On Education and Human Nature Essay Example for Free

On Education and Human Nature Essay This paper is a brief discussion of the relationship between education and human nature as seen in two varying viewpoints – that of Callicles (in Plato’s Gorgias) and Protagoras. The author is of the belief that education, albeit necessary in the survival of man in the long run, is a construct that contradicts the nature of man insofar as it restricts certain aspects of an individual. Such an assertion is partly leaning towards Callicles’ view of man as a creature whose appetites, so to speak, have to be met by virtue of a natural law. This position, along with Protagoras’ view of the nature of education that it is essential in the cultivation of civic virtue – is key to the author’s argument that education is restricting. Callicles and Protagoras are similar in the sense that both are Sophists, with the slight distinction that the former is a student of Gorgias. Protagoras (outside of Plato’s dialogs) is known for his assertion that man is the measure of all things, and with that in mind it can be said that Callicles likewise adheres to that position, but with reservations – i. e. , the â€Å"better† man (discussions on definition aside) seems to be the measure of all things, not all men as they are. Aside from that, however, there is nothing more that links the two characters in Plato’s dialogs together. In fact, the views of the two thinkers with regard to the issue central to the discussion in this paper differ greatly. To begin, Callicles admonishes Socrates in their dialog for remaining to be a â€Å"student† of philosophy even as an adult. For Callicles, philosophy is not meant to be studied extensively nor lengthily; it is supposed to be indulged in by the youth, and only in moderation. He maintains that studying philosophy insofar as it is required by one’s education is acceptable; however, to still be engaged in philosophizing when one is already past the age of schooling is short of appalling since it causes one to deviate from leading a practical life. But what is this practical life that Callicles is in favor of? The answer to this question is implicit in the discourse that followed his expression of dislike towards Socrates’ way of life. Callicles purports that there is a natural justice in existence in the world that is being resisted, or even disregarded, by conventional justice. His notion of what is â€Å"just by nature† revolves around the idea that the â€Å"superior† amongst men is supposed to be a kind of usurper of property (if seen in a negative way) who – by virtue of his superiority – has the right to rule over the inferior of his kinsmen, and is entitled to a greater share in everything compared to lesser men. Such a concept, as seen in his exchange with Socrates, is completely in opposition to what is being forwarded in their society at the time – the idea that all men are essentially equal, and that what is just is for everyone to receive an equal share. This is the conventional justice Callicles is referring to. Socrates, in turn, and with his method of â€Å"acquiring knowledge† (Socratic method), manages to use his opponent’s argument against him. He began his argument with questions that asked for a clarification of definition – what is superior? Better? – and ended with the statement that with Callicles’ own words he managed to show that since many is superior to one, then rules of the many are superior; hence, these rules are rules of the better; hence, the rules of these â€Å"better† people are admirable by nature since they are superior; thus, natural justice is not at all in contradiction with conventional justice. As mentioned earlier, within the aforementioned exchange regarding natural and conventional justice lies Callicles’ perception of the practical life, or the kind of life an individual ought to lead. As with countless other thinkers, his argument is deeply rooted with the idea of happiness as the end to which man should direct his actions. What distinguishes him from Protagoras, though, is his assertion that happiness – and his concept of natural justice can be attained only by the man who will succumb to his appetites, or in his own words: â€Å"the man who’ll live correctly ought to allow his own appetites to get as large as possible and not restrain them†. As for what he termed as â€Å"contracts of men† – which are to be assumed as the laws that maintain order in the society – Callicles is of the opinion that since these go against the grain with which man is made, they are to be considered â€Å"worthless nonsense†. For his part, Socrates of course attempted to dissuade Callicles by means of his conventional method of discourse and by introducing the analogy of the two men with jars, to no avail. Protagoras’ main point in the discourse relevant to this paper is that virtue is teachable. In support of his assertion, he recalled the account of the creation of man in Greek mythology to Socrates. He recounted that all creatures of the earth are made by the gods out of fire and earth, and that prior to giving them life Epimetheus and Prometheus were tasked to facilitate the distribution of abilities to them. Epimetheus volunteered to do it himself, with Prometheus inspecting the result. Epimetheus balanced the distribution with regard to â€Å"nonreasoning animals†. As for the human race, they were left bare, in the broadest definition of the word. Prometheus saw the problem and solved it by stealing from Hephaestus and Athena wisdom in the practical arts and fire and gave them to man, which proved fatal for him in the end. It is important to note that wisdom in the practical arts is wisdom intended for survival. It did not include political wisdom – needed to be able to establish and maintain the order of a city as this is kept by Zeus. The result was catastrophic, as evidenced by the fact that later on Zeus sent Hermes to distribute justice and shame to all men for fear that the human race will be wiped out because of man’s inability to coexist in cities they founded to protect themselves from wild beasts that placed them in danger of annihilation. Political or civic virtue then – products of justice and temperance – became a divine law of which every man is knowledgeable, unlike other virtues that stem from other arts (such as architectural excellence). This myth was used by Protagoras to show that inherent in all men are the seeds of civic virtue that only need to be coaxed out with the aid of education and constant admonition from one’s elders (particularly parents). And since this is the case, all men are capable to be taught virtue, because all men are in possession of it. Protagoras made a second, this time stronger point to support his statement that virtue is teachable. He began his argument by saying that the difference between evils caused by natural processes and those resulting from the lack or absence of civic virtue is that the former elicits pity for the person in possession of such an evil. Contrary to that, when society is confronted with a person exhibiting the opposite of virtue – injustice, impiety, etc. – it is not pity that’s felt but anger. Protagoras maintains that this reaction is due to the fact that civic virtue is regarded as something that can be acquired through training, practice, and teaching. He pushes his position further by saying that reasonable punishment – administered to a person who has committed an act that goes against civic virtue – is undertaken as a deterrence, the implication of which is that virtue is and can be learned. To further support his claim, Protagoras went into a brief discussion of how virtue is taught to all men all their lives. As little children, he said, men are taught not only by their parents about civic virtue but also through the education they receive. From the literature they study to the songs they play, teachers are keen on inserting messages meant to teach them what is good and just. For Protagoras, it seems, education is not merely comprised of letters and literature. Music is likewise necessary, as well as sports. Music, as he said, makes people â€Å"gentler† – they become more â€Å"rhythmical and harmonious† with regard to their actions. And this is important because for him, â€Å"all of human life requires a high degree of rhythm and harmony†. As for sports, Protagoras mentions that parents â€Å"send their children to an athletic trainer so that they may have sound bodies in the service of their now fit minds†. Even after one’s formal schooling is over, education on the virtues does not stop. As Protagoras said: â€Å"When [the students] quit school, the city in turn compels them to learn the laws and to model their lives on them. They are not to act as they please. † He ended his side of the discussion with a rhetorical question of how anyone can wonder about virtue being teachable when it is given so much care and attention in man’s public and private life. It is crucial to analyze the discourse both thinkers had with Socrates, albeit briefly, to be able to shed light on the position of this paper that education is necessary but constricting. With regard to the nature of man, it is clear that there is a clear dividing line between the idea of Callicles and that of Protagoras. For the latter, what is good for man is that which is good for the society. In other words, there is no contradiction between natural and conventional justice relative to the nature of man and how he ought to live. For the former, man is essentially a being meant to be governed by his appetites, or desires. The conflict lies in the fact that conventional justice dictates that there be a certain level of order maintained in a society, order which will only come about through the citizens’ willingness to subject themselves to laws that promote equality and peaceful co-existence. For Callicles, such laws are human constructs, designed to restrain his idea of a superior man, and as such should not be observed. The author will go one step further and say that although there is no direct discussion on education in Callicles’ discourse with Socrates, it is clear that since education is a human construct, he sees it as but another shackle his superior man has to bear. Despite the fact that Protagoras is amenable to education – as it teaches civic virtue – there is a single line in the discourse that implies a completely different attitude. Protagoras told Socrates that when a man’s formal education is over, he is still forced to learn the laws and live by them, and that he is not to act as he pleases. This goes to show that despite the eagerness of his version of man to live a life of civic virtue, part of him still needs to be shackled by laws. It is these deductions – from both thinkers – that led the author to believe that inherent in every person is a part that yearns for unbridled freedom and power. Education is an institution that strives to inculcate in man the characteristics needed for him to be able to lead a peaceful life in a society – characteristics that lean towards suppressing one’s desires and call for a sort of balance between fulfilling one’s wants and respecting those of others. Despite the restrictive nature of education, the author believes that it is still a necessary burden people have to bear. Gone are the days when man kept to himself, when he foraged for food and did not maintain a life of permanence in any one place. With the evolution of man came the need for permanence, and with that co-existence with other men. It may be true that at the core of every man is a selfish desire for power – to have everything and more. But if all men were to be allowed to act according to their whims, the stories of old – where Zeus feared that the human race might be annihilated because of man’s inability to restrain his need for power – may come true after all. Survival today does not only entail meeting one’s basic needs. It is also about respecting other men, if one were to be anthropocentric about it. And this – along with other things that will aid the human race to persist for the next millennia can only be reinforced by education.

Experiment of Long Term Memory Retention

Experiment of Long Term Memory Retention Abstract: The purpose of this study was to test the retention of long term memory based on retrieval environments. Our research is based on Godden and Baddeley’s (1976) study that focused on the relationship between retrieval environments and learning. The technique known as context-dependency –which is defined as â€Å"the belief that what is learnt in a given environment is best recalled in that environment† –is tested and compared to previous research (Godden Baddeley, 1975). An experiment was conducted at Foundation Campus at the University of Central Lancashire with nine international student. Enlisting a repeated measures design and laboratory method, the participants are asked to learn and recall a list of 13 words in the same environment, then they were asked to learn and recall another list of 13 words in two different locations. The results corroborate and support the context-dependency memory effect. Introduction: This experiments is about assessing the effect of retrieval environments when it comes to long term memory (LTM) recall. LTM is described as stored information that can be recalled over a long period of time –e.g. days, weeks, etc. (Merriam-Webster, (2015). Godden and Baddeley (1995) decided to conduct an experiment to test this notion –also known as context-dependency memory effect. Context-dependency memory effect is defined as â€Å"the belief that what is learnt in a given environment is best recalled in that environment† (Godden Baddeley, 1975). The aim of Godden and Baddeley’s research was to examine the association between learning and retrieval environments (Cardwell, Clark, and Meldrum, 2008:11). In order to carry out their experiment, Godden and Baddeley decided to enlist eighteen participants who were divers in Oban, Scotland (Cardwell, Clark, and Meldrum, 2008:11). Furthermore, the divers were instructed to learn a list of forty distinct words on land or, fifteen feet under water (Cardwell, Clark, and Meldrum, 2008:11). They were then asked to recall these words in a different location or in the same location (Cardwell, Clark, and Meldrum, 2008:11). Specifically, half of the divers were directed to a different location when the time came for memory recollection, while the other half remain in the same environment for memory recollection (Cardwell, Clark, and Meldrum, 2008:11). When partaking in Godden and Baddeley’s experiment, the list of 40 words were revealed to participants in groups –this all owed the divers to assume a relaxed/comfortable breathing rate in order to assure that the participants faced no obstacles when learning (Godden Baddeley, 1975). Additionally, each the list of words were revealed in blocks of three, and, the words were spaced at two second intervals (Godden Baddeley, 1975). When asked to recall, Godden and Baddeley found that â€Å"those who learned and recalled in the same location remembered the most words -12.5 on average† (Cardwell, Clark, and Meldrum, 2008:11). According to the aforementioned graph, Godden and Baddeley found that when participant learned on land an recalled the information under water, they could only recall -on average -8.6 words, while those who learned under water and recalled the words land, only remembered 8.4 words on average (Godden Baddeley, 1975). This study –based on Godden and Baddeley’s research in 1975 – will examine and delve into the connection between learning and retrieval environments. This study will utilize students with diversified ethnic backgrounds and ages. Contrary to Godden and Baddeley’s research, it will use two lists of thirteen simple words -–all within one to three syllables –in order to ensure comprehension. Aim: To examine the connection between learning and retrieval environments using Godden and Baddeley’s study on context-dependency retrieval. Hypothesis: Memory recollection in the same environment in which information was learned will yield higher recollections among participants. The hypothesis for this experiment is directional, meaning the independent variable (the retrieval location/environment) will directly affect the dependent variable (the accuracy/amount of words recalled). Method: Design A controlled laboratory experiment was utilised to elucidate a distinct cause and effect relationship between the independent and dependent variables. A controlled laboratory also enabled immense control over variables within the experiment, it also permitted unproblematic replication for future researchers and easy utilisation of equipment –e.g. videos, etc. A repeated measures design was employed in order to negate/remove differences that numerous samples would possess. Due to this design, differences in gender, linguistic ability, comprehension and age were avoided. The independent variable in this experiment was the retrieval environment or location in which the participant were asked to recall the words –i.e. the classroom or the canteen. The dependent variable was the quantity of words the participant could recall in each environment/location. A confounding variable could be the sound/noise of police cars driving past the laboratory environment. In agreement with research principles/ethics, written informed consent forms were distributed to all participants before this experiment commenced. Participants were given the right to withdraw at any time, and immense confidentiality with participant’s information and results was promised and delivered. Participants: There were ten participants –five male and four female participants. The participants were obtained from diversified backgrounds –non-native English speakers and English speakers. Participants that contributed to this experiment were between the ages of eighteen to forty-seven. An opportunity sample was enlisted for this experiment. This sample type allowed expediency when enlisting when procuring participants, it also enables replication for future research. Materials: Informed Consent (Appendix 1) Standardised Instructions (Appendix 2) Word List 1 (Appendix 3) Word List 2 (Appendix 4) Comical Video (Appendix 5) Procedure: Initially, the aforementioned materials were given to the participants. Secondly, in order to check for errors in our experiment, a pilot study was conducted to ensure validity in the experiment. After the pilot study, a classroom and canteen was procured for the experiment. A mixed-gender opportunity sample of nine individuals –ranging from 18 to 25 –was obtained and directed into the classroom. During this experiment, the participants were first given an informed consent form (Appendix 1), after signing and agreeing to the form, they were shown the standardised instructions (Appendix 2). After the standardised instructions, the participants were given a piece of paper –with â€Å"experiment 1† written on one side, and â€Å"experiment 2† written on the other side, -they were also given pens to document their answers. Firstly, the participants were then shown Word List 1 (Appendix 3), secondly, they were given one minute to study the words, then they were shown a four minute Comical Video (Appendix 6), and then they were given approximately one minute to write down the words they could recall. In the next stage of our experiment, the same participants were asked to flip their paper over, then they were given exactly one minute to study Word list 2 (Appendix 4), the participants they were asked to walk around the Vernon Building (located in the University of Central Lancashire’s campus) to a canteen. When the participants arrived at the canteen, they were promptly seated and given one minute to recall and write down the words they could recall in one minute. Results: The result of this experiment were harmonious to that of Godden and Baddeley’s in 1975. 66.67% of the participants recalled more words when their retrieval location was the same as the learning environment, while 11.11% percent of participants recalled more information when the recollection environment was not the same as the learning environment. Furthermore, 33.33% of the population recalled the same amount of words irrespective of the retrieval environment. These results were in accordance with the hypothesis and Godden and Baddeley’s research in 1975. The mean of the results was greatly corrupted by outliers with the sample’s results, in order to rectify this, the median was enlisted to portray a balanced assessment of the results. The median of recollection when the learning and recollection environments were the same is 9 words with a range of 6. When the learning and recollection were different, the median of the recollection data was 4, with a range of 9. Overall, it was quite evident that recollection in the same environment where information is learned yields better results. The results support context-dependency memory effect. Discussion: The result of this experiment were harmonies with Godden and Baddeley’s research, this fortified the immense reliability of their research, and proved that it could be replicated by others. The results of the experiment magnified the context-dependency memory effect, and supported the hypothesis: â€Å"Memory recollection in the same environment in which information was learned will yield higher recollections among participants.† A laboratory method was ideal for this experiment because it allowed for control over numerous variables, and, it permitted and enabled ease when measuring the dependent variable. Utilising a repeated measures design removed differences that individuals could possibly possess that would rob this experiment of credibility. It could also be argued that ‘the fatigue effect’ –which states that â€Å"work †¦[has] a general effect of running down the bodies limited energy supply† –adversely affected the participants recollection after walking around the Vernon Building (Hockey, 2013). Perhaps this is why only one out of the nine participants recalled more on the second experiment. The small sample size on nine indicates that this experiment is not generalizable to bigger populations. Albeit the sample had a plethora of nationalities and ages, this suggests that no definite proclamations can be made about nationality or age. Furthermore, a confounding variable could be the sound/noise of police cars driving past the laboratory environment, or, the limited linguistic ability of some participants. Any further research/study into this topic could be ameliorated by enlisting a grander sample size, or, using both locations as learning and retrieval environments; this provide a deeper insight into context-dependency memory effect. A longer list of words could also be employed to test retention in LTM. References: Cardwell, M., Clark, L. and Meldrum, C. (2008)Psychology AS For AQA A. 3rd edn. London: Harper Collins Publishers. Godden, D. R., Baddeley, A. D. (1975). Context-dependent memory in two natural environments: On land and underwater.British Journal of Psychology, 66(3), 325–331. Hockey, R. (2013) The Psychology of Fatigue: Work, Effort and Control. 1st edn. United Kingdom: Cambridge University Press. Jansen, I. (2015). Charlie Chaplin The Lions Cage. [online] YouTube. Available at: https://www.youtube.com/watch?v=O2dmV2-zxNg [Accessed 10 Mar. 2015]. Merriam-webster, (2015). Definition of Long-term Memory. [online] Merriam-webster.com. Available at: http://www.merriam-webster.com/medical/long-term memory [Accessed 6 Mar. 2015]. Appendices Appendix 1 Appendix 2 Appendix 3 Appendix 4 Appendix 5 Comical Video provided and republished by Jansen (2015). Appendix 6

Examining The Types Of Transaction Processing System Information Technology Essay

Examining The Types Of Transaction Processing System Information Technology Essay A transaction is any event, the real test, the data created or modified before storing in an information system through Transaction processing features Business success depends on reliable transaction processing to ensure that orders reach customers on time, and that partners and suppliers paid and can afford. The range of transaction processing is, therefore, led to a lively part of effective corporate governance, organizations like the Association of Labour Process Improvement and Transaction Processing Performance Council Systems transaction processing companies provide the means to ensure a smooth fast transaction processing for debit and development processes across the enterprise. Usually, a TPS will have the following characteristics: A supercomputing Rapid processing of transactions is critical to the success of any business now more than ever, given the developments in technology and customer demand for immediate action. TPS systems have been developed to trade almost immediately to ensure that customer data available to the processes they need. Reliability Similarly, customers do not tolerate mistakes. TPS systems must be designed not only to trade I was never able to pass through the net, but the systems remain permanently even in operation. TPS systems, therefore, are developed to integrate complete security monitoring systems and disaster recovery. These measures maintain the failure rate is within tolerance. Standardization Transactions should be processed in the same way each time to maximize efficiency. To ensure this, TPS interfaces are developed to obtain identical data for each transaction, regardless of the client. Controlled access Since the TPS can be systems such as a powerful business tool, access should be limited to only those employees who require their use. Limited access to the system ensures that employees, their qualifications and ability to control, can not affect the failure of the transaction. Qualifying transaction processing To qualify for TPS, transactions must pass through the acid test. ACID tests associated with the following four conditions: Individuality Atomicity means that a transaction is either completed or not at all. For example, if the money will be transferred from one account to another, it will not become a bone fide transactions, even though both withdrawal and deposit. If an account is charged and others are not appropriated can not be regarded as a measure. TPS systems to ensure that transactions take place in its entirety. Consistency TPS systems in a number of operating rules (or constraints). If you find a cap that all transactions must have a positive value in a database for each transaction will be rejected with a negative value. Isolation Transactions must be entered in a vacuum instead. For example, if you do a fund between the two accounts of debit and credit is made by others seem to take place simultaneously. Funds may be credited to the account before being loaded onto another. Resistance Once the transaction can not be undone. To ensure that this happens even if a loss of TPS, a document file created by the completion of all transactions. These four conditions TPS systems to engage in a systematic, standardized and reliable. Types of transactions The settlement process should be standardized in order to maximize efficiency, each requires a custom transaction process in accordance with business strategies and processes. For this reason, there are two types of operations: Batch processing batch processing is a resource-saving move, the processing of data at preset. batch processing is useful for companies who need to process large volumes of data using limited resources. Examples include processing transactions for credit card transactions monthly batch processed in real time. Credit card transactions are made only once a month to produce an explanation for the customer, batch processing saves computational resources to process separately for each transaction. Real-time processing In many cases, the most important factor is speed. For example, if a bank customer receives a sum of money in the account, it is important to keep processing transactions and updating account balance as soon as possible so that a part of both Bank and client funds. Database Management Issues The purpose of this book are correct and up to date understanding and appreciation for the practical aspects of critical yet poorly understood key aspects of the database. It identifies and explains some basic concepts, principles and techniques constantly causing trouble for users and suppliers. Evaluate the treatment of these topics in SQL (standard and commercial applications) and provides specific guidance and practical advice on how to handle (and how not to). Includes carefully, especially thin and misunderstood issues complex data types, missing information, data depends on the question hierarchies and so on -. Clear and concise format for busy professional database Three decades ago relational technology put the database field on a sound scientific basis for the first time. But database industry producers, users, experts and media has failed, in essence, principles, focusing instead on a cookbook approach to product without conceptual understanding. The consequences have been costly: DBMS products, databases, applications and development tools are not always perform up to expectation or potential, and may encourage the wrong questions and incorrect answers. Practical issues in database management is an attempt to create these persistent and costly problem. Written for database designers, developers, managers and users, it addresses the basic, often recurring problems and problems that practitioners even the most experienced here seem to systematically misunderstand, namely: à ¢Ã¢â€š ¬Ã‚ ¢ Unstructured data and complex data types à ¢Ã¢â€š ¬Ã‚ ¢ business rules and implementation of integrity à ¢Ã¢â€š ¬Ã‚ ¢ Buttons à ¢Ã¢â€š ¬Ã‚ ¢ Copy à ¢Ã¢â€š ¬Ã‚ ¢ Normalization and denormalization à ¢Ã¢â€š ¬Ã‚ ¢ Entity subtypes and supertypes à ¢Ã¢â€š ¬Ã‚ ¢ data hierarchies and recursive queries à ¢Ã¢â€š ¬Ã‚ ¢ Redundancy à ¢Ã¢â€š ¬Ã‚ ¢ Share query à ¢Ã¢â€š ¬Ã‚ ¢ lack of information Fabian Pascal examine these critical issues in detail, comparing the cost of serious mistreatment of the practical benefits of implementing the right solutions. With a focus on principles and practices used examples Practice problems in the real world database to provide an assessment of current technology SQL-based DBMS products and, if possible, provide concrete recommendations and solutions. From the insight provided by practical problems in database management, youll be in better position to evaluate these products, use their skills and weaknesses to avoid. Database Architecture database professionals today are faced with more choices when you consider the use of architecture to meet the different needs of employers and / or address of the customer. The text below provides an overview of three main types of database architectures and sub-categories, as well as provide an insight into the strengths of each. Application logic The database architecture is based on how the application logic is distributed throughout the system can be distinguished. Application logic consists of three elements: presentation logic, processing logic and logical storage. Presentation logic component is responsible for formatting and presenting data on the screen of the data processing logic manages user data processing logic, business rules, logic and data management logic. Finally, the logical storage unit that is responsible for the storage and retrieval of current devices, such as a hard disk or RAM. In determining the level (s) of these components, we develop a good idea what kind of architecture and subtype can be achieved. A tier architecture Imagine a person on a desktop computer to load Microsoft Access, a list of personal addresses and phone numbers he or she has stored in MS Windows My Documents folder is used. This is an example of database-tier architecture. Program (Microsoft Access) to operate the local users computer, and points to a file stored on the hard disk of the machine, so that access to a unique natural resource and process information. Another example of a one-tier architecture is a file-server architecture. In this scenario, a database of the group from a shared location on a computer are stored. Members of a group working with a software package such as Microsoft Access, to upload data and process them locally on your computer. In this case, the data may be shared between users, but all processing is performed on the local computer. In fact, only one file server external hard drive from which files are recovered. Another way of architecture level showed that the mainframe computer. In this system obsolete, large machines can direct terminal ill with the tools to open, view and manage data. Although this system as a client-server, since all the computing power (both data and applications) is made from a single computer, we have a one-tier architecture. The architecture can be beneficial when dealing with data from a particular user (or small number of users), and a relatively small amount of data. We are going to implement something cheap and clean. Two Tier Client/Server Architectures A two-tier architecture is one that is familiar to many of todays computer users.   A common implementation of this type of system is that of a Microsoft Windows based client program that accesses a server database such as Oracle or SQL Server.   Users interact through a GUI (Graphical User Interface) to communicate with the database server across a network via SQL (Structured Query Language). In two-tier architectures it is important to note that two configurations exist.   A thin-client (fat-server) configuration exists when most of the processing occurs on the server tier.   Conversely, a fat-client (thin-server) configuration exists when most of the processing occurs on the client machine. Another example of a two-tier architecture can be seen in web-based database applications.   In this case, users interact with the database through applications that are hosted on a web-server and displayed through a web-browser such as Internet Explorer. The web server processes the web application, which can be written in a language such as PHP or ASP.   The web app connects to a database server to pass along SQL statements which in turn are used to access, view, and modify data.   The DB server then passes back the requested data which is then formatted by the web server for the user. Although this appears to be a three-tier system because of the number of machines required to complete the process, it is not.   The web-server does not normally house any of the business rules and therefore should be considered part of the client tier in partnership with the web-browser. Two-tier architectures can prove to be beneficial when we have a relatively small number of users on the system (100-150) and we desire an increased level of scalability. http://www.windowsecurity.com/img/upl/image0011173862784565.gif Two-Tier Client-Server Architecture http://www.windowsecurity.com/img/upl/image0021173862784580.gif Web-Based, Two-Tier Client-Server Architecture N-Tier Client/Server Architectures Most n-tier database architectures exist in a three-tier configuration. In this architecture the client/server model expands to include a middle tier (business tier), which is an application server that houses the business logic.   This middle tier relieves the client application(s) and database server of some of their processing duties by translating client calls into database queries and translating data from the database into client data in return.   Consequently, the client and server never talk directly to one-another. A variation of the n-tier architecture is the web-based n-tier application.   These systems combine the scalability benefits of n-tier client/server systems with the rich user interface of web-based systems. Because the middle tier in a three-tier architecture contains the business logic, there is greatly increased scalability and isolation of the business logic, as well as added flexibility in the choice of database vendors. http://www.windowsecurity.com/img/upl/image0031173862902205.gif Three-Tier Client-Server Architecture http://www.windowsecurity.com/img/upl/image0041173862902221.gif Web-Based, Three-Tier Client Server Architecture

Do Lotteries Benefit The Poor? :: essays research papers fc

Do Lotteries Benefit the Poor? Lotteries take advantage of the poor in several ways. The lottery entices the poor to waste their money on lottery tickets, rather than everyday necessities, such as food, clothing and shelter. The main way that lottery promoters succeed in attracting the poor is through the persuasive use of advertisements. Other members of anti-lottery groups believe lottery advertisements are deceitful and attract poor people to its promises. Flashy slogans and pictures of large amounts of money are more than enough to pull the needy closer. These poor people are those that least need to be attracted, because they do not have the money to spend on tickets. This wasted money on advertisements is capital that should be used to help the poor in socially useful programs. The lottery is nothing more than a money-taker that uses advertisements to persuade those in search of money to try the lottery.   Ã‚  Ã‚  Ã‚  Ã‚  The money spent on advertising for the lottery is an absurdly large figure. Not only are the poor wasting money on lotto tickets, but the government is also wasting money on advertising for the lottery. The government only started to heavily advertise when they saw the annual sale of lotto tickets declining. In 1998, the lottery’s â€Å"sales growth slowed by two point five percent in one year†¦ and new lottery products were created to rekindle public interest, focused primarily towards the poor† (Ira Teinowitz 3). Most of these products consisted of corny scratch of tickets where prizes got no higher than five hundred dollars. It has been reported that nearly 200 million dollars were spent on lotto advertising in one year between the 38 participating state lotteries (Teinowitz 3). â€Å"The New York lottery takes in more than $2 billion in sales each year, and it spends $30 million in advertising to keep the cash rolling in†(Joshua Shenk 22). This is very destructive spending, because this money could be used for schools, charities, and college education. Besides the money spent on such ads, these ads are obviously focused towards the poor person who just needs to read a few catchy words to help himself by a ticket. A study by the Heartland Institute has indicated that the poor spend more money than the non-poor on lotteries, â€Å"not only as a percentage of their income, but also in absolute terms† (Shenk 22). The advertisements have slogans such as â€Å"Play the Lotto, and you could win the stuff dreams are made of†(Shenk 22).

Identity and Losed Love Essay -- Literary Analysis, Wharton, Lily Bart

â€Å"The dinginess, the crudity of this average section of womanhood made him feel how highly specialized she was† (Wharton 6). In the House of Mirth, the main character Lily Bart spends her entire life trying to escape this idea of dinginess. On her quest to maintain society’s approval, she denies her true identify along with any hope of ever finding true love and is eventually â€Å"blotted out† by this society (Ammons 348). In the beginning of the novel, Wharton reveals the thoughts of Seldon toward Lily Bart. â€Å"He was aware that the qualities distinguishing her from the herd of her sex were chiefly external: as though a fine glaze of beauty and fastidiousness had been applied to vulgar clay† (Wharton 7).Wharton builds this physical attraction between Seldon and Lily Bart by letting readers into the mind of Seldon and the delicate actions of Lily Bart. Seldon â€Å"enjoyed Lily Bart; and his course lay so far out of her orbit that it amused him to be drawn for a moment into the sudden intimacy which her proposal implied† ( Wharton 6). The delicate approach of Lily coupled with her suggestive words toward Seldon reveals Lily’s true feeling toward Seldon. â€Å"I’m dying for tea---but isn’t there a quieter place?† (Wharton 6). Lily manages to secure privacy with Seldon avoiding as much attention as possible. Even the insinuation of Seldon and Lily being i n a relationship would be especially detrimental to her social standing. When surprised with the appearance of Mr. Rosedale, she innately lied only later realizing the true effect of â€Å"yielding to a passing impulse† (Wharton 15). Her mistake would â€Å"cost her rather more than she could afford† (Wharton 15). Lily Bart lived in a society where even slightest blunder could result in severe social... ... true love for Seldon is felt but never verbally expressed. â€Å"In the silence, there passed between them the word which made all clear† (Wharton 256).She spends most of her life running away from the idea of loving Seldon although internally she cared about him deeply. In the closing, Seldon love drew him to Lily: It was this moment of love, this fleeting victory over themselves, which had kept them from atrophy and extinction; which, in her, had reached out to him in every struggle against the influence of her surroundings, and in her, had reached out to him in every struggle against the influence of her surroundings, and in him, had kept alive the faith that now drew him penitent and reconciled to her side (Wharton 255-56) Lily was plagued with fulfilling society requirement but in the process denied herself of true love and ultimately her own identity.

Rocky Mountain High :: essays research papers

â€Å"Rocky Mountain High†   Ã‚  Ã‚  Ã‚  Ã‚  Swish, swish, flap, swish, flap. The walls of my tent begin to shake vigorously. I roll over, rub my eyes, and try to figure out what in the hell is going on. Waking up from the long, cold nights sleep at 10,000 feet, my senses are not exactly what I would call â€Å"sharp as a tack†. I unzip my sleeping bag and a rush of cold mountain air sends shivers down my spine. I scramble around the tent, frantically trying to find some warm clothes. As I hop out of the tent, I realize the shaking was coming from the other members in my group giving me a camper’s wake up call. Still in a morning daze, I ask, â€Å"What’s for breakfast?† After the laughter dies down, I realize the Clif bar I packed the day before will be the only breakfast I get.   Ã‚  Ã‚  Ã‚  Ã‚  As I scramble around camp, I notice the first glints of sunshine shoot over the ridge to the east and the moon slowly tucking itself into bed behind the ridge on the west. I wipe the dew off the face of my watch, 6:03am. I take a deep breath of the mountain air, as clean as pure spring water and then I feel nature begin to call. With the first task of the day accomplished, I pack up camp and prepare for the days hike. The higher up the mountain I go, more and more of my group members began to fade. Some of the members stop to rest on a log that has fallen victim to Mother Nature. Others pause to take pictures of themselves, overlooking the valley below. The lake glimmers from the sun’s rays and the cool north winds push the clouds across the sky. Feeling excited now, I want to keep going to get the view from the top. Sitting on a log to rest or taking pictures just does not seem so appealing anymore. I do not know what about hiking in the mountains that became so addicting to me, but there is definitely something about it. Maybe it is the way that all my worries and troubles seem to disappear into the land. I run around all day climbing peak after peak, not thinking twice about the rest of the world. All the TV’s, cell phones, palm pilots and other gadgets of the day that seem to keep me entertained at home are like a candle in the wind when compared to Mother Nature, who offers plenty to keep me occupied.

Life on the Color Line

I cannot imagine being considered a different race at this point in my life; let alone being considered the â€Å"other† race by two different races. Gregory Howard and his brother, Mark, had to figure out this tough challenge at an early age in the 1950s during an enormous financial and racial struggle. Many people did not accept the difference in skin color and some refused to accept anything from the other side of the color line. If I were a child in the 1950s I would probably have had hatred and other disgusting feelings toward the other races, whether I was white or black. That is how Howard feels toward colored people in Virginia. He feels as though he and his family is better because of their skin color. They are viewed as ignorant and untrustworthy. When he was a child that is all he knew of the other race in Virginia because he was still unaware of his actual ethnicity. He still had friends that were black but they were not from school and they never came to his house or anything. They would just play together at the playground. When Greg was at the tavern, he would always talk to everyone no matter what color they were. It was all for the good of the business and the customers were fort Belvoir soldiers. When Billy and Mike found out that they were not really â€Å"white† even though that was the color of their skin, they figured out that life was going to be different. Billy tried as much as he could to not let people find out that he was colored once they moved to Muncie. When he first started going to class in Muncie at Garfield Elementary School, Billy met two white girls that became his best friends. He was in the fourth grade and appeared to be white. Molly and Sally were his best friends and the three of them appeared to be white, but the girls did not know Billy was actually not white. Once they saw him on the other side of the tracks in Muncie going back to school after lunch, they no longer talked to him. None of the other â€Å"white† kids would talk to him nor would they talk to Mike. The boys’ cousin, Mary Lou would tell anyone that she could that the two boys were not actually white but they were colored just like her. Greg would not deny the fact that he was not fully white to the other colored people but he would reluctantly admit it to some of the white people. Life on the Color Line I cannot imagine being considered a different race at this point in my life; let alone being considered the â€Å"other† race by two different races. Gregory Howard and his brother, Mark, had to figure out this tough challenge at an early age in the 1950s during an enormous financial and racial struggle. Many people did not accept the difference in skin color and some refused to accept anything from the other side of the color line. If I were a child in the 1950s I would probably have had hatred and other disgusting feelings toward the other races, whether I was white or black. That is how Howard feels toward colored people in Virginia. He feels as though he and his family is better because of their skin color. They are viewed as ignorant and untrustworthy. When he was a child that is all he knew of the other race in Virginia because he was still unaware of his actual ethnicity. He still had friends that were black but they were not from school and they never came to his house or anything. They would just play together at the playground. When Greg was at the tavern, he would always talk to everyone no matter what color they were. It was all for the good of the business and the customers were fort Belvoir soldiers. When Billy and Mike found out that they were not really â€Å"white† even though that was the color of their skin, they figured out that life was going to be different. Billy tried as much as he could to not let people find out that he was colored once they moved to Muncie. When he first started going to class in Muncie at Garfield Elementary School, Billy met two white girls that became his best friends. He was in the fourth grade and appeared to be white. Molly and Sally were his best friends and the three of them appeared to be white, but the girls did not know Billy was actually not white. Once they saw him on the other side of the tracks in Muncie going back to school after lunch, they no longer talked to him. None of the other â€Å"white† kids would talk to him nor would they talk to Mike. The boys’ cousin, Mary Lou would tell anyone that she could that the two boys were not actually white but they were colored just like her. Greg would not deny the fact that he was not fully white to the other colored people but he would reluctantly admit it to some of the white people.