was bombarded with annoying ads telling me that I had a virus on board and that I needed to type in my credit card number to purchase antivirus protection. Although very annoying, it had me asking myself many questions like how did this happen, isnt Windows secure and best of all how do I delete my browsing history. Since then, I have always had a keen interest in malware and have developed a hobby of testing the capabilities of different antivirus programs in VMware Player. I find many things interesting about Stuxnet but the thing I find most interesting is how it spread. Although Stuxnet possessed the ability to spread through networks, it couldnt infect industrial control systems via the internet since a majority of them lack internet connectivity to protect them from malware and hostile takeover. (Weinberger, 2011). To get past this obstacle, Stuxnet had the ability to covertly install itself on a USB drive (Weinberger, 2011). Like a biological virus, Stuxnet used humans (plant operators specifically) as its host of transmission. If one careless plant operator were to plug in an infected USB flash drive into a control-system computer, Stuxnet would begin its destruction.   Weinberger, S. (2011, June 9). IS THIS THE START OF CYBERWARFARE? Nature, 142-145. Retrieved from http://search.proquest.com.uproxy.library.dc-uoit.ca/docview/872363390?accountid=14694 Last years Stuxnet virus attack represented a new kind of threat to critical infrastructure. Just over a year ago, a computer in Iran started repeatedly rebooting itself, seemingly without reason. Suspecting some kind of malicious software (malware), analysts at VirusBlokAda, an antivirus-software company in Minsk, examined the misbehaving machine over the Internet, and soon found that they were right. Disturbingly so: the code they extracted from the Iranian machine proved to be a previously unknown computer virus of unprecedented size and complexity. On 17 June 2010, VirusBlokAda issued a worldwide alert that set off an international race to track down what came to be known as Stuxnet: the most sophisticated computer malware yet found and the harbinger of a new generation of cyberthreats. Unlike conventional malware, which does its damage only in the virtual world of computers and networks, Stuxnet would turn out to target the software that controls pumps, valves, generators and other industrial machines. It was the first time wed analysed a threat that could cause real-world damage, that could actually cause some machine to break, that might be able to cause an explosion, says Liam O Murchu, chief of security response for the worlds largest computer-security firm, Symantec in Mountain View, California. Stuxnet provided chilling proof that groups or nations could launch a cyberattack against a societys vital infrastructures for water and energy. We are probably just now entering the era of the cyber arms race, says Mikko Hypponen, chief research officer for F-Secure, an antivirus company based in Helsinki. Worse yet, the Stuxnet episode has highlighted just how inadequate are societys current defences and how glaring is the gap in cybersecurity science. Computer-security firms are competitive in the marketplace, but they generally respond to a threat such as Stuxnet with close collaboration behind the scenes. Soon after Virus- BlokAdas alert, for example, Kaspersky Lab in Moscow was working with Microsoft in Redmond, Washington, to hunt down the vulnerabilities that the virus was exploiting in the Windows operating system. (It was Microsoft that coined the name Stuxnet, after one of the files hidden in its code. Technically, Stuxnet was a worm, a type of malware that can operate on its own without needing another program to infect. But even experts often call it a virus, which has become the generic term for self-replicating malware.) One of the most ambitious and comprehensive responses was led by Symantec, which kept O Murchu and his worldwide team of experts working on Stuxnet around the clock for three months. One major centre of operations was Symantecs malware lab in Culver City, California, which operates like the digital equivalent of a top-level biological containment facility. A sign on the door warns visitors to leave computers, USB flash drives and smart phones outside: any electronic device that passes through that door, even by mistake, will stay there. Inside the lab, the team began by dropping Stuxnet into a simulated networking environment so that they could safely watch what it did. The sheer size of the virus was staggering: some 15,000 lines of code, representing an estimated 10,000 person hours in software development. Compared with any other virus ever seen, says O Murchu, its a huge amount of code. Equally striking was the sophistication of that code. Stuxnet took advantage of two digital certificates of authenticity stolen from respected companies, and exploited four different zero day vulnerabilities previously unidentified security holes in Windows that were wide open for hackers to use. Then there was the viruss behaviour. Very quickly we realized that it was doing something very unusual, recalls O Murchu. Most notably, Stuxnet was trying to talk to the programmable logic controllers (PLCs) that are used to direct industrial machinery. Stuxnet was very selective, however: although the virus could spread to almost any machine running Windows, the crucial parts of its executable code would become active only if that machine was also running Siemens Step7, one of the many supervisory control and data acquisition (SCADA) systems used to manage industrial processes. Many industrial control systems are never connected to the Internet, precisely to protect them from malware and hostile takeover. That led to another aspect of Stuxnets sophistication. Like most other malware, it could spread over a network. But it could also covertly install itself on a USB drive. So all it would take was one operator unknowingly plugging an infected memory stick into a control-system computer, and the virus could explode into action. 6.1 Murky Motives It still wasnt clear what Stuxnet was supposed to do to the Siemens software. The Symantec team got a clue when it realized that the virus was gathering information about the host computers it had infected, and sending the data back to servers in Malaysia and Denmark presumably to give the unknown perpetrators a way to update the Stuxnet virus covertly. Identifying the command and control servers didnt allow Symantec to identify the perpetrators, but they were able to convince the Internet service providers to cut off the perpetrators access, rerouting the traffic from the infected computers back to Symantec so that they could eavesdrop. By watching where the traffic to the servers was coming from, O Murchu says, we were able to see that the majority of infections were in Iran at least 60% of them. In fact, the infections seemed to have been appearing there in waves since 2009. The obvious inference was that the virus had deliberately been directed against Iran, for reasons as yet unknown. But the Symantec investigators couldnt go much further by themselves. They were extremely knowledgeable about computers and networking, but like most malware-protection teams, they had little or no expertise in PLCs or SCADA systems. At some point in their analysis they just couldnt make any more sense out of what the purpose of this thing was, because they were not able to experiment with the virus in such a lab environment, says Ralph Langner, a control-system security consultant in Hamburg, Germany. Langner independently took it upon himself to fill that gap. Over the summer, he and his team began running Stuxnet in a lab environment equipped with Siemens software and industrial control systems, and watching how the virus interacted with PLCs. We began to see very strange and funny results immediately, and I mean by that within the first day of our lab experiment, he says. Those PLC results allowed Langner to infer that Stuxnet was a directed attack, seeking out specific software and hardware. In mid-September 2010, he announced on his blog that the evidence supported the suspicion that Stuxnet had been deliberately directed against Iran. The most likely target, he then believed, was the Bushehr nuclear power plant. 6.2 Industrial Sabotoge Speculative though Langners statements were, the news media quickly picked up on them and spread the word of a targeted cyberweapon. Over the next few months, however, as Langner and others continued to work with the code, the evidence began to point away from Bushehr and towards a uranium-enrichment facility in Natanz, where thousands of centrifuges were separating the rare but fissionable isotope uranium-235 from the heavier uranium-238. Many Western nations believe that this enrichment effort, which ostensibly provides fuel for nuclear power stations, is actually aimed at producing a nuclear weapon. The malware code, according to Langner and others, was designed to alter the speed of the delicate centrifuges, essentially causing the machines to spin out of control and break. That interpretation is given credence by reports from the International Atomic Energy Agency (IAEA) in Vienna, which document a precipitous drop in the number of operating centrifuges in 2009, the year that many observers think Stuxnet first infected computers in Iran. True, the evidence is circumstantial at best. We dont know what those machines were doing when they werent in operation, cautions Ivanka Barszashka, a Bulgarian physicist who studied Iranian centrifuge performance while she was working with the Federation of American Scientists in Washington DC. We dont know if they were actually broken or if they were just sitting there. Moreover, the Iranian government has officially denied that Stuxnet destroyed large numbers of centrifuges at Natanz, although it does acknowledge that the infection is widespread in the country. And IAEA inspection reports from late 2010 make it clear that any damage was at most a temporary setback: Irans enrichment capacity is higher than ever. However, if Natanz was the target, that does suggest an answer to the mystery of who created Stuxnet, and why. Given the knowledge required including expertise in malware, industrial security and the specific types and configurations of the industrial equipment being targeted most Stuxnet investigators concluded early on that the perpetrators were backed by a government. Governments have tried to sabotage foreign nuclear programmes before, says Olli Heinonen, a senior fellow at the Belfer Center for Science and International Affairs at Harvard University in Cambridge, Massachusetts, and former deputy director-general of the IAEA. In the 1980s and 1990s, for example, Western governments orchestrated a campaign to inject faulty parts into the network that Pakistan used to supply nuclear technology to countries such as Iran and North Korea. Intelligence agencies, including the US Central Intelligence Agency, have also made other attempts to sell flawed nuclear designs to would-be proliferators. Stuxnet, says Heinonen, is another way to do the same thing. Langner argues that the government behind Stuxnet is that of the United States, which has both the required expertise in cyberwarfare and a long-standing goal of thwarting Irans nuclear ambitions. Throughout the summer of 2010, while Langner, Symantec and all the other investigators were vigorously trading ideas and information about Stuxnet, the US Department of Homeland Security maintained a puzzling silence, even though it operates Computer Emergency Readiness Teams (CERTs) created specifically to address cyberthreats. True, the CERT at the Idaho National Laboratory outside Idaho Falls, which operates one of the worlds most sophisticated testbeds for industrial control systems, did issue a series of alerts. But the first, on 20 July 2010, came more than a month after the initial warning from Belarus and contained nothing new. Later alerts followed the same pattern: too little, too late. A delayed clipping service, said Dale Peterson, founder of Digital Bond, a SCADA security firm in Sunrise, Florida, on his blog. There is no way that they could have missed this problem, or that this is all a misunderstanding. Thats just not possible, says Langner, who believes that the Idaho labs anaemic response was deliberate, intended to cover up the fact that Stuxnet had been created there. But even Langner has to admit that the evidence against the United States is purely circumstantial. (The US government itself will neither confirm nor deny the allegation, as is its practice for any discussion of covert activity.) And the evidence against the other frequently mentioned suspect, Israel, is even more so. Symantec, for example, points out that a name embedded in Stuxnets code, Myrtus, could be a reference to a biblical story about a planned massacre of Jews in Persia. But other investigators say that such claims are beyond tenuous. There are no facts about Israel, declares Jeffrey Carr, founder and chief executive of Taia Global, a cybersecurity consulting company in Tysons Corner, Virginia. 6.3 The Aftermath The who? may never be discovered. Active investigation of Stuxnet effectively came to an end in February 2011, when Symantec posted a final update to its definitive report on the virus, including key details about its execution, lines of attack and spread over time. Microsoft had long since patched the security holes that Stuxnet exploited, and all the antivirus companies had updated their customers digital immune systems with the ability to recognize and shut down Stuxnet on sight. New infections are now rare although they do still occur, and it will take years before all the computers with access to Siemens controllers are patched. If Stuxnet itself has ceased to be a serious threat, however, cybersecurity experts continue to worry about the larger vulnerabilities that it exposed. Stuxnet essentially laid out a blueprint for future attackers to learn from and perhaps improve, say many of the investigators who have studied it. In a way, you did open the Pandoras box by launching this attack, says Langner of his suspicions about the United States. And it might turn back to you guys eventually. Cybersecurity experts are ill-prepared for the threat, in part because they lack ties to the people who understand industrial control systems. Weve got actually two very different worlds that traditionally have not communicated all that much, says Eric Byres, co-founder and chief technology officer of Tofino Industrial Security in Lantzville, Canada. He applauds Symantec, Langner and others for reaching across that divide. But the effort required to make those connections substantially delayed the investigation. The divide extends into university computer-science departments, say Byres, himself an ex-academic. Researchers tend to look at industrial-control security as a technical problem, rather than an issue requiring serious scientific attention, he says. So when graduate students express interest in looking at, say, cryptography and industrial controls, they are told that the subject is not mathematically challenging enough for a dissertation project. Im not aware of any academic researchers who have invested significantly in the study of Stuxnet, agrees Andrew Ginter, director of industrial security for the North American group of Waterfall Security Solutions, based in Tel Aviv, Israel. Almost the only researchers doing that kind of work are in industrial or government settings among them a team at the Idaho National Laboratory working on a next-generation system called Sophia, which tries to protect industrial control systems against Stuxnet-like threats by detecting anomalies in the network. One barrier for academics working on cybersecurity is access to the malware that they must protect against. That was not such a problem for Stuxnet itself, because its code was posted on the web shortly after it was first identified. But in general, the careful safeguards that Symantec and other companies put in place in secure labs to protect the escape of malware may also inadvertently be a barrier for researchers who need to study them. If youre doing research into biological agents, its limited groups that have them and they are largely unwilling to share; the same holds true for malware, says Anup Ghosh, chief scientist at the Center for Secure Information Systems at George Mason University in Fairfax, Virginia. To advance the field, researchers need access to good data sets, says Ghosh, who was once a programme manager at the US Defense Advanced Research Projects Agency, and is now working on a malware detector designed to identify viruses on the basis of how they behave, rathe r than on specific patterns in their code, known as signatures. Academic researchers are also inhibited by a certain squeamishness about digital weaponry, according to Herb Lin, chief scientist at the Computer Science and Telecommunications Board of the US National Research Council in Washington DC. He points out that to understand how to guard against cyberattacks, it may help to know how to commit them. Yet teaching graduate students to write malware is very controversial, he says. People say, What do you mean: youre training hackers?' 6.4 Preparing for the Next Attack A study last year by the JASON group, which advises the US government on science and technology matters, including defence, found broad challenges for cybersecurity (JASON Science of Cyber-Security; MITRE Corporation, 2010). Perhaps most important was its conclusion that the field was underdeveloped in reporting experimental results, and consequently in the ability to use them. Roy Maxion, a computer scientist at Carnegie Mellon University in Pittsburgh, Pennsylvania, who briefed JASON, goes further, saying that cybersecurity suffers from a lack of scientific rigour. Medical professionals over the past 200 years transformed themselves from purveyors of leeches to modern scientists with the advent of evidence-based medicine, he notes. In computer science and in computer security in particular, that train is nowhere in sight. Computer science has developed largely as a collection of what Maxion calls clever parlour tricks. For example, at one conference, the leading paper showed how researchers could read computer screens by looking at the reflections off windows and other objects. From a practical point of view, anyone in a classified meeting would go, pooh, he says. In places where they dont want you to know [whats on the computer screen], there are no windows. Yet, that was the buzz that year. Maxion sees an urgent need for computer-science and security curricula to include courses in traditional research methods, such as experimental design and statistics none of which is currently required. Why does it matter? he asks. Because we dont have a scientific basis for investigating phenomena like Stuxnet, or the kind of defences that would be effective against it. Also troubling for many of the Stuxnet investigators was the US governments lacklustre response to the virus (assuming that it was not the perpetrator). Stuxnet represents a new generation of cyberweapon that could be turned against US targets, but there is no evidence that the government is making the obvious preparations for such an attack for example, plans for a coordinated response that pools resources from academia, research institutes and private business. Other countries seem to be taking the threat more seriously. Some of Chinas universities and vocational colleges have reportedly forged strong connections with the military to work on cybersecurity, for example. And Israel also seems to be exploiting its computing expertise for national security. A few months before the discovery of Stuxnet, Yuval Elovici, a computer scientist and director of Deutsche Telekom Laboratories at Ben-Gurion University of the Negev in Beersheba, Israel, told Nature that he was working closely with the countrys Ministry of Defense on cybersecurity. He presciently warned that the next wave of cyberattacks would be aimed at physical infrastructures. What would happen if there were a code injection into SCADA? What if someone would activate it suddenly? Elovici asked. He and other experts have been warning for several years now that such an attack on SCADA systems controlling the electricity grid could spark nationwide blackouts, or that the safety systems of power plants could be overridden, causing a shutdown or a serious accident. Similar disruptions could hit water and sewage systems, or even food processing plants. Such attacks, Elovici warned, are both realistic and underestimated. Asked how bad one would be, Elovici was unequivocal. I think, he said, it would be much stronger than the impact of setting several atomic bombs on major cities.

Why are some children more successful as learners than others

Why are some children more successful as learners than others Before considering how children learn in a variety of ways it is important to establish how successful learning is defined for the context of this essay. Rigby et al (1992) broadly construed that learning refers to a life-long process in which organisms make contact with and assimilate their environment. However, it is important to relate specific types of learning to the theories of motivation, as the effects of motivation will impact differently on different types of learners. This dependent variable (learning) is directly influenced by the independent variables (type of motivation), so it is important to acknowledge the significance of learning within literature. Deci et al (1991) acknowledged that the central features of optimal learning are conceptual understanding and the flexible use of knowledge. Deci et al (1991) summarised this theory by stipulating, the learning outcomes stressed are understood both in the relations among facts and the ways to find or generate facts. My in terpretation of this theory is that it allows the learner to have an understanding of the outcome and processes that were used to find that outcome. Deci et al (1991) believe the strength of this theory lies in the recognition that the acquisition and retention of facts are not enough to promote successful learning. Another factor to consider, for the context of the essay, is that children learn in a variety of different ways. The deep learning approach describes active engagement with the content, leading to extensive elaboration of the learning material, whilst seeking personal understanding. In contrast, the surface approach indicates the use of routine memorisation to reproduce aspects of the subject matter expected to be assessed (Entwistle, 2001). There is a general acceptance that the manner in which individuals choose or are inclined to approach a learning situation has an impact on performance and achievement of learning outcomes (Cassidy, 2004). My interpretation of Cassidys research is that one learning style will not be more successful than another, but, consequently, it is imperative for teachers to approach a learning style that suits the individuals in that class in order to engage them in the process of learning. Learning needs to be personalised for all children so they can achi eve their educational potential. If personalised learning is not accomplished, not every child in the class would achieve the same success in their learning. It is also important to recognise the effect that the learning environment has on the success of children and how this can be manipulated to create a positive experience for them. Reeve (2006) recognised that students can be curious, proactive and highly engaged or they can be alienated, reactive and passive. Just how engaged students are depends on the quality of classroom conditions. In school settings, engagement is important because it functions as a behavioural pathway by which students motivational processes contribute to their subsequent learning and development (Reeve et al, 1991). Therefore, it is important that an effective learning environment is created to enhance childrens motivation and, in turn, increase their learning success. However, opposing this, Taylor, Ntoumanis and Smith (2009) recognise the peripheral position of P.E. means that P.E. teachers work in very different occupational environments in comparison to teachers in core subjects. It is important to manipul ate the environment to suit the subject being taught therefore enhancing learning. I believe the majority of children respond positively to the P.E. environment, as it is a different setting to the classroom. As a direct influence of my experience as a student and a teacher I, believe that a positive correlation needs to be created between the learning environment and the learning style of the students so that successful learning can be created. I also believe this makes a teachers job particularly difficult nowadays because there are so many independent variables that need to be considered so that learners can achieve their maximum learning potential. Hardre et al (2006) recognised that the interaction of teaching and learning results from complex dynamics of multiple structures and characteristics. This places particular emphasis on the teachers motivation to understand these characteristics. Teachers motivation appears crucial for optimal human functioning in the work place because teachers who are highly motivated are more engaged in their work and more satisfied (Fernet et al, 2008). Furthermore, Fernet et al (2008) state that a teachers motivation is directly linked to their student s motivation. The overall aim of this essay is to reflect on the importance of motivation in relation to Self-Determination Theory (SDT). It is important to declare that other theories of motivation are signified for educational settings, but this theory will be used to make links between types of motivation and successful learners. SDT (Deci Ryan, 1985) distinguishes between different types of motivation based on the different reasons or goals that give rise to an action. A person who feels no impetus or inspiration to act is characterised as unmotivated, whereas someone who is energized or activated toward an end is considered motivated (Ryan Deci, 2000). Ryan Deci (2000) declare that the most basic distinction is between intrinsic motivation, which refers to doing something because it is inherently interesting or enjoyable, and extrinsic motivation, which refers to doing something because it leads to a separable outcome (Ryan Deci, 2000). SDT, when applied to the realm of education, is concerned primarily with promoting in students an interest in learning, the value of education, a confidence in their capacities and attributes (Deci et al 1991). SDT is one of the most widely used theoretical frameworks to study motivation in P.E, which is not surprising given that its major propositions and constructs are highly relevant to P.E. (Ntoumanis and Standage, 2009). To conclude, previous research in this area is imperative to determine which method of motivation creates the most successful learner. SDT assumes that inherent in human nature is the propensity to be curious about ones environment and to be interested in learning and developing ones knowledge (Niemiec Ryan, 2009). Even though this theory can be applied to an educational setting, can it be assumed that students would still go to school if they have a choice of attending? Would children be curious about this type of environment and the processes that occur there if they didnt have an obligation to attend school? Deci, Ryan and Williams (1996) recognise that for an action to be considered fully self-regulated, people must experience a sense of volition and a sense of unpressured willingness to engage in the action. However, by law, all children of compulsory school age, between 5 and 16, must receive a proper full-time education. Parents are responsible for making this happen, either by registering the child at school or by making other arrangements which provide an effective education (Department for Education, 2010 ). After taking into consideration the legal requirements (external factor) that ensure children attend school, it is important to discuss whether they exhibit intrinsic or extrisic motivation within school. Intrinsic Motivation Intrinsic motivation can be classed as behaviour which is accepted in the absence of external impetus and that is inherently interesting and enjoyable (Ryan Deci, 2000). Vansteenkiste, Soenens Lens (2009) suggests it is important to apply realistic and meaningful intrinsic goals to the learning activity so that children accept the promoted goal. This theory has been supported by Katz Assor (2006) who state that options should be constructed that are relevant to childrens interests, aimed at their level of ability and are congruent with their values. It is important to recognise what effect this has on the success of learning and Gronlick Ryan (1987) found that elementary school children, who reported more autonomous motivation for doing schoolwork, in general, showed greater conceptual learning and better memory than children who reported less autonomous motivation. This is an important factor as conceptual learning is directly related to the definition of success learning used i n this essay. I would argue that it is difficult to achieve this throughout the curriculum as the learning is always facilitated towards assessment. Several studies have supported this by demonstrating that under certain conditions extrinsic rewards can enhance intrinsic motivation (Ryan, Mims Koestner, 1983). I dont believe that all students would be able to disengage from the fact that they are always being assessed, whether it is formative or summative methods, and perform based on intrinsic feelings alone. In conjunction with this, I dont believe it is physically possible for teachers to facilitate a learning environment that will enable all students to be working towards their maximum learning potential as there are too many learning variables to manipulate at one time. Extrinsic Motivation It is important to recognise that intrinsic motivation, as discussed above, is not the only form of motivation which students can demonstrate in an educational setting. Pupils can also be motivated by extrinsic factors which lead to a separate outcome. Deci Ryan (2010) recognised that extrinsic motivation is used to motivate students on tasks and lessons that are important but not necessarily intrinsically interesting. Niemiec Ryan (2009) suggest that all too often educators introduce external controls into the learning climate, which can undermine the relationship between teachers and students and also stifle the natural process involved in high quality learning. However, I think it is impossible to achieve the natural process of learning consistently and this method of motivation can be used regularly and effectively, to enhance learning in the long term. When pupils are amotivated, extrinsic motivation can be used to ensure that they are engaging in the teaching and learning pro cess. Fortier, Vallerand and Guay (1995) support this argument by stating that extrinsic motivation can be used as a means to an end, therefore, if autonomy is not present then it be used as a method of increasing successful learning. Types of Extrinsic Motivation In SDT, an analysis of extrinsic motivation revolves around the developmental process of internalization (Rigby et al. 1992). Internalization is the process of taking in a value or a regulation and it describes how motivation for behaviour can range from amotivation, to passive compliance, to active personal commitment (Deci Ryan, 2000). It is through the process of internalization that extrinsic motivation enables self-determined engagement during important but uninteresting endeavours (Deci Ryan, 2010). Therefore, it is vital to recognise its importance in an educational setting and its effect on the success of learning, as there are many activities in school which students find boring or uninteresting. It is important to recognise that SDT lists three types of extrinsic motivation and each type of motivation varies in how self-determined and internalized it is (Deci Ryan, 1991). External Regulation Deci Ryan (1991) recognise that in the real world of the classroom extrinsic motivation is an important method of engaging students on tasks and lessons. External regulation motivation arises from and is dependent on the presence of environmental events such as rewards, pressures and constraints (Deci Ryan, 2010). External regulation is focused on the outcome of tasks such as assessment and grades in an educational setting. This method is not self-determined and lies on one end of the self-determination continuum. I would argue that this method of motivation is used throughout the school curriculum as children are continually assessed through formative and summative methods. When applied to core P.E. it is important to realise that students are still graded on their ability and knowledge at the end of a unit of work. However, it is important not to use this method of motivation all of the time or it will lose its value. SDT explains that autonomously supported students thrive, and it explains why students thrive when the teacher supports their autonomy (Deci Ryan, 2010). I think that there needs to be a balance between the two dichotomies and external regulation should be used during more arduous tasks and when the children are amotivated. Therefore, a more autonomous approach should be used during tasks and lessons that are more likely to engage the students. Finding a balance between these two dichotomies and utilising them efficiently would help to increase students learning success. Introjected Regulation Deci Ryan (2010) suggest that the internalized demands of a teacher or parent actually regulate the students behaviour, which leads to the reasoning behind introjected regulation (representing the first phase of the internalization process). When parents are controlling they value obedience and conformity in their children (Grolnick Ryan, 1989). I believe this type of motivation is what is needed for some students because they are able to engage more in lessons if they are supervised closely and behave to an ideal standard. I have found this method to be successful with more troublesome children as it acts as a deterrent for misbehaviour and they seek positive feedback from their parents. On the other hand, there is some evidence that, in some instances, high levels of controlling involvement may actually be less beneficial than lower levels of involvement (Weiss Grolnick, 1991). Thus well-meaning parents may become easily focused on exam results, pressurising their children and u ndermining the very characteristics they wish to inculcate (Deci Ryan, 2010). To conclude, introjected regulation motivation is implemented into school and P.E. in particular. There is regular contact between parents and teachers through phone calls, planners and reports. I would argue that this method of motivation works well for some students and less so for others. It is very much dependent on the individual as to whether this method is successful. Identified Regulation Identified regulation is where the student accepts the merits of a belief or behaviour because he or she sees its importance or personal utility (Deci Ryan, 2010). Identified regulation is the most self-determined of the extrinsic approaches and students use this method as they accept the merits of a belief. (Deci Ryan, 2010). This theory has been supported by Dweck Elliott (1983) as they state that children who hold learning goals are concerned with increasing their competence, so their goal is to acquire new skills or extend their mastery. I have observed teachers who use this method to promote reasoning behind certain tasks when students dont envisage it as valuable to their needs. Once the reasoning behind the work has been given the students accept that the work is of value to their learning. On the other hand, I dont believe this method can be used all the time, as some students do not see education as a valuable necessity within their life. There are some students who alrea dy have a job guaranteed for them before leaving school so an education is not of any value to them. In this instance, learning is not successful as the students are amotivated to participate in the lesson. This leads on to how teachers use these different methods to motivate students. Intrinsic Teacher Classroom practices that support students satisfaction of autonomy, competence and relatedness are associated with greater intrinsic motivation (Niemiec Ryan, 2009). This theory is embraced by other researchers who recognise that a teaching style which provides students with opportunities to makes choices appears to have a positive effect on their intrinsic motivation (Biddle et al, 1995). Williams and Deci (1997) concluded that autonomy supportive educators improve conceptual learning and psychological adjustment in medical students. It also links into the definition of successful learning which is being used for the context of this essay. This review, however, was only done on a small scale and, therefore, does not indicate whether this method of teaching is the most effective for a wide range of students. Furthermore, a lot of the research was conducted in a laboratory, which doesnt necessarily reflect real life experiences in education. On the other hand, it could be argued that in a more realistic environment there are too many other factors that need to be taken into consideration when researching the effect of motivation and learning. Ryan Neimiec (2009) summarise this point by clarifying that there is resistance from quantitive methods, reflecting the hegenomous forces entrenched in societies, or that the scientific method ultimately reduces humans to mere objects in casual chains. Therefore, how is it possible to measure the success of learning when it is impossible to isolate motivation as the only factor that influences a childs education? Extrinsic Teacher Studies have shown that if teachers feel responsible for student performance standards then they are more controlling towards students and less affective in their teaching (Flink, Boggiano Barrett, 1990). One reason why teachers use controlling, rather than autonomy-supportive strategies in the classroom is because external pressures are placed on them (Niemiec Ryan, 2009). With a lot of focus being placed on assessment and targets within school, I feel there has been as shift away from the quality of the teaching occurring. This is supported by Wild, Enzle and Hawkins (1992) who state that an externally constrained teacher imposes lessons on a dependent and constrained learner and, therefore, there are threats to the personal autonomy of both parties. I believe this minimises the enjoyment of the lessons from the students perspective and because they are not intrinsically motivated an alternate method must be used to increase learning success. Deci et al. (2001) explains that beca use many of the tasks educators want their students to perform are not inherently interesting or enjoyable, knowing how to promote more active forms of extrinsic motivation becomes an essential strategy for successful teaching. Intrinsic P.E Enhancing students motivation is an important objective in physical education for a teacher as it has been linked to exercise participation outside of school and future intentions to exercise (Standage, Duda Ntoumanis, 2003). Duda Nicholls (1992) supported this theory by stating that participation in many sports and physical activities can lead to feelings of autonomy and competence and may produce joy, excitement, thrills and other satisfying emotions. It is therefore easy to see why physical activities may be inherently intrinsically motivating. I would argue that the use of this statement is too broad; even though a vast majority of pupils do enjoy physical education, they do not enjoy all of the activities provided by the P.E. curriculum. In my personal experience, specifically from my diagnostic placement, I found that the vast majority of boys enjoyed participating in football. On the other hand, when activities such as rugby and dance are included on their timetable, they di d not demonstrate the same amount of motivation and enthusiasm. Consequently, Ferrer-Caja Weiss (2000) found it would be appropriate to examine the model of intrinsic motivation among students taking physical education as an elective class to gain insight into motivational attitudes and behaviours in physical education. Again, this would require isolating motivation as the only variable to effect the success of learning. Extrinsic P.E. Although most pupils are intrinsically motivated to participate in P.E. lessons, there are many children who are extrinsically motivated or lack motivation to participate (Ntoumanis, 2001). Extrinsic motivation can be used as an effective method of engaging students in a P.E. lesson if they do not feel intrinsically motivated to learn. It is important to take into consideration the activity that the students are participating in. A study by Fredrick Ryan (1993) determining motivation levels between fitness activity participants (high appearance motivation) and individual sport participants (low appearance motivation), showed that individual sports participants tended to have higher levels of self-determination towards the activity. Deci Ryan (2010) support this by stating that extrinsic motivation is expected to relate to lower levels of positive effect, less self-reported satisfaction and competence and lower reports of adherence activity. The issues that arise from the study of F redrick Ryan (1993) are that the sample group was quite narrow with 376 participants taking part. Also, the research used an adult cohort, rather than children, so the question has to be asked, would this theory of motivation still apply to an educational setting? From a personal experience as a student, I found that the use of extrinsic rewards only served to motivate me more in lessons. During my teaching practice, I used extrinsic rewards during invasion games lessons and there was a clear increase in the levels of motivation from students. However, I felt that this extra motivation took the focus away from the learning objectives and towards the extrinsic rewards, which had a direct effect on the success of learning in the lesson. Extracurricular clubs It is important to discuss the effect of extra-curricular clubs in school and particularly P.E. on the continued success of students. It can be argued that students do no need to attend these clubs, therefore, are they intrinsically motivated if they attend? Although these clubs are not considered compulsory, their importance in relation to the success of learning is vital. Extra-curricular clubs can contribute by consolidating learning of the traditional P.E. curriculum, as well as offering opportunities in untraditional activities. Students who attend these clubs are considered to be autonomous because they have a choice whether they want to be there or not. Deci Ryan (2010) recognise that autonomy supported students thrive and this can help to benefit students learning. Taking this into account, their research suggests that when students are given a chance to explore their own agenda it helps to increase engagement. I believe that when pupils are engaged in an activity and they f ind the task enjoyable then the success of their conceptual learning is greater. However, I feel that P.E. is the only extra-curricular club which is not associated with an end outcome such as grades. In general, children attend P.E. clubs because they enjoy the activity, whereas in English, for instance, they generally attend to complete work. Own Experience of P.E (Student) In my own experience, as a student in P.E, I found that I was most engaged in lessons and was learning optimally when the teacher adopted an autonomous approach to the lesson. This coincides with results from research by Niemiec Ryan (2009) which demonstrated that children assigned to autonomy-supportive teachers, relative to those assigned to controlling teachers, reported increased intrinsic motivation, perceived competence and self-esteem over time. I felt that certain teachers gave me a sense of responsibility for my learning and allowed me to make my own informed choices and decisions. This helped to build a relationship between myself and the teacher that enhanced my learning in lessons, as well as increasing my intrinsic motivation. When extrinsic motivation was used it only served to motivate me even more, but I didnt feel this approach was necessary because my autonomy was already present when participating in P.E. lessons. However, I do feel that extrinsic motivation can b e used as an effective method for students who are amotivated towards P.E. when it is used in the correct fashion. Own Experience of P.E (Teacher) From a teaching perspective, I found it difficult to increase motivation during my diagnostic teaching placement. A number of children perceived P.E to have little or no benefit to them in and out of school so they often chose not to bring their kit to lessons. I had particular trouble with a group of lower ability year 10 students, with up to ten students forgetting their kit each lesson. These students demonstrated a form of amotivation and they were neither intrinsically or extrinsically motivated. The generic reason the children gave for not participating was because there was no summative outcome (GCSE grade) at the end of their education. I think this highlights whether students are ever intrinsically motivated in school because the focus is always on results and targets. This reason directed me to try and alter the way I introduced the learning tasks to the students. Niemiec Ryan (2009) support this approach by suggesting the way in which a teacher introduces learning tasks i mpacts on students satisfaction of the basic psychological needs for autonomy and competence, thereby either allowing intrinsic motivation to flourish and deeper learning to occur or thwarting these processes. The method I used was to promote their autonomy by teaching to suit their desired learning style and allowing them to learn through games, as well as using external regulation by pressurising the students with threats of detentions. What do children want to achieve? Throughout this essay links have been made between different types of motivation and the effects they have on the success of learning. Although the success of learning has already been defined for the context of the essay, it is important to discuss what children want to achieve from their learning experience. Are they more concerned about the grade they achieve or about having understanding about key processes and concepts they are taught? Much of the research in the area of motivation recognises that children who demonstrate intrinsic motivation show better conceptual learning (Niemiec Ryan, 2009). Ryan Deci (2000) recognised that intrinsic motivation results in high quality learning and creativity, but it is especially important to detail the factors and forces that engender versus undermine it. Cognitive Evaluation Theory (CET), a sub-theory of SDT, states that events which decrease perceived self-determination (i.e., that lead to a more external perceived locus of causality) w ill undermine intrinsic motivation (Deci, Koestner Ryan, 2001). This theory is the underlying reason to discuss whether children are focused on grades or understanding. Assessment or understanding? At present there is a large focus on schools within the education system to achieve targets, grades and positioning within league tables, rather than focusing on teaching to develop knowledge of key processes and outcomes. With the increased pressure that is placed on teachers and students alike, I feel that this has caused a shift towards teaching to targets method. In turn, this has taken the freedom away from teachers to use their creativity to develop a curriculum to suit the needs of their learners. Ultimately, this has directed the government to develop an initiative for all students to gain 5 A*-C at GCSE including English and Maths. The overall emphasis of assessment has been integrated into the educational system by the use of summative assessment at the end of each term. Even further down the assessment continuum, it is important for students to know what level they are working at within lessons and what learning outcomes they should be achieving by the end of the lesson. I would argue that assessment is an important aspect of the education system, but is not ideal for illustrating the success of learners. I would also suggest that pupils who make more progress in lessons are more successful learners than those who achieve a higher level with minimal effort. Although intrinsic motivation is widely accepted as more beneficial for learning in comparison to extrinsic motivation (Ryan Deci, 2000) with the constraints and pressures that are placed on teachers and students, I feel it is impossible to promote this method, therefore affecting the success of learning. Assessment and P.E. One subject area that can be viewed differently, in terms of educational outcomes, is P.E. Summative assessment does not take place, unless this subject is chosen as a GCSE option, but otherwise there are not as many external factors that can undermine the feelings of intrinsic motivation. My teaching experiences so far have indicated that there is an emphasis on learning outcomes within lessons, but no external locus that can undermine intrinsic motivation. As discussed earlier, this is why I think it is important to promote intrinsic motivation within P.E. lessons as learners may not get the chance to engage this way in other lessons. I think this allows students to increase their conceptual learning and develop life skills, rather than be taught how to pass an exam. If the students have taken away knowledge and skills which they can use in life then I feel that they have been successful with their learning, in comparison to a student who has been taught to pass an exam. On the oth er hand, students who do not like participating in this area of the curriculum will find core P.E. surplus to their requirements as they do not have to pursue a grade. Therefore, there is no external locus to undermine any feelings of intrinsic motivation. However, it is important to motivate these students by other methods to facilitate successful learning. Conclusion In conclusion, this essay has critiqued the effect of different types of motivation, in line with the theory of SDT, on successful learning for children in an educational setting. Particular focus has been placed on the effects of motivation that students adopt, the approach to learning from the teachers and the subject being studied, including strong links to Physical Education. As all children learn in different ways, it is impossible to suggest that one isolated method of motivation helps to create more successful students. Furthermore, it can be argued that different types of motivation are required for the same learner, when they are being taught in different activity areas. This makes the teachers task extremely difficult as different types of motivation need to be utilised to help children reach their educational potential. From a personal perspective, it is important that I am able to utilise different methods of motivation to enhance the success of the students I am responsi ble for. Deci Ryan (2010) recognise that integrating students motivational resources into the school curriculum requires teachers to develop new skills and implement conceptual change. Educational environments contain many independent variables that can contribute to a childs learning and these variables need to be considered when researching the effect of motivation on the success of learning. I dont believe that the research about motivation in an educational setting can be fully endorsed, as it is impossible to isolate motivation as the only factor affecting the success of learning. Finally, I would question whether a child is ever intrinsically motivated in an educational setting due to legal requirements to attend and the focus on assessment within lessons. Are pupils ever intrinsically motivated? (Assessment)

The Health Benefits of Vegetarianism Essay -- Health Nutrition Diet Ex

The Health Benefits of Vegetarianism Maintaining a well-balanced vegetarian diet is healthy and can be beneficial by reducing the risk of health diseases, particularly cardiovascular diseases and obesity. Vegetarians are individuals who choose to abstain from eating foods derived from animals, such as meat, poultry, fish, and dairy products. This type of a diet is practiced for a variety of reasons, whether out of respect for animals and the environment, for the potentially healthier lifestyle, or simply out of distaste for or allergy to meat products. Practicing vegetarianism is no more difficult or complicated than following a regular meat-inclusive diet; eating a variety of soy, nut, or wheat based products can substitute for certain meat dishes and dairy products and provide the needed nutrients that those normally provides. Vegetarianism is a healthy choice; following a meat-restricting diet can lower cholesterol and fat intake, thus reducing the chances of developing heart diseases and obesity. Despite several misconceptions that claim vegetarianism is unbalanced and thus unhealthy, a vegetarian diet can still meet daily calorie and other nutrient requirements without including meat and dairy products. According to the United States Department of Agriculture, to maintain a healthy lifestyle a person should consume a balanced amount of fruits & vegetables, grains, meat, dairy products, and fats in accordance with the "Food Pyramid." The human body requires a minimum amount of various vitamins, minerals, and nutrients in order to perform properly and carry out bodily functions. Though removing beef, pork, poultry, and other animal-derived foods can leave a diet lacking in protein, calcium, iron, and vitamins... ...hy choice; there are numerous potential benefits that come with following a diet that abstains from meat and dairy products. Though following a vegetarian lifestyle with an unbalanced diet can be just as health hazardous as a meat-inclusive unbalanced diet, a vegetarian regime that maintains the recommended daily nutrients can be healthy and beneficial. A well-balanced vegetarian meal plan can help reduce the risks of heart diseases and obesity. Sources used http://dictionary.reference.com/ http://www.eatright.org/Public/NutritionInformation/92_11722.cfm http://www.epic-oxford.org/ http://www.pueblo.gsa.gov/cic_text/food/food-pyramid/main.htm http://www.vegetarian-diet.info/vegetarian-health-heart-disease.htm http://www.vegetarian-nutrition.info/updates/trends.php http://www.vegsoc.org/health/ http://www.vrg.org/nutshell/nutshell.htm