Computer Memory Hacking Assignment Example | Topics and Well Written Essays - 500 words

Computer Memory Hacking - Assignment Example There exist some common tools that hackers normally use to intrude into the memory of computer systems. One of those common tools or techniques is inception. Using this technique, hackers present a serial bus protocol-2 using firewire interface to the machine of the targeted person. The operating system of the targeted computer connects the bus to the firewire port taking it as an SBP-2 device. The targeted device lowers its protection level because of the use of Direct Memory Access by the hacker. This helps the hackers to gain read/write access to the RAM of the targeted computer system. Another common tool used by hackers is Memory Hacking Software. Hackers can use this software to gain access to the memory of the computer systems. There are such software programs available on the internet that hackers can download to intrude into the computer systems. There is a huge significance of hacking in organizations and modern society. Hacking sometimes proves to be very disastrous because it provides access to files to the strangers who can use the information for illegal purposes. Therefore, organizations and individuals need to ensure the highest level of protection to their computer systems. Some of the easiest and most effective security measures include setting difficult passwords, regularly changing the login passwords, downloading a personal firewall, using cryptographic techniques, using authorization technique, setting encryption standards, and installing up to date antivirus software. Three best practices that one should use to protect their computer(s) from being hacked include installation of antivirus applications, use of firewalls, and use of Wifi Protected Access (WPA) as access control system. Let us put some light on all of these three practices. Antivirus applications are the most commonly used mechanisms for ensuring computer safety.  

Comparing Political Philosophies Essay Example for Free

Comparing Political Philosophies Essay Social contract or contractarian (use at least two philosophers in your description) Classic liberalism or libertarianism (use at least two philosophers in your description) Marxism (use at least one philosopher in your description) Communitarians (use at least one philosopher in your description) Capabilities approach (use at least one philosopher in your description) Follow your descriptions with a conclusion answering the following questions: How are these theories similar to one another? How are they different from one another? Do you find one philosophy more compelling than the others? If so, why? Contractarianism The social contract or political contract is a theory or model, originating during the Age of Enlightenment, that typically addresses the questions of the origin of society and the legitimacy of the authority of the state over the individual. Social contract arguments typically posit that individuals have consented, either explicitly or tacitly, to surrender some of their freedoms and submit to the authority of the ruler or magistrate (or to the decision of a majority), in exchange for protection of their remaining rights. The question of the relation between natural and legal rights, therefore, is often an aspect of social contract theory. The most important contemporary political social contract theorist is John Rawls, who effectively resurrected social contract theory in the second half of the 20th century, along with David Gauthier, who is primarily a moral contractarian. Marxism Under Marxism, outdated class structures were supposed to be overthrown with force instead of being replaced through patient modification. It held that as capitalism has succeeded feudalism, it too will be removed by a dictatorship of the workers called socialism, followed quickly and inevitably by a classless society which governs itself without a governing class or structure. It was jointly developed in the 19th century by two lifelong German friends living in London Karl Marx and Friedrich Engels and it forms the foundation of communism. Classical Liberalism Classical liberalism is a political philosophy and ideology that emerged as a response to the Industrial Revolution and urbanization in the 19th century in Europe and the United States. It shares a number of beliefs with other belief systems belonging to liberalism, advocating civil liberties and political freedom, limited government, rule of law, and belief in free market. Classical liberals were more suspicious than conservatives of all but the most minimal government and, adopting Thomas Hobbess theory of government, they believed government had been created by individuals to protect themselves from one another. Comparison -Marxism is completely centrally controlled economy in which labor is directed (the government tells you where you will work) and goods and services are rationed based on a bureaucratic determination of need. Liberalism is when the government has an obligation to make sure that people live comfortably regardless of a persons actual contribution to making their own comfort possible. So while they wish to control the financial situation they generally favor a high degree of social freedom. Contractarianism suggests that the central assertion of social contract approaches is that law and political order are not natural, but are instead human creations. The social contract and the political order it creates are simply the means towards an end — the benefit of the individuals involved — and legitimate only to the extent that they fulfill their part of the agreement. References http://en. wikipedia. org/wiki/Social_contract http://en. wikipedia. org/wiki/Classical_liberalism http://www. businessdictionary. com/definition/Marxism. html Philosophy: The Power of Ideas (8th ed. ) (Moore and Bruder).

Translating Cultural Subtext in Modern Korean Fiction :: Free Essays Online

Translating Cultural Subtext in Modern Korean Fiction Translation as an Act of Bridging Two Cultures Literary translation can be described in many ways. In the first place we can think of it as retelling, in that we take a Korean story and tell it in English. In retelling the story we make it public. This means we have an audience, either readers of our translation or listeners of a public reading of that translation. Public readings are an important way of disseminating a translation. And in the case of Korea, readings have a special relevance. In premodern times improvised poems were often shared during gatherings of literati. Even today poetry readings are not uncommon in Korea (though readings of fiction are rare--a vestige of the greater esteem traditionally attached to poetry by Koreans?). Retelling is an especially apt approach to translation when we translate an author such as Pak Wan-sà ´, whose narrators often sound as if they are speaking directly to the reader. Second, we can think of translating as an act of re-creating, in the sense that translators produce something that is recognized as literature (whatever that is--anyone who has read the first chapter of Terry Eagleton’s Literary Theory will realize how difficult it is to precisely define literature). Translation can also be thought of as reenacting. Here I draw on the Lacanian notion of retrieving a lost narrative of our life. Translators may be thought of as taking part as a silent observer, or, to borrow the title of a Joseph Conrad story, as a â€Å"secret sharer,† in the stories they reenact. Finally, translation is a joint enterprise between translator and author. As such, it is desirable to have a good match between author and translator. Such a match often manifests itself as a similarity of aesthetic outlook and a shared commitment to the author’s works. In this joint enterprise the translator is a kind of medium. JaHyun Kim Haboush reports, for example, that the voice of Lady Hong rang in her head for years as she translated that princess’s memoirs, the Hanjungnok. Other translators have described this phenomenon as a merging of themselves with the persona of their author. The late Marshall R. Pihl reported having such an experience while translating stories by O Yà ´ng-su; I myself have had a similar experience in translating stories by Hwang Sun-wà ´n and O Chà ´ng-hà »i.

Muriel’s wedding critical analysis Essay

In Muriel’s wedding, the perception of comedian has soon arrived into a melodrama derived by P.J Hogan, as the film covers the low self-esteem Muriel in breaking through the bondages around her family and friends, trespassing from suburban to civilisation. Muriel begins the film as an overweight loser from Queensland, a woman trapped by a dysfunctional family, an apathetic neighbourhood, and a clique of beautiful â€Å"best friends.† The movie opens with a shot of a beautiful friend’s wedding, where one of the clique members is shown having an affair with the groom. The movie moves that fast: credits, wedding, affair. Before the scandalous couple have time to emerge from their private room the ugly misfit Muriel is taken into custody by the police. Apparently, she never paid for her leopard-print dress. (3) Hogan establishes his characters rather quickly. The evil clique is made up of Barbie look-alikes who criticize Muriel for not wearing frosted lipstick. Murie l is clumsy, overweight and â€Å"useless,† hopelessly ostracized from the inner circle by her unemployment and consequent failure to follow fashion. â€Å"I’ve got a job,† Muriel tells them, referring to a cosmetics sales position offered by her father’s mistress. â€Å"It’s not your clothes,† the friends retort, it’s you.† Crushed, Muriel steals money from her parents and buys a holiday at the same resort where the clique is staying. Once there she meets up with a friend from high school (Rachel Griffiths) whose noble character is symbolized by her short black hair and indifference toward fashion. The two women celebrate their independence from the neurosis of Porpoise Spit by running away to Sydney, where they get jobs, meet men, and have the time of their lives. â€Å"When I was living in Porpoise Spit I used to sit in my room all day and listen to Abba songs,† Muriel says. â€Å"Since I’ve come to Sydney, I haven’t listened to Abba at all.† Muriel’s Wedding uses the songs of the Swedish supergroup as a clever link to the thoughts and feelings of Muriel, a young Australian woman obsessed with becoming married as soon as possible. Muriel lives with her go-nowhere family in the town of Porpoise Spit, where she spends most of her time in her room, listening to ABBA when her father isn’t giving her grief. The point of this movie is very simple: in order to escape from insecurity and stagnant immobility one must rebel against the conventions held by beautiful people, cut one’s hair, buy a new wardrobe, and forge a new life on one’s own. If theft and dishonesty are the only ways that these ends can by achieved, so much the better. Another point of symbolisation in this case can be compared by the use of location VS Muriel’s self esteem. Read Also:  Critical Analysis Essay Topics Viewers can compare Muriel’s self esteem from the beginning as she stays in Porpoise Spit a so call suburbia or small town where she’s in search of a higher self esteem where here Sydney takes place. Although her ultimate utopia is still the wedding, however once met, she would kindly realize that life is far more beyond. (1)(6) Sadly to say that throughout the whole film, none of the scenes appear natural, instead, they look like Hogan has manipulated the gray shades of everyday experience in order to come up with a cast of characters that are either too black, too white, too good, or too obviously evil. Although Muriel’s Wedding does an excellent job of conveying the attitudes and economic realities of small Australian towns, it fails to capture the subtle interludes of conversation that make characters seem like real people. For example, the character of Muriel’s mother (Jeanie Drynan) is not developed at all. She is shown once standing in her kitchen, lost in a zombie-like trance, and then again in a restaurant, oblivious to the presence of her husband’s mistress. It is not until Muriel ignores her at her own wedding and Muriel’s father moves in with his mistress that we see this woman come to life, and then she kills herself. (6) Muriel’s father is another stock character, as is her celebrity immigrant husband. Hogan may as well have used cardboard cut outs to play their roles, writing â€Å"philandering politician† on one and â€Å"Olympic diver† on the other. Their lives do not figure into the plot of the movie; what matters is what they can do for Muriel. In the end they each contribute about ten grand. Muriel’s Wedding is an entertaining film after all with a bit of an identity crisis: it doesn’t know if it wants to be a comedy or a drama. The filmmakers perpetually toy with the viewers, dragging them from high comedy to melodramatic tragedy in a heartbeat, and more than once. This problem arises whenever the camera is not on Muriel, who really owns this picture completely. Whenever the plastic su pporting cast is the main focus, the film falls flat. A tacked-on, bittersweet ending doesn’t help, either. Reference 1.)http://www.sensesofcinema.com/contents/00/9/symposium.html#2 2.)http://ourworld.cs.com/_ht_a/amanandamouse/abbanaticfolder/murielsweddingfolder/murielswedding.html 3.)http://us.imdb.com/Title?0110598 4.)http://www.geocities.com/Athens/Forum/4657/film/muriel.htm 5.)http://movie-reviews.colossus.net/movies/m/muriels.html 6.)http://www.eng.umu.se/vw2000/Emma/Muriel’sWedding.htm

Middle East Women Studying Abroad presents a potential Solution to Racism Essay

Middle East Women Studying Abroad presents a potential Solution to RacismIntroductionMiddle East is one of the regions that are known to steer racism, gender inequality, and religious prejudice with low concerted efforts to minimize the occurrences. This has been a problem to both the domestic populations and foreign populations living in the region. The racism exists in both lower social and higher social class and across different races. Citizens and political leaders play a major part in propagating racial prejudice across different races and particularly on women (Shalhoub-Kevorkian, 2004). Leaders use their selfish motives to gain power and in the end steer prejudice within societies (Price, 2003).   Citizens have always trusted their leader and tend to follow their ill promises ending up in hatred and sometimes mistreatment and brutality to other races. Traditional methods by leaders to solve conflict in Middle East have led to inconclusive outcome and attitudes colored by st rong emotions on populations (Saaty, & Zoffer, 2012). Arabs and Islamic quest for a conspiracy theory, explain the lack of development and rise of dictatorial regimes in the Middle East. This is evidence by the lack of western hallmarks for society development thus faulting Arabs themselves. This is a representation of intellectual and cultural affliction independent of any external forces (Ismael, & Measor, 2003). Middle East education system, religious platforms and leaders have shown no interest in ending the problem. The large group of victims of racial prejudice is females and children who experiences discriminations and denial to other basic human rights (Ruby, 2013). They are much hurt in cases of violence and are subjected to inhumane acts such as rape and murder. This shows there is need to find a solution to the problem and empower women through advocating their rights. The major contributor of racism has been linked by the high levels of illiteracy in the country (Golding, 2009). This hinders populations from knowing their rights and hence hard for them to fight and demand their rights through successive and peaceful negotiation forum with leaders and other stakeholders. People knowing their rights through education and other enlightening plat forms would achieve a solution to racism. Few women who have benefited from getting education abroad have been so vocal about bringing solution to racism in Middle East but their numbers and unsupportive illiterate women let them down. Illiteracy is one of the major sustenance of racism in Middle East (Golding, 2009). Thus, the problem ends propagating itself to worse levels. If such women could increase in number in the region, a solution to the eating racism problem would be found. This study will be very important to leader and especial women in leadership and those studying abroad. Through the study, they will realize their role in curbing prejudice through informed knowledge on human rights (Gordon, 2012). The government and leader will be important audience so that they can advocate for foreign education and put policies in place that would encourage women to study abroad. Education significance                      The solution of racism has always been linked to men and political leader in Middle East. However, they have continuously failed in addressing the matter comprehensively and bringing a long lasting solution. Few enlightened women who by luck had a chance to go and study abroad seem to understand their rights and the need of a lasting solution in Middle East. Studying abroad equip women with necessary human rights knowledge necessary to address the Middle East problem (Gordon, 2012). The research that have been done tend to address solution based on traditional methods such as diplomacy and face-to-face and leaders intervention (Saaty, & Zoffer, 2012). The resolution forums never advocates for the rights of citizens but only advocated for need of reconciliation and unity. This research will be a revelation to leaders, women and government in bringing a solution to Middle East racism. Western countries seem also to have firm human rights activist who women studying abroad can emulate. This will help them understand their human rights will then they can transfer to the wide population (Steinberg, 2012; Ruby, 2013). A higher number of men have studied abroad from Middle East but they have done very little on the issue. Thus, this study will be very significant to all its audience in empowering women to study abroad thus awareness of human rights and solution to Middle East bringing a new dawn to the populations. Literature Review                      Racism is one of the major problems in Middle East that causes conflicts and brutality within populations. Middle East has Arabs and Muslim religious and ethnic group. In this region, non-Arabs and non-Muslims people are faced with rejection and disapproval (Fluehr-Lobban, 2005). The region also has more 20 diverse ethnic groups. The discussion on the religious and ethnic groups in the area is a taboo in the society. The components that may help to discuss potential solution to racism by women include: According to Saaty, and Zoffer, (2012) dispute resolution in middle East has been on the routine cause where leaders (males), use traditional approaches such as face to face to engager to conflicting party. These means have not been fruitful at all and so, leadership should adopt more practical dispute resolutions approaches in Middle East, which focus on the rights of the people in their social, humanitarian, economic, geographic, and historical worth. This way will help minimize conflicts and racism. Skilled people who are aware of their rights would tend to concentrate on nation building rather than their differences. Medovoi, (2012) argues that religion has been of the group that has exemplified on racism dynamics. The author regards religion as one of the group that has supplemented the racial dynamics. From the perspective that most religions groups are headed my men, it is an obvious conclusion that men and other readers have failed to use their potential leadership and influential position to bring solution to the problem of racism in Middle East. This calls for a change in the ways of thinking and culture of Middle East to trust male dominated leadership in Middle East. Steinberg, (2012) view the cause of racism and other violence against human rights to originate from political selfish welfare. He refers the persistence conflicts between Arabs and Israel as a form of political involvement. The leadership rather than solving the problem on their citizens and populations have continued to instigate hatred among the citizens. It is worth noting that male characters dominate the leadership here. Therefore, the failure to resolve conflicts and racism issues heavily fall on them. Semati, (2010) argues that Islamic domination in the region is one of the key factors that have led to slow resolution of the problems differential racism in Middle East. He argues that Islamophobia is an ideological response, which conflates politics, societies, histories and cultures of the Middle East to a negative and unified attitude on Islam. This has led to incompatibility with other races thus propagating the racial prejudice. This can also be attributed to the failure of male leadership in Islamic religion. References Baker, J. (2013). Just Kids? Peer Racism in a Predominantly White City. Refuge, 29(1), 75-85. Chronology. (2011). Middle East Journal, 65(1), 103-131. Fluehr-Lobban, C. (2006). Why Muslims Rebel: Repression and Resistance in the Islamic World. Arab Studies Quarterly, 28(2), 72-74. Golding, A. S. (2009).  Multiculturism, America, and the Middle East. Bloomington, IN: Authorhouse. Hasso, F. S. (2005). Problems and Promise in Middle East and North Africa Gender Research. Feminist Studies, 31(3), 653-678. Ismael, T. Y., & Measor, J. (2003). Racism and the North American Media Following 11 September: The Canadian Setting. Arab Studies Quarterly, 25(1/2), 101-136. Medovoi, L. (2012). Dogma-Line Racism. Social Text, 30(2_111), 43-74. Price, R. (2003).  Fast facts on the Middle East conflict. Eugene: Harvest House Pub Rodenborg, N. A. (2013). Aversive Racism and Intergroup Contact Theories: Cultural Competence in a Segregated World. Journal of Social Work Education, 49(4), 564-579. Semati, M. (2010). Islamophobia, Culture and Race in the Age of Empire. Cultural Studies, 24(2), 256-275. Shalhoub-Kevorkian, N. (2004). Racism, Militarisation and Policing: Police Reactions to Violence against Palestinian Women in Israel. Social Identities, 10(2), 171-193. Treacher, A. (2007). Circulating Emotions, Beliefs and Fantasies: The Middle East and the West. Psychodynamic Practice, 13(4), 345-360. Gordon, J. (2012). Human Right Education?. Journal of Law, Medicine & Ethics, 41(4), 754-767. Ruby, T. (2013). The Question 0f Muslim Women’s Rights And The Ontario Shari’ah Tribunals. Frontiers: A Journal of Women Studies, 34(2), 134-154. Steinberg, G. M. (2012). From Durban to the Goldstone Report: The Centrality Of Human Rights Ngos In The Political Dimension Of The Arab–Israeli Conflict. Israel Affairs, 18(3), 372-388 Steinberg, G. M. (2012). International Ngos, the Arab Upheaval, and Human Rights: Examining NGO Resource Allocation. Journal of International Human Rights, 11(1), 124-149. Boothe, I., & Smithey, L. A. (2007). Privilege, Empowerment, and Nonviolent Intervention. Peace & Change, 32(1), 39-61. Cakir, S., & Yerin Guneri, O. (2011). Exploring the Factors Contributing To Empowerment of Turkish Migrant Women in the UK. International Journal of Psychology, 46(3), 223-233. Kim, L. M. (2001). ‘I Was [So] Busy Fighting Racism That I Didn’t Even Know I Was Being Oppressed As A Woman!’: Challenges, Changes, and Empowerment In Teaching About Women Of Color. Nwsa Journal, 13(2), 98. Reardon, K. M. (1998). Combating Racism through Planning Education: Lessons from the East St. Louis Action Research Project. Planning Practice & Research, 13(4), 421-432.Rubin, J. (2008). From Patriarchy to Empowerment. Women’s Participation, Movements, and Rights in The Middle East, North Africa, And South Asia. Middle East Quarterly, 15(3), 84-85. Salime, Z. (2010). Securing The Market, Pacifying Civil Society, Empowering Women: The Middle East Partnership Initiative Securing the Market, Pacifying Civil Society, Empowering Women: The Middle East Partnership Initiative. Sociological Forum, 25(4), 725-745. Zuhur, S. (2003). Women and Empowerment in the Arab World. Arab Studies Quarterly, 25(4), 17-38. Burtonwood, N. (1990). Inset and Education for Multicultural Society: A Review Of The Literature. British Educational Research Journal, 16(4), 321.Osler, A. (2002). Education For Citizenship: Mainstreaming The Fight Against Racism?. European Journal of Education, 37(2), 143.Pettijohn Ii, T. S. (2008). Reducing Racism, Sexism, and Homophobia in College Students By Completing A Psychology Of Prejudice Course. College Student Journal, 42(2), 459-468. Short, G. (1996). Anti-Racist Education, Multiculturalism, and the New Racism. Educational Review, 48(1), 65. Source document