Branding strategy for Mobinil Essay

1. Given all the changes in the branding strategy for Mobinil over the years, has the Mobinil brand conveyed a consistent meaning to customers? Is this a benefit or detriment as the mobile service provider business moves forward in Egypt with the entry of Etisalat and Vodafone? In my opinion, Mobinil has conveyed a consistent meaning to customers because even after years of existing, they still focus on their main mission – providing reliable and simple services that increase interaction and improve communication. I believe that entry of Etisalat and Vodafone was a benefit, because even though Mobinil was not a monopoly anymore, it still could learn from competitors and improve their service to satisfy customers’ needs. Mobinil does researches to be aware of competitors’ strengths and weaknesses that help the company to stay successful. 2. What is Mobinil selling? What are customers really buying? Mobinil is selling mobile devices and services. Customers are buying ability to communicate and on-the-go connectivity – core product. They are buying mobile devices and services – actual product. While buying mobile devices, people also get warranties and instructions that help them with using the device – augmented product. 3. Will the many reasons for Mobinil’s success continue to work with the increasing presence of Vodafone and Etisalat? Why or why not? In my opinion Mobinil will still be successful because the company always does researches to know what competitors are doing, so they can provide better service for their customers. Mobinil now is the leader for mobile services in Egypt and I believe they will continue to improve their work because of their successful marketing strategy and customers’ loyalty. 4. What futuristic strategic recommendations would you make to the Mobinil brand managers? Try to meet customer expectations and reach the desired level of excellence. Mobinil should also make more agreements with networks in†¦

Comparing Regional Embroidries

Three Types of Embroidery Kashida Kari of Kashmir Kashida has taken it roots from the word Kashmir. KASH means water channel and MIR means mountain. KASHIDA KARI means work of water channel. Kashmiri embroidery has become world renowned, largely through it superb shawls. All the fact Kashmir incomparable beauty seems to be reflected its needle work. The shawl industry flourished during the rule of Sultan Zain-ul-Abiden during 15th century. He brought craftsman from Persia to revive the existing art. The demand for Kashmiri shawls increased during Mughal rule.Motifs A large variety of flowers of tremendous colors, shape, size, namely lily, tulip, saffron, iris, bunches of grapes, apple, cherries, plums, birds like kingfisher, parrot, wood pecker, magpie, canary all appears in kashida kari. China leaf is the motif most abundantly used along with Cyprus tree. Many beautiful colored butterflies found in sanctuary and valley has occupied an important place in kashida. Animal and human fig ures are not found in kashida kari of Kashmir. Embroidery Threads Embroidery thread employed earlier was fine quality woolen yarn.Gradually woolen yarn were replaced by the each and lustrous silk thread. The bright, gorgeous in expensive art silk [rayon] has entered the industry by replacing the expensive silk threads. Colors Used The embroidery is comprised of wide spectrum of colors of light and dark shade such as crimson red, scarlet red, blue, yellow, green, purple, black and brown. Earlier, yarn was locally dyed by embroider himself, with the help of natural ingredients. PHULKARI The art of phulkari has its origin in the early part of the 19th century when the ODHNI or head cloth was highlighted with embodied flowers.The embroidery is very simple but the color combination, stitches and the patterns makes it spectacular and gorgeous. It is made on all sorts of cloth and is used in various ways. Bright colors are always preferred when it comes to phulkari, because it refers to fl owers and gardens. The main colors used are yellow, red, green, orange, pink and blue. The most interesting part of phulkari is that no different shades are used for shading purpose, rather, it is done with the horizontal, diagonal, and vertical stitches . the shiny threads reflect different shades in different directions.Thread Soft, glossy, untwisted silk thread is employed for the stitching, which is supplied from Kashmir, Afghanistan and Bengal, which is called â€Å"PAI†. Phulkari And Its Types This is a red colored cloth that has phulkari on the border and edges and is presented to a bride by her grandmother just before the wedding. Vari-da-Bagh It is a red colored cloth, which has embroidery in small patterns all over in yellow, denoting fertility and happiness. Along the border, patterns are smaller and beautifully designed in different color thread. Ghunghat-Bagh/Sari-PalluIt is usually used to cover the head as a symbol of respect for elders. There is embroidery on the small borders on all the four sides. A larger triangular motif is embroidered at the center, making it beautiful. Darsha-Dwar It is a gate that gives a view of deity. It is basically embodied to be presented in the temple or gurudwara. Satarangi A seven colored PHULKARI. Kantha of Bengal; Kantha means throat. The origin of kantha traces its history to a period not less than thousand years. In East-Bengal kantha was a personal expression of arts and crafts that was made spontaneously.A real kantha is able to narrate a story, and is much more compact in design and it is made out of used material. Motif The kantha of individual is unique by itself. Because it is always the craftsman’s creation, ideas, innovation, taste of fancies, and art of executing how fresh form, designs, figures, and motifs. However some basic traditional designs are commonly seen in each piece of their work. Their motifs are composed of heterogeneous objects like various types of lotus flower, mandala, satadala, Padma tree, foilage, floral scrolls, kalkas, animal and human figure, spiral, bird, fish, and boat.There are different types of kanthas and are named according to its utility. Arshilata It is used as a cover or wrap for mirror, comb, and other accessories. It is a narrow rectangular piece. It has a wide border and central motif. The lotuses, trees, inverted triangles, are some commonly used motifs. Bayton A three feet square piece serves as a wrap for books and similar valuables. It has a central motif usually the lotus with hundred petals called SAFADALA PUDMA. The traditional and folk design of oldest style in bayton is mandala. Durgon Square piece which is used a wallet cover.It has a central lotus motif, with an elaborated border. The three corners of this piece are drawn together inwards to make the tips to touch at the center and are sewn together like an envelope. Sujani It is used as spread during ceremonial occasions. This rectangular piece is divided into nine e qual parts, and the motifs are distributed accordingly. Colors This colorful embroidery is made with yellow, green, blue, red, and black color thread. Mainly traditional colors like black, deep blue and red which symbolizes three basic qualities and also corresponds to the three aspects of nature i. . earth, sky and space. Thread Threads used in kantha are usually pulled out from worn sarees, or cotton thread is used. Comparing Three Types The darn stitch is used in PHULKARI, while the base material for embroidery has traditionally been hand spun, hand woven, and natural dyed khadi. Whereas, the novel-ness of the Kashmiri embroidery is that the whole pattern is created using one or two embroidery stitch style. The base cloth used in Kashmiri embroidery is cotton or wool. Running stitch is used for making simple quilt.The traditional form of kantha embroidery was done with soft dhotis and saris, with a simple running stitch running along the edges. Motifs used in kantha embroidery ar e human and animal figures, floral symbols, which cover the surface from the corner. Different patterns like fishes, birds, Kalka, mandola, mythological stories are also figured. Comparatively, motifs used in Kashmiri embroidery do not include animals or human figure, but floral motifs, birds, parrots, canary, green plums, almonds, cherries are commonly used. Whereas in phulkari fauna and flora motifs, peacock, red chilies, ace of diamond are used.Lotus motif is used in all three types of embroidery. Their source of inspiration is nature. The ways in which motifs are used make the three embroideries completely different from each other. They have their own unique features. The colors used in phulkari are bright like golden yellow, crimson red, bright orange, green, blue and pink. The colors found in kashida kari are white, purple, ferozi, yellow, black and scarlet. In kantha traditional colors are used like blue, green, yellow, red, and black. All three embroideries have many common features, yet they have their own unique style.

Critical Review for a Research Article Based on Grammar Translation

INTRODUCTION For centuries, Strategies on teaching and learning second language has been formed and apply in the classroom. Based on that, many researches has been conducted to test these methods in teaching and learning process to examine whether it is efficient or just a waste of time. By reading through these researches, teacher has been given responsibility to choose which methods that can be adaptable to their own respective classroom and how it would help them with the lessons.Through this project, we have chosen a research articles that was conducted in China to find out how a specific teaching method will help in the teaching and learning process by examining the research articles written by Lingjie Jin, Michael Singh, and Liqun Li. Furthermore, we will identify the teaching methods that were used by them and it relevance to the teaching and learning process in China.The study sought to investigate whether the communicative approach could help students acquire their vocabular y while reading through communicative activities, and develop their ability of using language and arouse their interest in learning English. 1. 0 METHODS USED IN THE STUDY. 2. 1 The Grammar Translation Method This method is more focusing on memorization of verb paradigms, grammar rules and vocabulary. Application of this knowledge was directed on translation of literary texts which is focusing on developing students’ appreciation of the target language’s literature as well as teaching the language.Written and oral translation plays a prominent part in classroom work. This encourages the learners to think and translate into their first language. Classes were conducted in the  native language which is the first language. A chapter in a distinctive textbook of this method would begin with a massive bilingual vocabulary list. Grammar points would come directly from the texts and be presented contextually in the textbook, to be explained elaborately by the teacher. In thi s method, while teaching the textbook the teacher translates every word and phrase from English into the learners' first language.A number of methods and techniques have evolved for the teaching of English and also other foreign languages in the recent past, yet this method is still in use especially in Asian country such as China. It maintains the first language of the learner as the reference particularly in the process of learning the second/foreign languages. The main principles on which the grammar translation method is based are the following: 1. Translation interprets the words and phrases of the foreign languages in the best possible manner. 2.The  phraseology  and the  idioms  of the target language can best be assimilated in the process of interpretation. 3. The  structures  of the foreign languages are best learned when compared and contrast with those of first language. 2. 2 The Communicative Language Teaching Method Communicative has been developed by Britis h Applied linguists as a reaction away from grammar-based approaches. CLT also places great emphasis on helping students use the target language in a variety of contexts and places. It is a great emphasis on learning four language skills – listening, speaking, reading, writing.Its primary focus is on helping learners create meaning rather than helping them develop perfectly grammatical structures or acquire native-like pronunciation. This means that successfully learning the English language is assessed in terms of how well learners have developed their communicative competence, which can loosely be defined as their ability to apply knowledge of both formal and sociolinguistic aspects of a language with adequate proficiency to communicate. CLT is usually characterized as a broad approach to teaching, rather than as a teaching method with a clearly defined set of classroom practices.As such, it is most often defined as a list of general principles or features; 1) An emphasis o n learning to communicate through interaction in the target language. 2) The introduction of authentic texts into the learning situation. 3) The provision of opportunities for learners to focus, not only on language but also on the learning management process. 4) An enhancement of the learner’s own personal experiences as important contributing elements to classroom learning. 5) An attempt to link classroom language learning with language activities outside the classroom. 2. BACKGROUND OF CLT AND GRAMMAR-TRANSLATION METHODS IN CHINA The main purpose of CLT is to develop learners’ communicative competence. Communication is important in order to follow with the development of economy. When communicative language teaching (CLT) was introduced in China at first, it met with considerable resistance (Li, 2003; Zhu, 2003; Hu, 2002). Its pioneers changed the traditional grammar-translation method into a student-centred communicative approach. It is become unusual in learning f or the students because they need to communicate in class rather than hearing the teacher explanation.English language teaching in China was established by divergent stories and not a single narrative. According to Rao (2002), in learning the English language, the Chinese learners are more focusing on reading and writing; grammar and translation; memorization of vocabulary. However, the traditional grammar-translation method failed to make them improve in their communicative skill. In order to catch up with the development of economy and promote exchange, students’ communicative competence even their overall ability in language need to be improvedMost of the ELT teachers who had adopted CLT method grew less confident of it. This is because of their qualification and the National Testing System. At the end of 1990s’, a person named Zhu has summarized with an increasing series of CLT text books that were published. CLT started to be accepted and teachers were encouraged to teach communicatively and interactively in classes. Students were unable to communicate effectively in foreign language and they were dissatisfied with their communicative competence skills.Although CLT was introduced into the Chinese EFL classes in the early 1980s, the traditional grammar method is still employed in most classes. Before 2000, college English text books were used in most universities for more than 10 years designed for traditional methods such as grammar translation method. The students were being used to passive and obedient to teachers, waiting patiently and quietly what teachers give them. An experiment project was conducted about college English teaching with communicative approach and a new series of textbooks.The purpose was to find out the results of applying and assess of effectiveness of the communicative approach in English reading classes. 3. 0 PROCEDURES OF THE STUDY An experiment project was conducted about college English teaching in Automobile Coll ege of Jilin University. The study began on September 2002. 8 non-English major classes were chosen at random. 4 classes will use CLT method in the teaching and learning process (Group C) and another 4 classes will used grammar-translation method (Group T). It lasted for 2 semesters with 116 participants on Group C and 118 on Group T.Jin, Singh, and Li prepared a Pre-treatment questionnaire asked about the students’ perception of the discourse structures and reading strategies at the beginning of the semester. 116 students received the questionnaire and returned them. Then, they were told about learner-centred approach, learner autonomy, the roles of themselves and teachers in class. To conduct the study on communicative approach, three steps were taken, which is a warm-up activities, reading activities, and follow up activities. 3. 1 Warm up activitiesStudents were required to do a group discussion, pair work and individual presentation to familiarise the topic that they wer e going to read. The need of such thing is to make sure that everyone will take part in the activities. Teachers will sometimes have to join in as a partner. The students’ interest in English learning was encouraged in such a dynamic and active atmosphere. 3. 2 Reading activities In order to make sure that students understood the global structure and was aware of the main idea in the material they were reading, teacher and students analysed the characteristics of different discourse structures together in class.Predictive and jigsaw reading activity were organised to improve students’ clarity of the discussion. 3. 2. 1 Predictive Reading Activity The activities was suitable for narrative passages which were divided into parts for one group, then another to read one in limited time, then they also were asked to work in small group and had to offer their own prediction and share with the whole of the class. After that they went on to read and test their different expecta tions. Whoever share the same ideas with the author would be very excited, others with different prediction were amused, too. . 2. 2 Jigsaw Reading Activity Teacher divided the selected material into sections and divided students into group; with limited time given, they were asked to read only one paragraph for each group to find a main idea and prediction for the next and before the paragraph. When they come into problems, they will try to solve it discussing issues with their peers. There are two procedures for this activity: A- First, one student from each group made a report on their findings and other students will have to listen attentively to take note.After all the reports, students have collected all the main content from all groups then in their group, decide the order of the paragraph. At the end of the activities, the whole class will agreed on the logical sequences. B- Secondly, students were divided into different groups, with each member coming from a different group . Each student in the new group brought their materials and all of them organised the passage according to the most logical order. 3. 3 Follow up Activities By the end of the activity, teacher asked questions about the passage to acquire the feedback from the students.All the activities were arranged for all students in the class to participate actively in the interactions and eventually improved their overall English language ability. 4. 0 OUTCOMES The study done by Lingjie Jin, Michael Singh, and Liquin Li has achieved the following result which is the comparison on test result, time taken by the teacher in class, and feedback between Group C and Group T which practiced the Communicative Language Teaching and Grammar-Translation methods in class for two semesters respectively. 4. 1 Test ResultStudents were required to take a test paper to check their skills on reading (R40), listening (L15) and vocabulary and structures (L15). The numbers being allocated to it are the fullest mark s. Test papers were exactly the same in listening and reading. The part of vocabulary and structures were all from their respective textbooks. TEST/GROUP| GROUP C| GROUP T| R40| 30. 18| 29. 56| L15| 10. 58| 8. 54| V15| 9. 09| 8. 22| Table 1 : Test result for Group C and Group T Judging from the result of the test, students in Group C did better than those in T-group in all aspects.They were especially superior in listening, and slightly better in vocabulary. This does seems that a communicative approach can improve students’ performance in examination and does not undermine their capacity to succeed in tests. 4. 2 Tape Result The process of teaching and learning of the groups were recorded in audio and checked to see the differences between the two classroom management with grammar-translation and communicative approaches. In the GT classes, the teachers’ lectures took about 91% of the time in class.On the other hand, 64% of the time was spent in student-centred activi ties which ultimately give chances for all students in the classroom to speak English. 4. 3 Feedback Comments on the training program were obtained for a group of college students just graduated from high-school. 29 people out of 30 showed a favourable attitude and acknowledged their progress in all of listening, speaking, reading and writing skills during the three-month training. From the 116 students, 85% of them said they liked the CLT methods better.Students in Grammar-Translation group just sat there nodding mechanically with no chance to speak language. They commented that the teachers were training them to be like robot because they just accepted what the teachers gave them. At the end of the first semester, three university supervisors observed the class with CLT methods and confirmed the active, motivating atmosphere and the positive, effective functions of it. 5. 0 CHINESE STUDENTS’ PERCEPTIONS ON THE TEACHING METHODS. Another research study has been conducted by Z .Rao (2002) to investigate Chinese students’ perceptions of communicative and non-communicative activities and their difficulties in EFL classes that used CLT method. The instruments include a questionnaire and semi-structured interviews. 30 Chinese English-major college students were chosen at random from those who exposed to CLT for completing a survey. 15 of them were sophomores, 15 were juniors, with 21 females and 9 males, ranging in age from 18 to 23. The questionnaire consisted of three parts. Part A was about the students’ background, English proficiency and their opinions of communicative and non-communicative activities.Part B composed of 19 items asking about communicative and non-communicative activities. Part C invited students to explain their difficulties in communicative activities in class. 5. 1 Research results. The data was examined after it was collected and analysed inductively. The survey results showed that the students preferred non-communicativ e activities, compared with communicative ones although they liked a variety of class activities. Almost all students preferred teachers’ grammatical explanations in English mother-tongue-avoidance strategy in class.Sometimes the lack of authentic English context and confidence in themselves prevent them from participating in communicative activities. Some dynamic, creative activities were welcomed by good English learners. All students thought it helpful for teachers to direct class discussions, and they were they were interested in authentic English materials, e. g. newspaper or magazine articles. All students were interested in CLT methods in class, twenty-two of whom liked non-communicative activities better, and eight preferred communicative activities.All of them thought the combination of communicative and non-communicative activities was better. Because of most examinations were grammar-based, and many students’ motivations for learning of English was career-or ientated. They didn’t attach importance to communicative activities although they were interested in them. And 25 of 30 students thought they were used to the traditional grammar-translation method which was teacher-centred, textbook-driven and emphasized rote memory. They consider their teachers were authority and reluctant to challenge them. CONCLUSIONAfter a deep look into the research articles conducted by three capable and professional professor of English Education, we realise that most classes in China uses Grammar-translation method on their teaching and learning process instead of the more modern approach on language teaching such as CLT. It is by no means an expired approach because students in China still preferred to use the method and claim it sufficient in learning English language. The paper done by Li, Jin, and Singh has explored the CLT method to college English and compared them with traditional method of grammar-translation.Li (2003) summarises that judging from the feedback from the students and the results of examinations, communicative approach was advantageous and favourable, it aroused their interest in English language and developing their learner autonomy. Although the study shown that CLT method is much more efficient with a higher result on English language skills (listening, speaking, writing, and reading), Rao (2002) has conducted one research on students’ own perceptions instead of looking at the end result of students’ proficiency in English language which resulted in favour of the more traditional method of grammar-translation.According to Rao (2002), teacher may help their students understand the nature of the language, the features of CLT, the function of the class, the role of student and the teacher. They could create environment for students to practise the language which give them some insights into real-life situation. Adding to that, teachers could be facilitators that help students to access authen tic English language materials. It will offer students knowledge into other nations, peoples, ultures, and everything significant. Thus it has come to our understanding that even though both methods might be applicable to English language classes depending on the variable of the students’ conception and environment, teachers could be the initiators that encourage students to accept the other modern methods and be the one who clear away misconceptions that might be used to hinder the teaching and learning process in classroom.REFERENCES 1- Lingjie Jin, Michael Singh, Liqun Li; Communicative Language Teaching in China: Misconceptions, Applications and Perceptions. (2005) Australian Association for Research in Education. 2- Rao, Z. (2002), Chinese Students’ Perceptions of Communicative and Non-Communicative Activities in EFL Classroom. System 30, pp. 85-105. 3- Xiao Qing Liao; How Communicative Language Teaching Became Acceptable in Secondary Schools in China.The Internet TESL Journal, Vol. VI, No. 10, October 2000; http://iteslj. org/. 4- Rao Zhenhui; Foreign Languages College, Jiangxi Normal College, China. Modern vs. Traditional. Taken 10 October 2012 from http://eca. state. gov/forum/vols/vol37/no3/p27. htm. 5- Rhalmi Mohammed I’m Rhalmi Mohammed; articles on Grammar Translation Method (April 2009) and Communicative Language Teaching (Sep 2009) taken on October 2012 from http://myenglishpages. com.

The Body Shop and the Cosmetics Industry Dissertation

The Body Shop and the Cosmetics Industry - Dissertation Example The Body shop is the second largest cosmetic franchise in the world and founded by the late Dame Anita Roddick. Headquartered in Little Hampton, THE Body Shop is known for its vegetable-based products ranging from Body Butter, Peppermint Foot Lotion, and Hemp (Corporate Report 2009). The Body Shop has emphasized its support for a wide range of issues around the globe. The company is noted for a range of product environmental innovation. For example, rather than using new bottling bottles from the shop, they press on using their own bottles. (Report 2007). 1.1 Problem Statements and Research Questions Although the concept of CSR has gained prominence during the last couple of decades, little research has addressed the concept within The Body Shop. This paper seeks to open another research area by focusing on The Body Shop and cosmetic industry. Thus, this paper addresses three important questions. 1. Why is CSR an increasingly relevant factor within the cosmetics industry 2. How is CSR implemented by The Body Shop to gain competitive advantage in the cosmetics industry However, this is limited to the body shop as focusing on the body shop has a number of advantages. For example it pioneered CSR behaviours in the cosmetic industry. 3. How has The Body Shop's practice of CSR demonstrated a correlation with customer purchasing behaviour Has this been affected by the recent takeover of The Body Shop by L'Oreal 1.2 Objectives and Purpose of Study This research focuses on the cosmetic industry. The purpose of the paper is to address and examine CSR activities in the cosmetic industry focusing on the body shop. The main purpose is to examine why CSR is an increasingly relevant factor within the cosmetic industry. Another objective is to... These issues pose significant challenges for companies as far as their competitive position and long-term performance is concerned. Consequently, it is necessary for companies to design CSR policies that would enable customers and other major stakeholders to perceive them as genuine companies. Such an approach will go a long way to improving the competitive position and long-term performance of the company. Companies must also increase the information that they disclose in their corporate social responsibility reports as this increases the company’s chances of being perceived as a transparent company and thus its chances of performing well in the community. This dissertation through theories and literature explores the concept of CSR and thereby takes a case study approach and analyses the application of CSR in the cosmetics industry and more specifically in ‘The Body Shop’. The Body Shop has made a name for itself in the cosmetics industry by trading the path of honesty and integrity in terms of its CSR policies. In conclusion, despite its noble approach towards CSR and better future environment over the years, it has many rooms for improvement.Here, it is important to note here that, CSR activities have become the values of the body shop, through its belief and emphasis on natural ingredients and environmental activities, the body shop has distinguished itself from other beauty shops in the cosmetic industry. Its emphasis on socially responsible and corporate citizenship has created a competitive edge in the market.

Euthanasia effectiveness and weakness Literature review

Euthanasia effectiveness and weakness - Literature review Example Euthanasia and/or assisted suicide is a criminal offence in almost all countries throughout the world, however recently various countries have started to open up to consider the other side of the argument, and taken steps to legalize the process. Countries such as The Netherlands, Switzerland, Luxemburg, Belgium and Canada1 are cases in point. Opponents argue that voluntary euthanasia is not equivalent to murder and that it is in fact merciful since it helps those suffering from acute illness and pain. Opponents on the other hand including human rights groups and religious leaders argue that killing is against the will of god and an inhuman act and hence must not be endorsed. CBC News (2013). Quebec to proceed with dying with dignity legislation [Online] Available at: http://www.cbc.ca/news/canada/montreal/story/2013/01/15/montreal-dying-with-dignity.html [Accessed: March 13, 2013] USA Today (2012). Deaf Belgian twins going blind choose to be euthanized [Online] Available at: http://www.usatoday.com/story/news/world/2013/01/14/deaf-belgian-twins-going-blind-euthanized/1834199/ [Accessed: March 14, 2013] The Guardian (2009). Debbie Purdy wins significant legal victory on assisted suicide [Online] Available at: http://www.guardian.co.uk/society/2009/jul/30/debbie-purdy-assisted-suicide-legal-victory [Accessed: March 13,

Week 3_H Assignment Example | Topics and Well Written Essays - 750 words

Week 3_H - Assignment Example The attacker always tries to find a way to prevent the users from communicating, therefore the system administrators need to implement methods that are secure and that prevents the entry of unauthorized persons in to the network. The outside attacker tries to obtain the shared key to make attacks. This attack can be prevented by using robust authentication methods such as strong passwords. It is important also to test whether the server is broken so as to keep maximum protection for the system. Inside attackers are operators within the system who sniff passwords and receive the shared key. An insider attacker should be prevented from attacks by using antispyware software and malware software (Kate, et al., 2004). Attackers ordinarily use Trojans, malware and spyware to sniff-passwords that they use to receive the shared key (Mahalanobis, 2005). It is important that the network is clean of such applications. If x and y have the same value then the DHp will the key will be generated as a multiple of the new key factor x. DHP has key multiple resistance and therefore it will calculate the key value by first finding out the number of first user who selected the key. DHP has key resistance properties, it also is key independent and also process the security for the same key multiple

Looking deeper into the educational success of Korea Essay

Looking deeper into the educational success of Korea - Essay Example Learning has always been valued through the ages. Even from the start of documented history, learning has been shown to be a part of the people’s way of life. There are several means of learning which have been established and improved through the years For instance, it is evident that during the early years, education often started from the family wherein both parents stood as the teachers. Children were often taught about ethical values and skills to help them survive when they need to be independent. As the years passed and many intriguing things about the world challenged people to learn more about their environment, a more adequate design of learning were created. People sought tutors who were thinkers or philosophers, often on a one on one basis. This allowed only a few to avail of such prestigious privileges, often by the rich who were able to pay the fees and allow their children to indulge and concentrate in educating themselves instead of helping with the household c hores or other immediately profitable activities. Eventually, as the value of education was recognized by the common people, education evolved to cater to more students in one setting, making learning more affordable. Today, learning is like an ordinary thing. Sometimes, children do not seem to understand the value of education anymore. They tend to go to school with the idea that it is a common practice and they would become a byword if they do not do as other children do. Learning has become available to everyone and become a common thing to most Americans that its importance seems to have been diminished. However, in places where learning is still considered a precious commodity, children seem to understand the reason for their education more than others do so that learning becomes a challenge to them a means to better their lives, making them more focused and purposeful in going to school. Consequently, they show better performances than other children. In an article written by Nicholas Kristof entitled China’s Winning Schools? (nytimes.com), the author acknowledges the Confucian influence to have played a great role in making China take the top place of best performing students in math, science and reading among sixty five countries. Jeong Kyu-Lee seems to agree with the writer. One of the Confucian thoughts the latter mentioned is its ideologies on leadership such as â€Å"To govern is to correct. If you set an example by being correct, who would dare to remain incorrect?† (Lee). This thought provokes more learning from the people. In a world where people all seem to be acting in correct manners so that they are succeeding and becoming famous, indeed, who would want to left behind and remain uneducated, ignorant and poor? Another ideal from the Confucian thought which made an impact in the lives of the Chinese and Koreans in relation to learning is â€Å"If a man manages to make himself correct, what difficulty will there be for him to tak e part in government? If he cannot make himself correct, what business has he with making others correct?† (Lee). With such a concept, people have come to understand that leadership is not just given to rich and powerful people. It is also available to poor people who are able to correct themselves. Of course, the means to such objective would be learning. This is perhaps one of the reasons why the Chinese who hold to Confucian disciplines value education so much so that they have topped other countries in the aforementioned studies. Discipline is one of the Confucian values that make Asians perform well. the quotations above show first and foremost the importance of a disciplined man. A man correcting himself shows that he is not just learned, informed or knowledgeable but he is able to apply the things he learns to himself first and to others, second. A man may be learned but it does not always guarantee him to be able to correct himself. It takes discipline for a man to do the right thing of examining