Cloud Computing Essay -- Technology, Cyber Criminals

â€Æ' Introduction Over the past several years the term cloud computing has become common in homes and organizations alike. Cloud computing can be defined as a pooled set of computing resources that are furnished via the internet. There are three types of cloud services typically available, these services are Platform as a Service (PaaS), Infrastructure as a Service (IaaS), and Software as a Service (SaaS). Organizations can benefit greatly from cloud services because they eliminate the need to buy and manage physical resources. Although such an action cuts cost it leaves organization victim to the vulnerabilities and threats that exist in cloud computing. Throughout this paper I will discuss the vulnerabilities and threats that come along with the adoption of cloud computing. In addition, I will discuss standards and policies that effectively manage the risk associated with cloud computing. Threats & Vulnerabilities The abuse and nefarious use of cloud computing is a threat to any organization that takes advantage of cloud services. Most providers of cloud services make it all too easy for cyber criminals to register for service, all that is need to register for service with many providers is a valid credit card (Cloud Security Alliance, 2011). In addition to the ease of registration providers offer free trials of their services allowing attacker to carry out attacks covertly on cloud services. By gaining such access cyber criminals can deploy malicious code, abuse known exploits, and send spam messages to those that are sharing the same resources. Organizations are aware that threats can be internal as well as external, those that provide cloud services are no exception. The people who the service providers employ can pose... ...ncy use(CIO, 2011). FedRAMP is not alone in the effort to create standards regarding cloud computing. The National Institute of Standards & Technology (NIST) has published two draft publications specifically related to cloud computing. The first document, Special Publication 800-145 (Draft), has been created provide the NIST definition of cloud computing. The NIST has defined as the following: â€Å"Cloud computing is a model for enabling ubiquitous, convenient, on-demand network access to a shared pool of configurable computing resources (e.g., networks, servers, storage, applications, and services) that can be rapidly provisioned and released with minimal management effort or service provider interaction. This cloud model promotes availability and is composed of five essential characteristics, three service models, and four deployment models.† (NIST, 2011)

The Effects of Obsessive Computer Games Playing on Children’s Activities

The effects of obsessive computer games playing on children’s activities. computer games are very popular with children and teenagers because of their extremely entertaining nature. However they are not witout negative effects on their health and developpment. A lot of children, who are attracted by these games, quickly become addicted to them and would spend hours and hours infront of their computers with their eyes glued on the screen and their minds fixed on nothing else. s the game requires sitting and no physical activity children spend increasing amounts of time infront of their computer, which is likely to increase their risk of obesity, backaches , eye and hand injuries, and even heart deseases. Besides, spending a disproportionate amount of time on one leisure activity at the expense of others will cerainly prevent social development. As aresult many children lose touch with their friends and become lonely. ast but not least, in many cases, these games are accused of being responsible for low performance at school since homework is often neglected or undone and many children finally drop out of school. For all these reasons, children should be taught to use computer games safely in order to avoid the types of eye, back, and hand injuries. Besides, parents are advised to control their children's choice of games and to limit the time spent on these games. Finally they should emphasize alternative activities, such as athletics as well as imaginative play so that their children grow up with healthy minds and healthy bodies.

All I really need to know I Learned in Kindergarten Essay

I can remember my mother telling me for a few weeks before the first day how wonderful school was going to be and how I would meet loads of new friends. She also told me that the other kids are going to be scared just like I was. Turning five years old, and knowing that it was time for me to begin school already, was really very scary. The thought of waking up early and going to school and not being with my mom all morning made me feel sick to my stomach, but I just had to suck it up and go. The first day of kindergarten I was sad but also excited at the same time because I was going to meet new friends and I was going to get to play with them during recess. I remember walking into school with my new back pack; they were the ones that had to two little wheels on it so you wouldn’t have to carry it. As I was getting dropped off and hearing my mom telling me bye I started to cry. Being really close to my mom I didn’t want her to leave me there all alone. So we walked in together and she told me that I was going to be all right. My mom and my new teacher, Mrs. Fossum were having a hard time getting me to stay there. After they saw that I wouldn’t stay, my mom had to stay there with me thru out that whole day. As the first day went on I was making a bunch of friends with my new classmates. When the second day came I wanted my mom to stay at school but I realized that she had to go to work. After she had left I saw a table that had some crayons and some paper on it, so I ventured over to it and stood by the seat watching to see if anyone was going to stop me from drawing. No one came so I took a seat, a piece of paper, and of course a blue coloring pencil just like the one I had at home and started to draw. When the other children saw that I was already hard at work with my drawing, which somewhat looked like a cow, they came and sat down with me. Even the child that didn’t want to leave his father noticed me and came over and started to draw. The little boy started to ask me questions and once he started then everyone started to include me into their group. I learned at a young age that I was not very comfortable meeting new people and doing thing on my own. My mother realized that Mitchell School system was too big of a school for my type of personality and that I do better when I don’t have to adapt to much change.

Culture and Identity

BROWNE CH 1–4 (M1203). qxp:John Q7 26/3/08 10:47 Page 29 CHAPTER 2 Culture and Identity BROWNE CH 1–4 (M1203). qxp:John Q7 26/3/08 10:47 Page 30 ContentsKey issues The meaning and importance of culture Dominant culture Subculture Folk culture High culture Mass, popular or low culture The changing distinction between high culture and mass culture Global culture The concept of identity Different types of identity The socialization process Primary socialization Secondary socialization Socialization and the social construction of self and identity Theoretical approaches to the role of socialization in the formation of culture and identity Structural approaches Social action approaches A third way: structuration Social class and identity Social class Life chances Objective and subjective dimensions of class Social class cultures Is social class of declining importance in forming identities? The continuing importance of social class Gender and identity Sex and gender Gender a nd biology The signi? cance of gender as a source of identity Gender stereotypes and hegemonic gender identities in Britain The social construction of hegemonic gender identities through socialization Changing gender identities 31 31 31 32 32 32 33 35 36 Is there a crisis of masculinity? Is gender still an important source of identity? 4 74 38 41 43 44 44 46 46 47 47 50 50 51 51 52 53 59 60 61 61 62 63 63 65 70 Sexuality and identity Gender, sexuality and ‘normal’ sex Changing sexual identities Stigmatized or spoiled sexual identities Gay and lesbian identities A note of caution Ethnicity and identity What is meant by an ethnic identity? Diaspora and globalization Changing ethnic identities: new ethnicities and hybrid ethnic identities Ethnicity as resistance Ethnic identities in Britain Nationality and identity What is nationality? Nationality as a source of identity What is meant by a British identity? Globalization and declining national identities A British identity crisis?Disability and identity The social construction of disability Disability, socialization and stereotyping Disability as a ‘master identity’ Disability – a stigmatized or spoiled identity: an identity of exclusion Age and identity The social construction of age Age groups and identity Leisure, consumption and identity Postmodernism and identity The creation of identity in a media-saturated society How much free choice is there in choosing identities and lifestyle? Conclusion on leisure, consumption and identity Chapter summary Key terms Exam question 76 76 76 77 77 78 79 79 80 81 82 82 87 87 88 88 91 92 93 93 94 95 95 96 96 97 100 100 101 103 109 110 111 112 BROWNE CH 1–4 (M1203). qxp:John Q7 26/3/08 10:47 Page 31 CHAPTER 2 Culture and Identity K EY I SS U ES ? ? ? ? ? ? ? ? ? ? ? ? The meaning and importance of culture The concept of identity The socialization process Socialization and the social construction of self and identity Theoretical approac hes to the role of socialization in the formation of culture and identity Social class and identity Gender and identity Sexuality and identity Ethnicity and identity Nationality and identity Disability and identity Age and identity Leisure, consumption and identity The meaning and importance of culture The term ‘culture’ refers to the language, beliefs, values and norms, customs, dress, diet, roles, knowledge and skills, and all the other things that people learn that make up the ‘way of life’ of any society. Culture is passed on from one generation to the next through the process of socialization. Although there are many aspects of everyday life which are shared by most members of society, there are di? erent conceptions and de? nitions of culture within this general approach. These are discussed below.The dominant culture of a society refers to the main culture in a society, which is shared, or at least accepted without opposition, by the majority of peop le. Dominant culture The dominant culture of a society refers to the main culture in a society, which is shared, or at least accepted without opposition, by the majority of 31 BROWNE CH 1–4 (M1203). qxp:John Q7 26/3/08 10:47 Page 32 32 | Culture and Identity people. For example, it might be argued that the main features of British culture include it being white, patriarchal and unequal, with those who are white and male having things they regard as worthwhile rated as more important than those who are female or from a minority ethnic group.Similarly, those who are rich and powerful (who are mainly also white and male) are in a position to have their views of what is valuable and worthwhile in a culture regarded as more important, and given higher status, than those of others. Subculture When societies are very small, such as small villages in traditional societies, then all people may share a common culture or way of life. However, as societies become larger and more complica ted, a number of smaller groups may emerge within the larger society, with some di? erences in their beliefs and way of life. Each group having these di? erences is referred to as a subculture. Folk culture Folk culture is the culture created by local communities and is rooted in the experiences, customs and beliefs of the everyday life of ordinary people.It is ‘authentic’ rather than manufactured, as it is actively created by ordinary people themselves. Examples include traditional folk music, folk songs, storytelling and folk dances which are passed on from one generation to the next by socialization and often by direct experience. Folk culture is generally associated with pre-industrial or early industrial societies, though it still lingers on today among enthusiasts in the form of folk music and folk clubs, and the Morris dancing which features in many rural events. A subculture is a smaller culture held by a group of people within the main culture of a society, in some ways different from the main culture but with many aspects in common.Examples of subcultures include those of some young people, gypsies and travellers, gay people, different social classes and minority ethnic groups. Folk culture is the culture created by local communities and is rooted in the experiences, customs and beliefs of the everyday life of ordinary people. High culture High culture is generally seen as being superior to other forms of culture, and refers to aspects of culture that are seen as of lasting artistic or literary value, aimed at small, intellectual elites, predominantly upper-class and middleclass groups, interested in new ideas, critical discussion and analysis and who have what some might regard as ‘good taste’.High culture is seen as something set apart from everyday life, something special to be treated with respect and reverence, involving things of lasting value and part of a heritage which is worth preserving. High culture products are often found in special places, like art galleries, museums, concert halls and theatres. Examples of high culture products include serious news programmes and documentaries, classical music like that of Mozart or High culture refers to cultural products seen to be of lasting artistic or literary value, which are particularly admired and approved of by elites and the upper middle class. An elite is a small group holding great power and privilege in society. BROWNE CH 1–4 (M1203). qxp:John Q7 26/3/08 10:47 Page 33Culture and Identity Morris dancing is an example of traditional folk culture | 33 Mass culture, sometimes called popular culture or low culture, refers to cultural products produced for sale to the mass of ordinary people. These involve massproduced, standardized, short-lived products of no lasting value, which are seen to demand little critical thought, analysis or discussion. Beethoven, the theatre, opera, jazz, foreign language or specialist ‘art’ ? lms , and what has become established literature, such as the work of Charles Dickens, Jane Austen or Shakespeare, and visual art like that of Monet, Gauguin, Picasso or Van Gogh. Mass, popular or low cultureMass culture, sometimes called popular culture or low culture, is generally contrasted with high culture. This refers to everyday culture – simple, BROWNE CH 1–4 (M1203). qxp:John Q7 26/3/08 10:47 Page 34 34 | Culture and Identity Video games are an example of popular culture undemanding, easy-to-understand entertainment, rather than something ‘set apart’ and ‘special’. Mass culture is seen by many as inferior to high culture. Such aspects of culture are a product of industrial societies. They are aimed at the mass of ordinary people, but lack roots in their daily experiences as in folk culture, and are manufactured by businesses for pro? t rather than created by the community itself re? ecting its own experiences of daily life.Popular culture involves mass-produced, standardized and short-lived products, sometimes of trivial content and seen by some as of no lasting ‘artistic’ value, largely concerned with making money for large corporations, especially the mass media. Popular culture might include mass circulation magazines, extensive coverage of celebrities, ‘red top’ tabloid newspapers like the Sun or the Mirror, television soaps and reality TV shows, dramas and thrillers, rock and pop music, video games, blockbuster feature ? lms for the mass market, and thrillers bought for reading on the beach. Such culture is largely seen as passive and unchallenging, often fairly mindless entertainment, aimed at the largest number of people possible.Some Marxists argue that mass culture maintains the ideological hegemony (or the dominance of a set of ideas) and the power of the dominant social class in society. This is because the consumers of mass culture are lulled into an uncritical, undemanding pass ivity, making them less likely to challenge the dominant ideas, groups and interests in society. BROWNE CH 1–4 (M1203). qxp:John Q7 26/3/08 10:47 Page 35 Culture and Identity | 35 The changing distinction between high culture and mass culture Some now argue that the distinction between high culture and mass culture is weakening. Postmodernist writers, in particular, argue that mass markets and consumption now make the distinction between high and popular culture meaningless.There has been a huge expansion of the creative and cultural industries, such as advertising, television, ? lm, music, and book and magazine publishing. This means there is now a huge range of media and cultural products available to all. Technology in industrial societies, such as mass communication technology like the internet, music downloads, cable, satellite and digital television, ? lm and radio, printing for both mass production and personal use in the home, the global reach of modern mass media tec hnology, the mass production of goods on a world scale and easier international transportation, make all forms of culture freely available to everyone.Such technology enables original music and art and other cultural products to be consumed by the mass of people in their own homes without visiting specialized institutions like theatres or art galleries. High culture is no longer simply the preserve of cultural elites. People now have a wider diversity of cultural choices and products available to them than ever before in history, and can ‘pick and mix’ from either popular or high culture. High culture art galleries, like Tate Modern in London, are now attracting very large numbers of visitors, from very diverse backgrounds. Live opera is now available to the masses, through popular ? gures like the OperaBabes, or concerts in the park.Strinati (1995) argues that elements of high culture have now become a part of popular culture, and elements of popular culture have been incorporated into high culture, and that there is therefore no longer any real distinction between high and popular culture, and it is ever more di? cult for any one set of ideas of what is worthwhile culture to dominate in society. For example, artist Andy Warhol painted thirty pictures of Leonardo da Vinci’s Mona Lisa in di? erent colours, arguing that ‘thirty was better than one’, turning high culture art into popular culture. Although Warhol’s work has been marketed to millions through postcards and posters, at the same time it is widely admired by the supporters of high culture.In 2007 there was some controversy in Britain when the Victoria and Albert Museum in London, generally seen as an institution of high culture, held ‘Kylie: The Exhibition’ – an exhibition of costumes, album covers, accessories, photos and videos from the career of the then 38-year-old pop singer Kylie Minogue. This drew widespread accusations from critics th at high culture was being ‘dumbed down’. High culture art forms are themselves increasingly being turned into products for sale in the mass market for consumption by the mass of BROWNE CH 1–4 (M1203). qxp:John Q7 26/3/08 10:47 Page 36 36 | Culture and Identity ordinary people, and there is no longer anything special about art, as it is incorporated into daily life. Technology now means mass audiences can see and study high culture products, such as paintings by artists like Van Gogh, on the internet or TV, and have their own framed print hanging on their sitting-room wall.The originals may still only be on show in art galleries and museums, but copies are available to everyone. High culture art like the Mona Lisa or Van Gogh’s Sun? owers are now reproduced on everything from socks and t-shirts to chocolates and can lids, mugs, mouse mats, tablemats, jigsaws and posters. (Visit or for some bizarre images and uses of the Mona Lisa. ) Classical music is used as a marketing tune by advertisers, and literature is turned into TV series and major mass movies, such as Jane Austen’s Pride and Prejudice. Global culture Global culture refers to the way globalization has undermined national and local cultures, with cultural products and ways of life in di? erent countries of the world becoming more alike.The same cultural and consumer products are now sold across the world, inspired by media advertising and a shared mass culture spread through a media-generated culture industry, and they have become part of the ways of life of many di? erent societies. For example, television companies sell their programmes and programme formats like Big Brother and Who Wants to be a Millionaire? globally. Companies like McDonald’s, Coca Cola, Vodaphone, Starbucks, Nescafe, Sony and Nike are now symbols that are recognized across the world, along with the consumer lifestyles and culture associated with them. As Ritzer (2004) shows, using the exampl e of the American food industry, companies and brands now operate on a global scale.For example, McDonald’s is a worldwide business, with 26,500 restaurants in more than 119 countries (in 2007), Pizza Hut and Kentucky Fried Chicken operate in 100 countries, and Subway in 72 countries, with Starbucks growing at a colossal speed. It is now possible to buy an identical food product practically anywhere in the world, promoting a global culture and also weakening local cultures, as local food outlets close in the face of competition and local diets change. Combined with global marketing of ? lms, music, computer games, food and clothes, football and other consumer products, these have made cultures across the world increasingly similar, with people watching the same TV programmes and ? lms, eating the same foods, wearing the same designer clothes and labels, and sharing many aspects of their lifestyles and identities.Global culture refers to the way cultures in different countries of the world have become more alike, sharing increasingly similar consumer products and ways of life. This has arisen as globalization has undermined national and local cultures. Globalization is the growing interdependence of societies across the world, with the spread of the same culture, consumer goods and economic interests across the globe. BROWNE CH 1–4 (M1203). qxp:John Q7 26/3/08 10:47 Page 37 The Mona Lisa †¦ Leonardo da Vinci’s Mona Lisa, c. 1503–1507, oil on poplar, The Louvre, Paris †¦ now has a spliff to relax and a mobile to keep in touch Mona Stoner, c. 2006, posted on internet: Fine art is now available on cubes to play with Source: The Mona Lisa is transformed into a window blindIn what ways do these pictures illustrate the erosion of the distinction between high culture and popular culture? Try to think of other examples of this BROWNE CH 1–4 (M1203). qxp:John Q7 26/3/08 10:47 Page 38 38 | Culture and Identity Activity 1 Refer to the pictures on this page, and explain in what ways they illustrate global culture. Try to think of other consumer products that are also global. 2 In what ways do you think consuming these products also involves lifestyle choices? For example, what’s the difference between having a coffee in Starbucks and in the local cafe (apart from the coffee itself)? Explain what lifestyle you think is identi? ed with your selected products. Identify and explain, with examples, three differences between high culture, mass culture and folk culture. 4 Identify and explain three reasons why the distinction between high culture and popular culture might be weakening. Globalization means that many of the same product brands are now found in many countries of the world. The concept of identity Identity is about how individuals or groups see and de? ne themselves, and how other individuals or groups see and de? ne them. Identity is formed through the socialization process and the in? uence of social institutions like the family, the education system and the mass media. The concept of identity is an important one, as it is only through establishing our own identities and earning about the identities of other individuals and groups that we come to know what makes us similar to some people and di? erent from others, and therefore form social connections with them. How you see yourself will in? uence the friends you have, who you will marry or live with, and the communities and groups to which you relate and belong. If people did not have an identity, they would lack the means of identifying with or relating to their peer group, to their neighbours, to the communities BROWNE CH 1–4 (M1203). qxp:John Q7 3/4/08 15:49 Page 39 Culture and Identity | 39 in which they lived or to the people they came across in their everyday lives. Identity therefore ‘? ts’ individuals into the society in which they live.The identity of individuals and groups involves both e lements of personal choice and the responses and attitudes of others. Individuals are not free to adopt any identity they like, and factors like their social class, their ethnic group and their sex are likely to in? uence how others see them. The identity that an individual wants to assert and which they may wish others to see them having may not be the one that others accept or recognize. An Asian woman, for example, may not wish to be identi? ed primarily as an Asian or a woman, but as a senior manager or entertainer. However, if others still ‘Look, don’t identify me by the size and shape of my body, my social class, y job, my gender, my ethnicity, my sexuality, my nationality, my age, my religion, my education, my friends, my lifestyle, how much money I earn, the clothes I wear, the books I read, where I go shopping, the way I decorate my house, the television programmes and movies I watch, my leisure and sports activities, the car I drive, the music I listen to, the drinks I like, the food I eat, the clubs I go to, where I go on holiday, the way I speak or my accent, the things I say, the things I do, or what I believe in. I’m just me. OK? ’ continue to see her primarily in terms of her ethnic and gender characteristics, she may ? nd it di? cult to assert her chosen identity. Similarly, the pensioner who sees him or herself as ‘young at heart’ may still be regarded as an old person by others.Individuals have multiple identities, asserting di? erent identities in di? erent circumstances. An individual may, for example, de? ne herself primarily as a Muslim in her family or community, as a manager at her work, as a lesbian in her sexual life, or as a designer-drug-user in her peer group. While the example of the Muslim, lesbian, drug-taking manager might seem a somewhat unlikely mix of identities, it does suggest that it is possible for people to assert di? erent identities or impressions of themselves in di? erent soci al situations. Identities may also change over time. For example, as people grow older they may begin to see themselves as di? erent from when they were younger,

The Social Psychology of the Salem Witch Trials

There are several other terms that could replace mob psychology such as group think, group control, social psychology. Social psychology is termed as a branch of human psychology dealing with the behavior of groups and the influence of social factors on the individual. (Donahue) â€Å"An individual is subjected to a more powerful control when two or more persons manipulate variables having a common effect upon behavior†. (Skinner 323) The psychology behind this simply states that two people are more influential than one and four people more Influential than two, etc.In the case of the Salem witch trials, this Is extremely evident. Having started with just two young girls from the same household and to grow into a state wide panic at such a fast rate supports this idea. In 1692, Salem was a Puritan village outside of Boston. The puritan teachings and beliefs were deeply revered and a way of life for the followers. The preacher of the church was Reverend Samuel Paris. His sermon s were fiery, emphasizing on spiritual warfare between the saved and the dammed. Norton 18) Before the trials began, Pearls preached a series of sermons about the first verse of Psalm 1 10: â€Å"Sit thou at my right hand, till I make thin enemies thy footstool. † (Norton 1 8) His reticular style of teaching emphasized on the vast differences between â€Å"us† and â€Å"them†; â€Å"us† being the saved and â€Å"them† being the dammed, thus instilling fear in the congregation and giving him control of his followers. To put it in a better perspective, David Hackett Fisher wrote concerning Puritan religion â€Å"Anyone outside of or contrary to that church was an agent of the devil†¦It was the responsibility of the church to help such a person by introducing him to confess the indwelling of an evil spirit and free himself. If he did not confess, it were better he be killed, lest he be a vehicle through witch the devil contaminate others. (Eleph ant 134) With this being the Puritan mindset, it would be common to fear the repercussions of not conforming to the rules and standards of the religion. Some religious leaders use the fear that sin will keep you from Heaven and that only the leader could save you from damnation. Skinner 3 The Puritans were on a crusade against evil and those who practiced witchcraft. (Schnapps, Ties 133-148) Samuel Paris was not the only religious figure who was preaching these messages at the time. Cotton Matter was a very well known and prestigious minister at Boson's Old North Church. He firmly believed in the practice f witchcraft. His father, Increase Matter, was extremely influential as well at the time. Both had published works about evil in the very real presence of witchcraft. These, as well as other writings were available to the public and influenced public thinking.Cotton Matter's first book length publication was Memorable Providence's, Relating to Witchcraft. This publication was based on his experience with the Goodwin family. Their children became â€Å"possessed† and Matter was personally involved in the children's deliverance. (Hill 20) Eighteen months after the Goodwin trial in Boston, Samuel Paris' young daughter ND niece began exhibiting the same strange behavior. Having read Cotton Matter's book, he feared the worst for the children. Once examined by Dir. Grids, and finding no plausible reason for their illness, the doctor concluded that it must be witchcraft. Starkey 45) The Paris' owned a slave couple named Tuba and John Indian. Tuba's growing concern for the girls inspired her to bake a witch cake. This cake contained the young girls' urine and was to be fed to a dog. If the dog were to behave strangely, the presence of witchcraft would be confirmed. (Hill 23) Samuel Paris was horrified of these actions. After hearing what Tuba did, the girls announced that it was in fact Tuba who had bewitched them. Along with these accusations, the girls also stated two other women in the community were responsible: Sarah Osborne and Sarah Good. Norton 44) The three women were of lower nobility which made the accusations much more plausible. These women were typical suspects of witchcraft. In both Europe and America, witches were mostly female, in their forties or older, had no social power, and did not conform to the social norm. (Elephant 136) â€Å"It was easy to make that assumption because they seemed more obnoxious, that kind of seasoning is dangerous. † (Borer 137) Many references to the accused are merely called Hags thus placing the women beneath those accusing her. In no time at all, the number of accusations and accusers increased rapidly.Young women were receiving attention and had access to public power. The girls could shriek and scream and not be punished, but instead be looked upon as victim. (Elephant 137) The amount of fear greatly increased through out the village. To be against the group would put you in danger , thus the group grows out of fear. (Skinner 323) The girls not only grew in number but in age as well. Each girl would vary in heir emotional patterns and would feed off of each others reactions. (Starkey 45) Those who were imprisoned were accusing others and chaos rapidly ensued.The community response became more agitated as the trials continued. Those who confessed were neither tried nor sentenced. (Elephant 138) The number of confessions only supported the girls' accusations allowing them more credibility. Those who claimed to be innocent were hung following their trial or for one man tortured. At this point, the presence of a strong governing body could have brought a more peaceful solution and calmed the growing fear of the people. Instead, the Judges a owe ten tentacles In ten courtroom anon ten solution spun quickly out AT control.This is an example of how mob psychology affected the outcome of these trials. The peoples' fears were compounded by the girls' emotional out burs ts, the religious view points being expressed at this time and growing distrust of people seen as different from themselves. There was no governing body, civil or religious, that was willing or able to control public response. On the contrary, the establishment of Court of Ore and Determiner, in May of 1692, brought a new level of seriousness. Norton 194) Grand and petty Juries were formed, witnesses were called in and the charades escalated.On December 23, the court appointed new Juries of men who felt the proceedings were too violent and they would use â€Å"another method† while conducting future trials. (Norton 291) Once these men took control of the trials, order was slowly becoming restored into play and the storm began to calm. Many who were still imprisoned were only there because they could not pay the fees to be released. Tuba was one of the last remaining to be freed since Samuel Paris refused to pay her cost of imprisonment. Norton 292) When the trials finally cam e to an end, twenty people had died.This tragic and unfortunate event could have had a much more positive out come had the control of the group been enforced at an earlier time. It is clearly evident that the force of the mob caused the Salem witch trials to become so overwhelming. Increase Matter played a major influential part toward the end of the trials by opposing the manner in which Salem officials handled the allegations. (Norton 291). Luckily for the town of Salem, new laws were put into action as to how to conduct a witch trial properly. Works Cited Borer, Paul S, and Stephen Einsteinium.

This I believe essay Example | Topics and Well Written Essays - 2000 words

This I believe - Essay Example Back then, I was really big, not in terms of height but of width. I am really not so sure how I got that way and when people ask me, I just tell them in jest, that some people are born to be â€Å"more spectacular† than others. During that period, all my friends referred to me as â€Å"big†. Sometimes, to avoid hurting me, they will also add the phrase â€Å"laugh and grow fat†. This is the closest I can translate the term from Chinese, which actually means that fat people usually have a beautiful heart deep inside. But seriously, even if they tried to soften the blow, I felt they still poked at my weakest spot. So finally, I decided to do some change. I told myself when I looked into the mirror that I can no longer live like this. So, I secretly began a program for myself to slim down. It was probably the first semester of my junior high school when the semester began, that I launched my personal project. I decided to keep it to myself as I started my plan with the most simple and effective way which was dieting. I don’t know how I made up my mind but I was able to skip my breakfast and lunch everyday in the next year. However, the only thing I regret about skipping meals was disappoi nting my mother who lovingly prepared them for me. Every morning she woke up very early to prepare breakfast for me and my dad and carefully packed them into a meal box for us to take out. But when I opened the box smell the food, I either threw it directly to the trash or give it to my friend to eat. There were actually several times when I felt I wanted to quit, and that I cannot do it anymore. But every day when I looked into the mirror at my reflection and stepped on the weighing scale, I get motivated with the changes I see. This kept me on track. I told myself to keep trying†¦to keep walking while watching. Six months after my plan started, I found my face thinner and my belt looser and of course, the numbers on the scale

Death of a Salesman Essay Example | Topics and Well Written Essays - 500 words

Death of a Salesman - Essay Example To put it in short, DEATH OF A SALESMAN was the Great Grand Father of all cinematic technologies. This structural strength of the theatrical art in DEATH OF A SALESMAN stands behind as the everlasting appeal of the play. And above all, it is Miller’s affluence in portraying the culture and society of the day. Any art that reflects the society of the day has the capability to rise to the status of an epic. As such DEATH OF A SALESMAN enters into that domain, gluing theatrical drama and cinema with efficacious contents. This sort of strength transcending ages can be accounted for the perennial appeal for DEATH OF A SALESMAN. PORTRAYAL OF AMERICA: Miller has elegantly portrayed the patriarchal construct of American society. The never dying confusion of what it meant to be an American is the undertone of the play. The play is highly virulent in roping writers, critics and social thinkers of future generations to expose the hidden lies and underlying illusions fostered in a society built upon public myths and nationalistic pride. (Centola, 2007: p.37) CHARACHTERISATION: Characterization of the protagonist in the play has well been substantiated with the creation of his son Biff’s character. Parental imposition of unattained goals into kids’ psyche is well knit throughout the play.