Impact of Imperialism on Latin America and Southeast Asia

Around the 1700s regions in Europe were using the method of imperialism to not only expand but to economically benefit as well. Thus imperialism was not only a form of government but also a form of economy. Furthermore it is when regions extend their power and wealth through their military force and diplomacy. Specifically speaking the Spaniards and British were two different groups of Europeans who colonized different regions around the world. As a result of doing so, the Spaniards who conquered Latin America and the British who conquered Southeast Asia causes depopulation along with cultural changes within the land they colonized. In the year of 1492, the Queen and King of Spain developed thoughts of strengthening their power and†¦show more content†¦The practice of syncretic religions began after Africans were being brought to Latin America. Syncretic religions are based off of â€Å"the juxtaposition and coexistence of African derived elements and Catholic symbols† (Olmog 1997). After African slaves were brought to Latin America, they were being sold as slaves. Part of being an African slave in Latin America is to practice the same religion as your master, and the masters happened to practice Christianity. However this was not considered much of a problem, since African deity and Catholic saints had mythical or symbolic similarities and the slave population would honor the African gods through worshipping of their Catholic representatives. (Olmog 1997). For instances the goddess Oshun in Nigeria is similar to the Virgin Mary, the Benin Python god Damballah is similar to Saint Patrick and Legb a the guardian of destiny also happens to hold the key to the underworld is similar to Saint Peter (Olmog 1997). Santeria is one of many syncretic religions practiced in Latin America. Santeria is an Afro-Caribbean religions which mainly focuses on the relationships between human beings and Orishas, Orishas are like gods however they are more powerful, mortal spirits. In Southeast Asia the cultural changes that occurred was the establishment of Western Education in India. In India the colonial policy makers realized that they needed to recruit people for occupations such has administrative assistants andShow MoreRelatedIslam and Continuities1628 Words   |  7 PagesSub-Saharan Africa  Ã‚  Ã‚   the Middle East  Ã‚  Ã‚     Ã‚  Ã‚   East Asia   Ã‚  Ã‚   SE Asia  Ã‚  Ã‚     Ã‚  Ã‚     South Asia  Ã‚  Ã‚     Ã‚  Ã‚   Latin America  Ã‚  Ã‚   North America †¢Ã‚  Ã‚  Ã‚   Analyze the changes and continuities in China from the Zhou to the Song. Be sure to address political, social and economic factors as well as outside influences. †¢Ã‚  Ã‚  Ã‚   Trace and analyze the evolution of slavery and serfdom from prehistoric times to the end of the 19th century in TWO of the following regions. 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Rub - 957 Words

Last Name ____________________ Period ____ Chapter 11 Industrialization Part A 1. In creating contracts, both parties should perceive that the contract that they are entering into voluntarily is beneficial. What do the Maquiladora laws do for Mexico? How do the laws benefit both the USA and Mexico? 2. Why does the author say that the term â€Å"Industrial Revolution† is misleading? 3. In our last unit we learned that the Second Agricultural Revolution was the result of many new techniques and tools, not just the steam engine. Other than the steam engine, what techniques, patents, policies†¦ contributed to the Industrial Revolution? 4. 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Enterpreneurship Education Free Essays

UNIVERSITY OF PETROLEUM ENERGY STUDIES DEHRADUN BUSINESS PROCESS RE-ENGINEERING ASSIGNMENT ON RE-ENGINEERING ENTERPRENEURSHIP EDUCATION IN INDIA SUBMITTED BY SUBMITTED TO LOVENEET VIRK DR. NEERAJ ANAND MBA(LSCM) SEM-3 ROLL NO- 24 TABLE OF CONTENTS Particulars Page No. Concept of Entrepreneurship Education†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. We will write a custom essay sample on Enterpreneurship Education or any similar topic only for you Order Now . 3 Contribution to National Economic Growth†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦4 Entrepreneurship Education in India †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 5-13 Support of entrepreneurship teaching†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 6 Recent development for MSMP in India†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦7 Disseminators†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 8-9 Focus†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦10 Challenges in designing an EEP†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 11-12 Factor in success of EEP†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 3 Re-engineering Process†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦14 Recommendations†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦15 Bibliography†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Re-engineering Enterpreneurship Education In India The Concept of Entrepreneurship Education Entrepreneurship education is an educational programme that provides the students with the knowledge, skills and motivation needed to start up a small scale business. In other words, it promotes innovation or rather introduces new products or services and market strategies to the students to become outstanding entrepreneurs. Kenton and Ervin (2000) define entrepreneurship education as an educational discipline that prepares people, especially youth to be responsible, enterprising individuals who become entrepreneurs or entrepreneurial thinkers that contribute to economic development and sustainable communities. In other words, entrepreneurship education is a programme that provides discipline to an individual to assume the responsibility and the risk for a business operation with the expectation of making a profit. If this succeeds the entrepreneur reaps profits; and if it fails, he takes the loss. Hisrich (2002) in Kurya (2006) defines entrepreneurship as the process of creating something different with value by devoting the necessary time and efforts, assuring the accompanying financial, psychological and social risks, and receiving the resulting rewards of monetary and personal satisfaction. Another definition of entrepreneurship that is worthy of note is Miami University of Ohio (2003) quoted in Kurya (2006) which states that Entrepreneurship is a process of identifying, developing and brings a vision to life. The vision may be an innovative idea, an opportunity or simply a better way to do something. The end result of this process is the creation of a new venture, formed under conditions of risk and considerable uncertainty. Also according to Kuryi (2006), entrepreneurship is a process through which individuals and groups pursue opportunity, leverage resources and initiative change to create value. Therefore, considering all the works cited, entrepreneurship education generally provides creative skills and knowledge needed to start and grow a business. In other words, it prepares individuals to create and successfully operate a business enterprise. Business education is a vocational education programme that provides skills and competence for business, office occupation and for self-reliance. In support of this definition, the National Board for Technical Education (1987) states that business education revolves around job skills, employability and self-dependency. The Contributions of Entrepreneurship Education to National Economic Growth and Development. Entrepreneurship education, in combination with business education programme in Indian universities will contribute to the nation’s economic growth and development in the following ways:- 1. It will help to discover talented, competitive, creative and very skillful individuals that are the nation’s innovative assets. 2. It will prepare individuals to be responsible and entrepreneurially conscious to contribute significantly to economic growth and development. 3. It will build a connecting link that creates productive and very thoughtful citizens that can contribute to local, regional and national competitiveness. . Entrepreneurship education inspires and motivates students to achieve while in school and use their knowledge in a real world setting. 5. It will encourage the business education graduates to establish small scale businesses and sustain them. These small businesses form the cornerstone of future economic growth, job creation and wealth generation. ENTERPRENEU RSHIP EDUCATION IN INDIA India has a pioneering status among developing countries for its early start on a variety of entrepreneurship education programs. For the most part, entrepreneurship education in post-independence India has been focused on measures designed to encourage self-employment and founding of Small and Medium Enterprises (SMEs). The Industrial Policy Resolution of 1956 has, for instance, a very strong emphasis on the SME sector. As the economy transitioned from being primarily agrarian into one that has significant contribution from other sectors, it was felt that the most pressing requirement was education that would enable need-based entrepreneurs to make forays into these emerging sectors. Consequently, in the 1960s and 70s, entrepreneurship education was almost exclusively delivered in the form of training programs, offered by institutions under the aegis of State and Central Governments, and by financial institutions receiving support from the Government. Some of the institutions delivering such programs were: * Industrial estates and in common service facilities (like tool rooms) * Training and counseling institutions (NISIET, SISI, TCOs, EDI) * Financial institutions like SBI, IDBI, TDICI, RCTC, etc. * Development boards (STEPs, EDCs, TBIs) The table below shows the development of Micro, Small and Medium Enterprises (MSME) during the first few post-independence decades. In the 80s, entrepreneurship education continued to focus primarily on entrepreneur training aimed at creating self-employment ventures. Like in the 70s, such programs were mostly under the umbrella of Entrepreneurship Education Programs (EEPs) offered by Government agencies, financial institutions and banks. However, recognition of the requirement for a more holistic entrepreneurship education, which included the ecosystem partners, was beginning to grow. The 80s also saw the entry of entrepreneurship education into technology and management institutions. At the IIM Ahmedabad, for example, faculty members started offering Achievement Motivation Training. Other management institutions also began offering similar courses, driven mainly by faculty interest. However, none of these institutions took on a pioneering role to emerge as a thought-leader. Governmental effort oversaw the founding of an initiative to set up Science and Technology Parks (STEPs) and incubation centers at a few reputed technical institutions. With the advent of liberalization in the 90s, the country saw the potential of entrepreneurship not only as an entry-level employment generator, but also as a means of wealth creation. Success stories, especially in the IT sector, were viewed by entrepreneurs as role models. Support for entrepreneurship teaching The latest surveys of the trends of entrepreneurship education in India indicate that 44,500 students are currently enrolled in entrepreneurship programs across the country. This number is expected to grow at a CAGR of 20. % to reach 54,700 by 2012. The liberalization of the Indian economy in the 1990s has encouraged entrepreneurship in the country by facilitating the reducing of barriers of entry to start businesses, making financing more easily available and the setting up of institutions for the development of entrepreneurial talent. Revenues from Entrepreneurship Education Programs reached INR7. 9 billion in 2010 and are estimated to grow at a CAGR of 13. 7% to INR10. 7 b illion by 2012 Recent Developments for MSMP in India DISSEMINATOTRS Based on the type of organization, disseminators of entrepreneurship education in India can be categorized as follows: * Government institutions * Academic and training institutes * Banks and financial institutions * Industry associations NGOs Of all the types of knowledge disseminators above, the public sector is indisputably the most important one in India, with the broadest reach, ranging from national-level institutions all the way down to grass-roots organizations. The education imparted by the institutions above range the entire gamut of pedagogical choices: * Training and diploma programs (both long and short duration) * Term-based courses and electives, Conceptual and introductory lectures * Idea and business plan competitions * Research and consulting projects * Incubation, networking and mentoring facilities * Conferences, seminars and workshops * Journals, newsletters and publications There is mismatch in the Indian entrepreneurship education system, between what knowledge disseminators are offering, and what entrepreneurs really need. Following are key differences between the requirements and what is being delivered in the name of entrepreneurship education in B-schools. FOCUS Though the EEPs presented do target the general population, emerging and established entrepreneurs, the focus seems to be skewed primarily towards developing the emerging entrepreneurs. Indian entrepreneurship education is mainly geared towards the need-driven entrepreneur. This is in line with the recommendations of Porter and Schwab, who argue that in ? actor-driven countries with mainly extractive type economic activity, government attention is best focused on providing a basic foundation for enabling this activity, rather than, for example, providing sophisticated training in opportunity-driven entrepreneurship In India, roughly 13% of the adult working-age population (between the ages of 18 and 64) has received some form of training in starting a business. The chart below shows the percentages of these recipients who undergo this traini ng voluntarily versus compulsorily CHALLENGES OF DESIGNING AN EEP Clearly, in order to navigate this variegated network of ideologies, attitudes, skills, teaching methods and assessment tools, etc. there is a pressing need for a framework that would allow the practitioner design an educational program to provide maximum value to both the entrepreneur and to the society in which s/he thrives. There exists a range of tools, traits, motives and attitudes that are required for both the creation and the success of entrepreneurs. Some of the skills required for entrepreneurship to take root, and to develop the knowledge-base for enterprise creation and growth are illustrated in the diagram below. Which of these skills should an EEP include in its curriculum? A clear understanding of the needs of the entrepreneur is required in order for an EEP to be deemed successful by its recipients. Similarly, among other considerations, the design of an EEP must also be cognizant of: ? The type of disseminator(s) that will deliver the EEP. For example, a course designed for delivery by a high school is likely to have different constraints that one designed for dissemination by a corporate entity. ? The pedagogy best suited for the EEP under consideration (training program, journal article, seminar, etc. ). ? The delivery mechanism (classroom atmosphere, television broadcast, reading material, etc. ). ? Existing models and success stories from India and abroad. Case studies can serve as springboards for new programs, and avoid having to rediscover well established approaches. Success metrics or ways of measuring effectiveness. In addition, an EEP must also be aware of how it might fit into the curriculum at primary, secondary and higher educational levels, of how to incorporate best practices from previous programs, deciding whether it is necessary to assess and accredit entrepreneurship education, the implications of the linkages between business and education, etc. FACTORS IN SUCCESS OF EEP ARE :- Clearly, in order to navigate this variegated network of ideologies, attitudes, skills, teaching methods and assessment tools, etc. here is a pressing need for a framework that would allow the practitioner design an educational program to provide maximum value to both the entrepreneur and to the society in which s/he thrives. RE-ENGINEERING PROCESS Existing Practices| Re-engineering| Prevalent only at higher levels of education| Should be introduced at lower level also. | EEP is not sufficiently differentiated from business management education in many institutions. | Clear and specific curriculum should be introduced for both. Limited focus on research and publications| More focus should be given to research and publications| No degree awarding programs at academia| Degree awarding programs should be introduced at academia. | Lack of experienced faculty| Experienced faculty should be recruited and training should be imparted to existing faculty. | Weak linkages of University and RD centers with entrep reneurs. | Linkages should be improved. | Absence of mentor pool at all stages. | Mentor should be provided. | Policies are not responsive. | Policies need to be more responsive to emerging trends, both local and international. Overall state of affairs is confused. | Should have clear and broad vision, goals and systematic planning. | Missing culture of educating long term impact. | Training in specific skills should be introduced and also aspects of ethics, risk taking, social responsibilities, etc. | RECOMMENDATIONS * Teachers should be recruited, trained and re-trained in the area of entrepreneurship education. They should be sponsored to attend local and international conferences to acquire more knowledge so that they can effectively impart the entrepreneurial skills to the students. The university management should contact some NGOs or banks to give soft loans/grants to entrepreneurship educators to establish and run their own businesses. This will enable them to acquire practi cal experience from their own initiatives for onward transmission to business education students. * Business education students should be thoroughly taught how to troubleshoot, service, maintain computer and other related office equipment. They should also be provided with adequate information about starting a new business and about business trends in order to minimize future risks and maximize success rates. This will help them to establish consultancy firms to sell and service the computers and other office related equipment, and also run business centres. * The department of business education should constantly organize workshops for the students and invite successful businessmen and women to give talk on how to initiate, source for funds, start and run a business successfully. * The students should be made to go on attachment to successful entrepreneurs for a period of three months. This will also help them to practically acquire entrepreneurial skills that will enable them initiate, establish and run their businesses after graduation. * In order to help the students to raise capital to run an enterprise, they should be grouped. Each group will contribute money to rent a shop, equip it and run it for their practical. BIBLIOGRAPHY * http://en. wikipedia. org/wiki/Tacit_knowledge. * http://en. wikipedia. org/wiki/List_of_countries_by_GDP_(real)_growth_rate. * www. nenonline. org/page/orientation-entrepreneurship-education How to cite Enterpreneurship Education, Essay examples

How Steinbeck creates sympathy for Candy in Of Mice and Men free essay sample

Of Mice and Men is a novel written by John Steinbeck, set in America in the Great Depression of the 1930s. The main characters in the book are the clever, quick George, and his slow, child-like companion Lennie. They are itinerant workers who find work on a ranch in California’s Salinas Valley. There are many characters on the ranch, including Curley, Slim, and Crooks. However, the first ranch worker George and Lennie meet is the general cleaner/handyman, Candy. Steinbeck gives the reader a first impression of Candy as a ‘tall, stoop-shouldered old man’ with only one hand. The author constantly refers to him as ‘the old man’, ‘the old swamper’, and ‘old Candy’. Through using this epithet, Steinbeck keeps Candy’s age at the forefront of the reader’s mind, and implies that Candy’s old age is the first thing that the characters in the novel judge him on when they see him. We will write a custom essay sample on How Steinbeck creates sympathy for Candy in Of Mice and Men or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page As the only ‘old man’ on the ranch, he represents the position of the elderly in 1930s America. This shows how rare it was for a character of Candy’s age to be working on a ranch in the American 1930s Depression. Steinbeck also creates a sense of isolation for Candy as the only one of his age on the ranch, which creates sympathy for him. Furthermore, the fact that Candy is ‘stoop-shouldered’ makes him seem vulnerable, and because he has a ‘round stick-like wrist’ instead of a hand, he is not of much use on the ranch, and he is going to get fired soon. However, he cannot go anywhere else, because he is too old and handicapped, which creates further sympathy for Candy. However, Candy is very racist, and introduces the idea of Crooks as a ‘nigger’, which is a very derogatory term for black people. Candy’s vindictive comments about Crooks clearly show what the prejudices were against black people in 1930s America. When Candy is gossiping to George, he describes watching the stable buck (Crooks) being beaten as ‘fun’. Even though Candy is nearer the lower end of the social hierarchy in the ranch, he obviously thinks of himself as superior to Crooks, which is obvious when Candy is ‘embarrassed’ to enter Crooks’ room. This limits the reader’s sympathy for Candy. On the other hand, when Curley’s wife threatens Crooks, Candy tries to stand up for him and defies Curley wife: ‘we’d tell about you framing Crooks’. Thus sympathy is again created for Candy, as the reader realises that even though he feels that the black stable buck is inferior to  him, Candy still tries to support him. Steinbeck also creates sympathy for Candy through his use of direct speech. For instance, Candy says ‘s’pose Curley jumps a big guy an’ licks him’. Candy’s accent and dialect suggest a lack of education. This creates sympathy for him, as education is obligatory in England, so the reader sympathises with the character who never got the chance to attend school. Be that as it may, the author creates antipathy for Candy when the character starts gossiping. This gossip introduces and gives the reader a first impression of some of the other characters on the ranch. Candy tells George about Curley’s ‘tart’ wife, and says that Curley ‘never did seem right’ to him. He also makes George promise to ‘tell Curley nothing I said’, implying that he knows that what he is saying is offensive. This further limits the reader’s sympathy for Candy, however it is clear that he gossips to George to try and make friends with him. This gives a sense of Candy’s loneliness and desperation to have more friends, which again creates sympathy for him. Furthermore, Candy has a sheep dog, with ‘pale, blind old eyes’. Parallels can be drawn between this dog and Candy himself, for they are both old and handicapped. Therefore, when the dog is shot, this foreshadows what will happen to Candy when he gets ‘canned’. The dog is Candy’s constant companion, and has been ‘ever since he was a pup’. Consequently, when the dog dies, Candy is left alone, which reiterates the book’s strong theme of loneliness; Candy now has no one to share his life with. This creates sympathy for Candy, because just like Crooks says, ‘a guy needs somebody’. Candy and his dog also draw similarities to George and Lennie, who are companions. When the dog is shot, and Candy is alone, it foreshadows what will happen to Lennie and how George will be alone. But the difference is that Candy lets Carlson shoot the dog, while George will not let anyone but himself shoot Lennie. However, Candy later admits that he ‘ought to of shot that dog myself’, which again creates sympathy for him, because the reader knows that he regrets letting Carlson shoot the dog for him. When Candy hears about George and Lennie’s dream, he is ‘entranced’, and when he is accepted to achieve the dream with them, he shares the dream. He wants the dream just as much as George and Lennie do, and his ‘greatest fear’ is the loss of the dream. However, when Lennie dies, the dream dies with him, and Candy is left with no hope. This creates sympathy for Candy, as he is in a worse position now than he was at the start of the novel,  because now he has an understanding of what could have been. Despite this, when Curley’s wife dies, Candy is clearly more upset by the loss of the dream than by her death, which creates a sense of antipathy for Candy. Steinbeck makes use of Candy’s name to emphasise Candy’s nature and his lowly position on the ranch. ‘Candy’ is a synonym for ‘sweets’, which are commonly associated with children. Many people describe children as ‘sweet’ and ‘innocent’ and ‘harmless’, which is therefore the impression of Candy that the reader derives from his name. However, Candy could be described as the opposite of a child, as he is the oldest person on the ranch; and has the racist prejudices that children only learn of when they grow older. On the other hand, Candy does have some similarities to children, as he will soon be too old to ‘swamp out †¦ bunk houses’, and will therefore be a dependent, just like children. Candy also has a constant companion, his dog, which is similar to how little children have imaginary friends and special toys that they carry around everywhere with them. By subtly comparing Candy to youn g children, Steinbeck creates sympathy for him and his vulnerability. Candy’s name also has the suffix ‘-y’. Similar names with the suffix ‘-y’ are usually shortened versions of longer names, that show endearment. This gives the reader a sense of warmth for Candy, and sympathy for his plight on the farm. Steinbeck creates sympathy for Candy in many ways; however he also creates antipathy for the character. In giving Candy both a side to sympathise with as well as a side to dislike, the author creates Candy as a realistic character. Although Candy does have some faults, Steinbeck allows the reader to easily have sympathy for him.

Part 1 Chapter 1-8 1. Chapter 1 Introduces Readers To The Town Of Mayc

Part 1 Chapter 1-8 1. Chapter 1 introduces readers to the town of Maycomb, its apperannce, its inhabitants, and the particular attitudes of many of its people. Find a sentence or a paragraph which illustrates each of the following attitudes/ideas. Quote at least a portion of the sentence or paragraph and give page number. a. pride in ancestry and "tradition" "tired old town" - p.9 b. pride in conformity and distrust of those who are different "Maycomb County had recently been told that it had nothing to fear but fear itself" - p.10 c. awareness difference in social classes "nothing to buy and no money to buy with it" - p.10 d. narrow span of interest and almost no interest in the world outside Maycomb. "nothing to see outside the boundaries of Maycomb County" - p.10 2. Approximately when does the story negin? Show evidence to support your answer. The setting of the story take place in Maycomb County, Alabama, during the 1930's. The neighborhood overall is very poor, with farming being the major way of making a living. (Cotton-farming) 3. What do we know for certain about Boo Radley? The Radley place and its mysterious inhabitant are described ub great detail. Scout was telling the story about Boo Radley, she said Radley was locked up as a teenager for once getting in trouble with police. Radley has been in the house ever since, although some people are convinced he come out at night. 4. Why is Boo fasinating to the children? At the summer, when Dill come out and play with Scout and Jem, Dill has always found interesting studying Boo's place, because Dill think Boo is phantom bogeyman. Chapter 2 1. Scout makes three mistakes during her first day at school. What are her mistakes, and why do they make Miss Caroline so angry? First of all, the teacher found out that Scout already can read, so she make Scout promise not to read to with her father; second, the teacher found out Scout was writing a letter to Dill, the teacher stop her from writing it and told Scout that in Grade 1, you only learn printing, and in Grade 3 you learn writing; third, Scout was tring to explain the ways of the Cunninghams, a family of poot but proud farmers who refuse charity. Miss Caroline thinks Scout is being insolent and after slapping her hand. 2. Why are the professional people in Maycomb poor at this time? The professtional people is poor at that time I think is because their learning system is so limited, student have no chance to things other than what the teacher have teached. 3. What is the WPA, and why won't Mr. Cunningham work for it? WPA stand for Works Progress Administration. He didn't work for it because he is proud of himself, he won't take help and charity, he take only what he work for. Chapter 3 1. Calpurnia lectures Scout on manners when Scout criticzes Walter's manners and Atticus supports her. What does this tell you about how both Calpurnia and Atticus feel about others? Scout has a good relationship with Atticus but she doesn't real ly like Calpurnia since she think Cal hates her because they always argue about things and always takes the side of Jem. And the point of view from Cal and Atticus is very difference. Cal will give lecture to the children if they did something wrong, but Atticus will try to impact the important message to the children. 2. Burris Ewell, Walter Cunningham, and Chuck little are all from extremely poor families. However, there are great differences both in appearance and in attitudes, particularly between the Cunninghams and the Ewells. What are those differences and why do you suppose they exist? Between Burris Ewell, Walter Cunningham - They are both from a very poor family. But Walter's family is respectable, but Ewell's family is disreputable. Ewell have no attemp of dressing up to school, following rule, or even come back to school again. But as for Walter, he attend school in a clean shirt and neatlt mended overall. This is to show how disreputable Ewell's family is, and pr epare us to the up coming

The 8 Best Scholarship Websites and Search Tools

The 8 Best Scholarship Websites and Search Tools SAT / ACT Prep Online Guides and Tips Searching for relevant scholarships is perhaps the most frustrating part of the scholarship application process. There are so many awards out there, but it’s hard to know which ones are worth applying to without carefully sifting through an overwhelming amount of information. To make your search just a little bit easier, we’ve compiled some of thebest scholarship websites(and offlinesearch tools!) you can use to find scholarships. Of course, some are better than others - I’ll also go into the strengths and weaknesses of each scholarship search method. At the end of the post, you’ll find tips for getting the most out of these scholarship search tools. They’re only helpful if you know how to use them effectively and efficiently - these strategies will help you navigate the (sometimes confusing) world of scholarship search tools. 7 Helpful Online Scholarship Search Tools Online tools are awesome because you canaccess huge databases of awardsfrom the comfort of your laptop. There’s no question that there’s almost an overwhelming number of scholarshipslisted on each of these online tools - the question is whether or not you can find scholarships that actually apply to you. Some of these search tools are verypolished, whereas others look kind of scrappy. Some keep your information private, whereas others subject you to a LOT of college spam. Ultimately, though, they all provide access to info about thousands of scholarships. Your own priorities will dictate which search tools you’ll prefer. To help you figure that out, I’ve listed the strengths and weaknesses of eachof these tools after trying them out myself. I think it's difficult to come up with a strong scholarship application strategy without a general idea ofboth what awards are available and what these awards look for in student applicants. I'd encourage you to spend a few hours just exploring these databases - just to check on what's out there - before doing a more focused search (perhaps with the assistance of a guidance or college counselor). Here’s the good stuff - the most popularscholarship search tools: College Board's Scholarship Search This site is perhaps the most well-known scholarship search tool available. It searches for awards based on so many criteria that you may find scholarships in some unexpected places. You can enter in as much or as little identifying or demographic information as you’d like. The scholarship search tool then lists any scholarship award you may qualify for based on the info you’ve entered. If you already have a specific award in mind, you can use the search function to search for it in the College Board scholarship database. Obviously, the more information you enter, the more relevant and helpful the search results will be. Some of the information you can enter includes minority status, disability status, religious affiliation, and veteran status. Pros You don’t have to sign up for anything, or provide any personal identifying information, in order to use the scholarship search. The scholarship search results include basic information on eligibility requirements, award numbers/amounts, and application deadlines. You can also select whether you’d like to search for awards based on financial need, academic achievement, or both, which is an awesome function. Cons Lists sweepstake scholarships where you have to sign up for different sites (and subject yourself to spam) in order to apply. It’s the responsibility of the scholarship organization to update policies, awards, or requirements - many things may not be up to date, although the site itself updates regularly. You can’t enter in academic information (like GPA or ACT/SAT scores) to filter out awards where you may not meet these criteria. You’ll have to sift through individualawards, all with varying eligibility requirements, to see which ones may be a good fit. The College Board is best known as the creator of the SAT, but its scholarship search is one of the best options out there. Scholarships.com Scholarships.com claims to be the largest free scholarship search resource available, with over 2.7 million scholarships listed in their database. You have to make an account, but Scholarships.com promises to keep your information private. The site lets you save, â€Å"favorite,† or remove scholarship matches associated with your account. Pros The site claims to update daily, although just like with College Board, responsibility lies with the actual scholarship organization to provide new info. It’s easy to see how many awards are given (and how much the awards are worth) witheach scholarship listing. The save/favorite/remove functions make it easy to pare down awards you’re interested in. Their privacy policy easily allows you to opt-out of having your personal information shared. Cons There are scholarship â€Å"ads† at the top of your match results from sweepstake-esque scholarship programs. These awards aren’t exactly illegitimate, but they’re created to get you to sign up for various sites or services. You can’t search by keyword or by scholarship type. Fastweb You can enter academic info (GPA, intended major) and other helpful identifying info (ethnicity, citizenship status, military status) to get scholarship matches when you make a profile with Fastweb. You can also enter in other relevant activities - like sports, student activities, SAT/ACT score, educational background, and career goals - to possibly get a more tailored list of awards with Fastweb.Again, the more specific you can be with personal information, the more relevant the scholarship matches will be. Pros The scholarship search results include basic information on eligibility requirements, award numbers/amounts, and application deadlines. Scholarship matches are listed in order of application deadline, so you don’t have to worry about checking out awards where the deadline’s already passed. Scholarships are rigorously vetted (according to Fastweb), so you won’t have to worry about submitting personal information to a sketchy organization and falling prey to a scholarship scam. Cons You have to sign up with your email address, birthday, phone number, and address, which opens you up to spam. Just like with the College Board, you may have to sift through awards that you find undesirable. Some of them are sweepstakes awards, whereas others are scholarship programs with clear ulterior motives and/or political agendas. It’s the responsibility of the scholarship organization to update policies, awards, or requirements - many things may not be up to date. ScholarshipMonkey.com This scholarship tool claims to offer over 1 million scholarships, from over 4,000 sources, worth more than $3 billion. It’s unclear how often they update their database, however, so it’s impossible to know whether the listings are valid without checking them out yourself. You can search for scholarships in three ways: Setting up a profile and seeing scholarship matches Searching by keyword (e.g. an academic or extracurricular interest) Checking out lists of scholarships (e.g. scholarships for women, nursing scholarships, scholarships by major) Pros You don’t need to sign up for anything or make an account to use the keyword search or the â€Å"list† search function. In theory, the profile-matched scholarships shouldpresent better scholarship options than just randomly searching for awards. Cons The keyword search function isn’t particularly helpful. It doesn’t sort by relevance, so it's easy to miss important awards. The scholarship preview descriptions don’t tell you how much money is at stake. In order to find out what you could win, you have to click through to read more. A lot of the links to scholarships are outdated. I got a lot of â€Å"internal server errors† or â€Å"application errors† when trying to read more about various awards. To work around this problem, you could always Google the award name to learn more. If you make a profile to get scholarship matches, your information won’t remain private unless you opt out from their standard policies upon sign-up. Cappex With Cappex, you receive scholarship matches by completing an online profile. They don’t ask you about as many personal characteristics as the College Board, but you can enter basic academic info (like your weighted and unweighted GPA). It’s unclear whether this info helps match you to scholarships or whether it’s just provided to colleges who may be interested in you. You’re asked a lot of questions about your college preferences, presumably to match you with scholarships available at different schools. In reality, I imagine a lot of this information is actually provided to the colleges themselves (along with your GPA). Cappex has a special â€Å"Be Recruited† program which may help varsity athletes connect with schools to earn scholarships for sports. Pros Cappex seems to be fairly selective with the scholarships listed. It's easy to sort the scholarships into â€Å"will apply/might apply/will not apply† categories for future reference. It's easy to tell how much anaward is worth, what you have to do to apply, etc., without having to jump through too many hoops. Cons This site seems to serve more as a college search tool than a scholarship search tool. You’re forced to provide information about your home address, which is presumably given out to third parties (you might get a lot of brochures in the mail from interested schools). â€Å"Featured† scholarships (i.e. ads) are listed at the top of your matches. Your Regular Old Search Engine Using a search engine like Google gives you a lot more freedom and flexibility when you’re searching for scholarships. Google is also much better at presenting relevant, legitimate results if you have specific keywords in mind. You might find individual awards or lists of relevant scholarships that others have already put together. An obvious (put important) search tool for scholarship awards Pros You’ll be directed right to scholarship organizations’ pages. You’ll likely come across compilations of scholarship programs like the ones we do here at PrepScholar. It’s easier to search for scholarships based on niche interests, skills, or passions. It’s also an important tool if you plan on looking into local scholarships (which you should definitely do - they tend to be less competitive than national awards). Cons There’s a lot more irrelevant information to sift through if you’re not specific enough with your keywords. You should be wary of ads, sweepstakes, or any scholarship program where you have to enter sensitive information (e.g. your social security number) or credit card payment. You’ll have to keep careful notes on which scholarships you’re interested in. PrepScholar Our blog has tons of free content on available scholarships, whether you're looking for information onpopular individual awards or broader guides to scholarship applications in general. Here are some of our most popular posts to get you started: Top scholarships for freshmen and sophomores Top scholarships for high school juniors Top scholarships for high school seniors Top minority scholarships Top engineering scholarships How to win a full ride scholarship Colleges with full ride scholarships How to win a local scholarship How to win a Gates Millennium scholarship How to win a Coca-Cola scholarship How to win a Florida Bright Futures scholarship How to win a McDonald's scholarship Bonus Offline Scholarship Search Tool: Your Guidance and/or College Counselor Shockingly, there are places you can go besides the internet to get information about scholarship programs.If you’re serious about your scholarship research, you should definitely schedule a meeting with your guidance or college counselor. They likely have insider info on scholarship programs that may be a good fit for you, especially when it comes to local awards. If you have unique skills or needs (e.g. you’re hoping to be recruited for a college sport), your counselor may also be able to help guide you through the process - this mentorship definitely isn’t something you can get from an online scholarship search tool. The VeryBest Scholarships Websites As you can see, you have a lot of options when it comes to the tools available to search for scholarships. The question of which one youshould usewill, like most things, come down to personal preference. I’d encourage you to at least briefly check out all of the above search toolsto see which ones might appeal to you. If you only have the time or the patience to check out one or two scholarship tools, though, I would recommend The College Board and Scholarships.com. I like College Board for a few reasons - first, it looks the nicest. I know this isn’t super important, but I really appreciate an easy-to-use and aesthetically appealing site. Perhaps more importantly, I also like that they’re the most thorough in their scholarship match questionnaire, ensuring that no rock will go unturned when it comes to finding appropriate awards. Finally,it’s a big plus in my book that you don’t have to make an account and provide identifying information in order to use the service. I’d recommend Scholarships.com because it’s perhaps the largest scholarship search engine out there. It tends to do better than other engines (especially Fastweb) when it comes to matching students with appropriate awards. I also appreciate that you can opt out of having personal info shared with third parties. None of these search options may be perfect, but some are better than others. Tips for Using Online Scholarship Search Tools You may have noticed that a lot of the cons listed above areshared among many scholarship search tools. If you want to avoid the most common drawbacks that come with using popular search tools, follow these tips and strategies. If You Don't Want to Be Spammed With Emails or Snail Mail: Avoid search tools that require you to provide an email address or physical address unless it’s clear that they don’t provide that information to third parties. Make an email address that’s dedicated only to these scholarship search engine profiles.Instead of getting overwhelmed with spam in your personal account, you'll just get emails in this throwaway account. Opt out of having these search engines pass on your info to third parties whenever possible. If You Want to Find Best-Fit Scholarships: Use more than one scholarship search strategy. Some databases may be better equipped to list relevant scholarships for you based on your interests and background. Don’t just look at just big, impressive awards - they may be particularly tempting, but it’s a waste of time and energy to apply to them unless you’re an exceptionally good fit (competition for those scholarships is usually crazy). Look for local scholarships. You may have more luck finding awards that are geared towards students in your area. If You're Feeling Overwhelmed by the Number of Available Awards: Don’t let your scholarship search creep into time you spend on schoolwork and important extracurriculars. Your grades, in particular, should be your #1 priority - higher grades will help you win merit scholarships (that you don’t even have to apply for!) to certain schools. Plan on applying to 8-10 scholarship programs, and be strategic about it. Approach it like you would your college apps - a few â€Å"reach,† a few â€Å"safety,† and a few â€Å"target† awards. Keep your own notes (try an excel or Googlespreadsheet) with informationon the scholarships you’re interested in and the criteria you care about - e.g. deadlines, application components, award amounts, and eligibility criteria. It’s important to have all this info consolidated, especially if you’re using multiple search tools. What's Next? Now that you know how tofind scholarships, your next step should be figuring out how towin scholarships. We have a lot of information to get you started. Start broad with our guides on how to win a full ride scholarship or how to win a community service scholarship. Looking at some bigger, competitive national awards? Read about how to win the Gates scholarship, the Coca-Cola scholarship, the Walmart scholarship, and the McDonald's scholarship. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Film Analysis Movie Review Example | Topics and Well Written Essays - 2000 words

Film Analysis - Movie Review Example She happened upon a truck stop Baghdad Cafe which is already dilapidated, yet struggling. Meanwhile, the owners of the cafe Brenda played by C.C.H. Pounder was also having an argument with his husband, and the husband left Brenda, too. Brenda is a tough wife-mother and short tempered. She was skeptic when Jasmin rented a room at an adjacent motel and remained suspicious of the foreigner’s motives. But later on, Jasmin and Brenda became friend and Jasmin was even allowed to work at the cafe. Percy Adlon claimed that the movie â€Å"exemplifies how one person in the right place can affect a community of lives,† may be a fictional exaggeration but achievable in reality through concerted efforts of major and minor characters. But the movie was able to build up in its simplicity through the gradual introduction of various characters. There were Brenda’s children including her son played by Darron Flag who played the piano, the glamorous tattoo artist Debby played by C hristine Kauffman, a former Hollywood set painter Rudi Coxx played by Jack Palance. The last two are just two of the regulars of the almost deserted cafe. So much like in real life, it took effort and initiative to foster change at any environment. And Jasmin’s German fastidiousness soon crept up she started cleaning her motel room and the cafe. She also developed fascination with savvy-talking Rudi who proposed to paint a series of portraits of Jasmin, with every painting bolder than the last. To keep herself engaged and busy, Jasmin also started learning the magic kit found in her suitcase and showing her skills to the thinning cafe customers. However, it was this small magic show that soon spread by word of mouth among the trucking community. The cafe soon peaked and packed. Through the presence and efforts of one person- Jasmin – Baghdad Cafe became a place to go. It became an interesting place because Jasmin started to care for the place and the people in it. The desert setting, a â€Å"middle of nowhere† feeling that is also a metaphor of what Jasmin and Brenda are going through: like a mid-life crisis that is so vast, bland, and nowhere to escape. The boomerang represents a reciprocal experience of what one gives and being returned, such as what Jasmin gave to the others, and then, returned back to her. The magic tricks, too, meant to represent the efforts that individuals provide for others may actually serve as trigger for surprising things to come. Such can be said to Rudi Coxx who has retired as a painter, and yet, he strangely began to have interest on the work again. In the beginning, a common denominator about the characters in Baghdad Cafe is their being stuck on a rut. Life has become so mundane and boring they seem to have succumbed to an end, a plateau. This can be said of Jasmin, Brenda, Rudi, and the rest of the characters of Baghdad Cafe. Yet, when Jasmin started to make the most of what she have, with cleaning materia ls at hand, perspectives have changed. From Brenda’s suspicion arose the glaring message that Jasmin might be sending. However, Jasmin did things out of sincerity and a need to address her own rut. Through her efforts, Rudi also started to have interest about painting, again. Brenda and her children became more inspired to improve the cafe. The presence of Jasmin, one person in the right place, has helped change the perspective of

Racism Essay Example | Topics and Well Written Essays - 750 words

Racism - Essay Example Two of these stereotypes are the idea that Chinatown and Chinese people are somehow immoral and dirty. A lot of the background of these and other racial ideas has to do with a shift in the thinking of the nineteenth century "from ethnocentrism to a radical biological determinism," where people tried to come up with scientific proof that one race was somehow better than another (Anderson 585). These resulted in stereotyping of other races and also, such as in the case of Chinatown, the splitting apart from mainstream society of other races so that their lesser qualities would not "contaminate" white society (Anderson 585). Anderson quotes a secretary of state from 1885 in Canada who says that Chinatown is "attended with evils" and that "because of their habits of lodging crowded quarters and accumulating filth, is offensive if not likely to breed disease" (Anderson 586). This idea continues to grow in the period from then until the 1920s. Darwin's ideas and other scientific advances w ere used to argue that Chinese were inferior, dirtier, and that the areas they lived were bad because of this. It was the council of Vancouver who officially labeled the area "Chinatown" in the 1890s and then actually destroyed some of the buildings because of supposed health complaints. The other idea which grew at the same time period was the idea of Chinese immorality. Anderson says the area was seen as "non-Christian, uncivilized, and amoral" and that because of this perception, Chinatown was supposed to be a lawless opium-addicted area with "wickedness unmentionable" (589). At the same time he disagrees that this perception came about purely because Chinese people were not white. He says that instead, the government was motivated by "economic competition" and racial myths which were thoroughly embedded in the government's employees (Anderson 590). 2) In the Aitken reading on school shootings, how is the media depicting these tragic events? And, what is the importance of place i n the varying reactions to the murders? Aitken talks about several school shootings which took place near San Diego in 2001, and compares these to the Columbine shooting that was so shocking when it happened. Several other authors have claimed that the Columbine shooting was inspired by Neo-nazi movements, and that it is disturbing that the media did not report on this information (Aitken 594). Although Aitekn does not think the San Diego shootings were inspired in the same way, he says there is still an element of racism in how the media represented them in news. Specifically this has to do with where the murders took place. Aitken argues that both the place of the school shootings and the way the media reported on them after they happened point towards what he calls "a normalizing and mythic geography of fear" (595). What he means by this seems to be the combination of the old idea everybody has that it can never happen where a person lives because where that person lives, at leas t in America, is always normal, middle-class, and safe. The fear and horror takes place in other parts of the world, or in non-white communities, in places other than the "mythic place of white middle-class America—

See the file Essay Example | Topics and Well Written Essays - 1750 words

See the file - Essay Example This paper provides an insightful analysis of the thoughts of Descartes and Bentham regarding whether we should eat animals or not As mentioned earlier, Descartes argued that animals do not feeling pain even though they act as if they do. They are like machines, which can be used at anytime for any purpose. Unlike human beings, animals do not feel pain at all. This implies that when they are killed for consumption, they do not feel any pain for it. For this reason, animals can be used as food, just like the vegetables and the fruits. The fact that animal kept and domesticated just like plants implies that they can be used by human beings for food (Warren 164) . Their necks can be cut off the same way the plant tips are cut and they do not complain. In of support of the reasoning that the animals should be eaten, Descartes argues that animals do not have rights, unlike the human beings. The same way the plants are used they should be used to provide food for the human beings who are far much superior to them. Human beings do feel pain especially when they are cut. This, according to Descartes, is unlike to happen to the animal (Pickering and Norman 513). Animals should be treated like the machines since they are like the objects; the same way we use a tractor to plough. Moreover, he argues that anything that feels pain should be pitied. Human beings are emotional beings; if the animals were feeling pain they would be pitied. According to him, it would be so remorseful to see the animals go through the painful state of being slaughtered. Since them do not feel any of these they should be killed according the human being’s wish. It can be so remorseful to see a fellow human being slaughter unlike an animal. The cry of the fellow human being can make another human being feel sad or cry as a result. If animals were emotional, they would cry if they see a human being slaughter a fellow animal. Animals should be eaten as they eat one another, this show that they

Protection of Biometric Templates

Protection of Biometric Templates Protection of Biometric Templates Stored on an Authentication Card by Salting the Templates Problem Statement The proposed research addresses the problem of protection of biometric data stored on templates using a system-on-card approach for smart cards by proposing a method to salt the templates. Research Statement This research proposes a robust and resilient method to salt the templates stored and matched on-card. It prepares a salt using a fingerprint template of a randomly chosen finger, the serial number of authentication card and a system generated random PIN. The salt is used to encrypt the templates of different fingerprint templates created and stored on card. During authentication, a template of the finger chosen randomly to prepare the salt during the enrollment phase is obtained and a PIN is provided by user. These two inputs along with the serial number of card is used to prepare the salt and again encrypt the live template provided by user for authentication. Once, the stored encrypted template and the created encrypted template matches, the user can be considered genuine and granted access further. This method is implemented on system-on-card smart cards to provide users more security and privacy. Abstract This research proposes to provide a secure method to prepare salt for encryption of templates stored on the authentication card using what I am, what I have and what I know which is highly resistant to known attacks against match on card technology. The user will be provided with a Java card with an embedded fingerprint reader on the card. The user has to provide a fingerprint which will be captured by reader embedded on-card and this fingerprint will be used to prepare salt along with serial number of Java card and a 4-digit PIN input by user. The salt will be prepared to encrypt the live template of another fingerprint chosen randomly by system, generated by the system on Java card. The encrypted live template and the stored salted template will be compared to establish if the user is genuine or not. The user will be authenticated based on the values of decision if it passes a certain threshold value. Resources The resources we intend to use to complete this research is Google Scholar, IEEE Xplore, Research Gate. Connection to the courses of the MISSM Program Various courses of MISSM program are linked to the proposed research as described below: Cryptography: The basics of Biometrics and JAVA card technology, using challenge and response for any type of environment such as banking, high-security settings etc. Also, RSA certificates for web authentication during communication with server. Security policies: Different policies and standards governing the management of biometric data i.e. ISO/IEC standards etc. Also, different policies that can be implemented to ensure sound use of proposed method. Governance Risk and Control: Considering the advantage of defense-in-depth concept by adding an additional layer of security for the notion of risk management in physical access authentication /security. Review of related research The research related to this proposal contains the discussion of match-on card and system-on-card approach and how system-on-card technology provides additional security and privacy to user. The review is divided into four section as described below: Fingerprint Authentication Systems Biometrics are automated methods of establishing a persons identity based on his/her physical or behavioral characteristics [1]. There are various physical characteristics that can be used for authentication system such as iris, fingerprint, palmprint, hand vein pattern etc. For each biometric authentication system, a biometric is chosen based on various factors such as Universality, Uniqueness, Accuracy, Maturity, Durability as described in Smart Cards and Biometrics [2]. Fingerprints is most widely used from the date of origin of biometrics. The following matrix table clearly shows that fingerprint is most suitable biometric trait that can be used. Fig 1. Report of Defense Science Board Task Force on Defense Biometrics [2] Like any other authentication system, fingerprint authentication system also consists of four basic fundamental components Input mechanism, Matching methodologies, Decision making procedures and database of biometric information. A conventional biometric authentication system consists of two phases: Enrollment and Verification as explained in Fig 2 [3]. Fig 2. Framework for Fingerprint Authentication System [3] During Enrollment phase, user is asked to input a fingerprint. Different features are extracted from this fingerprint and a template is created by a one-way function that transforms the features extracted into a mathematical form using different functions. This template is stored in a database which is used during second phase of authentication i.e. Verification. During Verification phase, user is again asked to provide fingerprint. Again a template called live template from the input fingerprint is generated and then the stored template in database and live template are compared to authenticate the user as genuine or not. The proposed research focus on template protection algorithm to protect the biometric template (or reference) before storing them in database. Templates are generated by extracting specific features from a biometric trait (in this case it is fingerprint) of user. The template is a short hand description [12] which provides essential information about the original fingerprint. Templates can be stored in database as such without passing them through any protection algorithm, which will save time and less resources are required for whole process. But unprotected templates are very serious threat to the integrity of whole fingerprint authentication system (or any biometric authentication system). Also, the template can be easily manipulated and is used for speed of comparison. As demonstrated by Ross et. al. in [13] that information can be extracted out of the template and original fingerprint can be regenerated.ÂÂ   In their paper, three level of information was obtained from the minutiae template of fingerprint. The information about orientation field, fingerprint class and friction ridge structure was extracted out and based on that information the fingerprint was synthesized again. It proves the notion that getting original fingerprint from the template is nearly impossible to be untrue. Hence, the protection of template is very crucial and cannot be ignored. Fingerprint templates are generated from specific features of the fingerprint input by user. Fingerprint template includes information for each minutiae point, such are position of the point on an XY-axis, distance of one minutia from all others or gradient information of each minutia. Gradient information gives the slope of the line segment extending from minutia being described [12] as shown in fig. All this information for each minutia of a finger makes a fingerprint template for a finger. Similarly, template for each finger can be constructed and stored in database. Templates can be a two dimensional matrix in which rows represents each minutia and column represents different type of information about that minutia. Examples of standardized and widely used template formats are ANSI INCITS 378-2004 and ISO/IEC 19794-2. ANSI INCITS 378-2004 template format consist of three standards for fingerprint data interchange which are as follows: ANSI INCITS 377-2004 Finger Pattern Data Interchange Format This standard defines the content, format and units of measurement for the exchange of finger image data that may be used in the verification or identification process of a subject [14]. It exchanges unprocessed image of fingerprint. This standard is used where there is no limit on the resources such as storage and transmission time. ANSI INCITS 378-2004 Finger Minutiae Format For Data Interchange The Finger Minutiae Format for Data Interchange standard specifies a method of creating biometric templates of fingerprint minutiae, such as ridge endings and bifurcations [14]. The structure of minutia data format is defined in the figure below. The extended data blocks contain additional information about the minutia. Fig Structure Minutia Data Format extracted out from [14]. ANSI INCITS 381-2004 Finger Image-Based Data Interchange Format The Finger Pattern Based Interchange Format standard specifies a method of creating biometric templates of fingerprint biometric information using ridge pattern measurements found in fingerprints. The fingerprint image is reduced and then grouped into small cells of 5*5 pixels. Then these cells are analyzed separately [14]. The template generated may be used for two principal purposes [14] which are identification and verification. In both cases a live template is generated from fingerprint input by user is compared with the template stored in database. The chances of these two templates being an exact match is very small because of dirt, injury or poor quality of fingerprint itself [14]. Therefore, a threshold value is specified which is called a correlation coefficient [14]. The value of this coefficient must be set particular to the application. This is because, if this value is high then there a high chance of FRR and if this value is low, then there is high chance of FAR. Examples of application of fingerprint authentication system are law enforcement for identification of criminals, airports to provide rapid services to a high number of passengers etc. In a conventional fingerprint authentication system, there are various points of attack as identified by Ratha et. al. [4] which can be exploited by an adversary as seen in Fig 3 [5]. Different attacks that can be performed on these points can be grouped into four categories [5]: Attacks at user interface: These types of attacks use fake finger made of gelatin or latex and fabricated fingerprint is given as input to reader device that captures the fingerprint. These types of attacks can be mitigated by developing hardware and software solutions more sensitive to the liveness of the fingerprint. Attacks at interfaces between modules: Different modules of fingerprint authentication systems communicate with each other. For example, fingerprint reader sends the fingerprint image to feature extractor module (Fig 3) through a communication channel. And if, this channel is not secured physically or cryptographically [5] then the data can be intercepted and attacker can get access to the original fingerprint. Another attack that can be performed is to launch replay or hill- climbing attacks [5]. Attacks on the modules: An adversary can attack either the communication channel or the modules itself. If the channel is secured using cryptographic measures that does not secure the entire authentication system. An attacker can execute various attacks to take possession of modules and force them to work according to his/her will and intentions. This can cause system to deny even the legitimate user and allow illegitimate user by feeding wrong input or modifying the decision. Attacks on the template database: The templates stored in database can be attacked and is one of the most potentially damaging attack [5]. These attacks can be performed either to modify the templates or retrieve the original fingerprint. Fig 3. Points of attack in a generic biometric authentication system [5] All these attacks can compromise the authentication system and present a threat to access privileges of sensitive data or location. Some of the attacks that can be performed and described in figure above include presenting synthetic finger made from either silicone or gelatin. This synthetic finger has a fingerprint printed on the side facing the sensor. Then this fake finger is used to give system input. This attack can be countered by improving the liveness detection of the hardware as well as software as described in [15]. Replay of old data can be mitigated by limiting the number of attempts an individual can make before permanently locking out the person from the system. Communication channel which is used to transmit template from database to matcher module can be intercepted and template can be obtained while in transit. So, additional security measures are needed to be taken such as establishing encrypted channels which is again an overhead. If the template is modified in tra nsit, then attacker can perform DoS attack and prevent genuine user from getting access to the system. Similarly, if the final decision can be modified and allows the foster to enter into system. Also, if the matcher is overridden by attacker then the decision of the matching is compromised without any doubt and hence, the whole system is compromised. Smart Card Smart cards are also called Integrated Circuits Card (ICC) in ISO/IEC 7816 standard. These types of cards are made of plastic with a metallic chip inside it. There are two types of chips as described in [11] which are memory chips and microprocessor chips. Memory chips consists of control logic [11] and are used for storage purposes. These chips are used to store data only. Whereas, microprocessor chips have a programmable processing unit along with a calculation unit and little storage to carry put various operations. A plastic card with microprocessor chip is called smart card [11]. These type of cards can be used for various purposes such as payment, authentication, document storage, portable files storage etc. For different applications of the smart card require different operations to be performed by CPU embedded in the chip. CPU of the smart cards require power to carry out the operations which is the reason that a card reader device is necessary component of the authentication system. The smart card and card reader terminal communicates with each other to transfer data. Terminal requires different information and responses from the card to carry out the desired operations. To get required service, terminal sends a request to the card which is received by on-card application and executes the operations as requested and provide terminal with responses. The communication between the card and the terminal is protected by establishing a secure channel. Also, different cryptographic algorithms are used for protection of information transmitted between terminal and the card. These algorithms are processed using the calculation unit embedded in the microprocessor chip. The secure channel is established using cryptographic protocols. The transmission occurs similar to communication using OSI reference model [11]. The transmission of data between card and the reader takes place in units called APDU (Application Protocol Data Unit). There are two types of APDUs which are categorized as command APDUs and response APDUs.ÂÂ   ISO/IEC 7816-4 defines a command set consisting of various commands (some are mandatory and others are optional) for development of the applications by different industries. The basic idea behind this approach is that an application developed by any vendor will be compatible with the chip card. Structure of APDU can be found in Appendix. Smart cards have card managers to administer and manage all the card system services [12] and operations. It can be viewed as an entity that provides functions very similar to runtime environment of card, represents the card issuer and verifies the users identity. It can also be seen as three different entities as described in GlobalPlatform Card Specification 2.1.1, as follows: The GlobalPlatform Environment The Issuer Security Domain The Cardholder Verification Methods Issuer Security Domain can be considered as entity representing card issuer on-card. It consists of data that shall be stored on-card as listed below [12]: Sr, No, Name (Tag of ISO/IEC 7816) Description a. Issuer Identification Number (Tag 42) Maps the card to a particular card management system. It is of variable length. b. Card Image Number (Tag 45) Used by card management system to identify the card among its database. Also, has variable length. c. Card Recognition Data Provides information about the card before communication starts between card and card management system. It is contained in Directory Discretionary Template (Tag 73) d. On-card key Information Different keys are stored in persistent memory of card. Key consists of various attributes such as key identifier, key version number, associated cryptographic algorithm and key length. All key components associated with an entity (e.g. symmetric and asymmetric key are two different entities) has same key identifier Keys are managed by Issuer Security Domain These data in Issuer Security Domain can be accessed using GET DATA command. Fingerprint Match-on-card and Fingerprint System-on-card In a conventional biometric authentication system, a template generated during verification is sent to server where it is matched with the stored template in database. Live template must be protected against attacks while in transit to server. Even though templates are results of one-way function but original fingerprint image can still be prepared using different attacks. To address the problem of template compromise in transit, modules of biometric authentication systems described in Fig 3 can be grouped together. These types of groupings can be used to counter the attacks described above. In the article Encyclopedia of Biometric, Chen Tai Pang, Yau Wei Yun, Jiang Xudong and Mui keng Terrence explained four different types of approaches that can be taken to group the modules and placing grouped components of authentication system on an authentication card (which is also called a smart card) such as Java card. These approaches are a) Template on-card b) Match-on-card c) Work sharing on-card d) System-on-card This research focuses on limitations of Match-on-card approach and features of System-on-card approach that overcome these limitations. These approaches are described below. Also, the limitations and how they affect the integrity of biometric authentication system is also defined. Match-on-card is defined as the process of performing comparison and decision making on an integrated circuit (IC) card or smartcard where the biometric reference data is retained on-card to enhance security and privacy [6]. During enrollment, the template generated from the fingerprint is stored on the secure area of cards storage. To accomplish on-card matching, live template is generated after capturing and feature extraction of fingerprint of user using an interface device. This live template is uploaded to the card for verification process. On-card matching follows the same process flow as defined in fig 4 but with Matcher and Database module that has stored template on-card. Matching function executes on- card rather than on a server. This solves the problem of attack on interfaces of modules described above. Fig 3 explains match-on-card process for biometric verification [6]. Fig 4. On-card matching process [6] User inputs his/her fingerprint using Biometric terminal. Features are extracted from the input and a live template (or here its called query template) is generated. This query template is generated off-card but sent to card for matching. Cards matcher module retrieves the stored template from the secure storage area of card and compare two templates. This comparison result is handed over to on-card application and thus, original template and the result always resides on the card. Dotted line represents the application firewall that restricts the access of application to matching module [6]. Attacks on interfaces between modules also stems to attacks on database in which templates are stored. If the interfaces or the communication channel is compromised, then the data travelling among different modules can also be compromised. If not intercepted, at least modification can be performed to execute DoS attack for a legitimate user. To deal with this limitation, system-on-card approach can be used. System-on-card means the whole biometric verification process, including the acquisition, is performed on the smartcard. The smartcard incorporates the entire biometric sensor, with processor and algorithm [6]. Fig 5. System-on-card Technology [6] Smartcard equipped with fingerprint reader is inserted into an interface device which provides time and power to card. Then user is asked to provide his/her fingerprint which is captured by the fingerprint reader on-card. Different features are extracted out from the fingerprint and different incorporated algorithms on-card [6] transforms that input into a mathematical form (template). The template is stored in secure area of cards storage. The whole process takes place on-card providing more security and privacy to user. System-on-card is more secure because the template stored and query template is always present on-card and only the result is sent to host-side application. Template Security This research focus on the security of the template before storing it in database. Fingerprint of an individual is very unique. It makes it an ideal factor for authentication systems. No two persons can have same fingerprints providing high security, privacy and integrity to authentication systems using fingerprint. Even though this makes the biometrics strong among all other factors of authentication but it also is its weakest point. Unlike any other computational algorithms, biometric information of a person is unique and once compromised, cannot be recreated. It makes the protection of templates very crucial to protect the integrity of biometric authentication systems. Two approaches can be considered to secure the templates. Either, a) database can be protected against different attacks by implementing various security measures such as firewalls or b) templates can itself be protected against attacks so that even if the database is compromised, original fingerprint can still be protected. Since, the template itself is very specific information which makes it quite useless for attacker to get original fingerprint image from template. But it is still possible to create original fingerprint using the algorithm defined in [13]. According to ISO/IEC 24745 [7] standard, all the Biometric Template Protection Systems must fulfill three main requirements: Noninvertibility: It should very difficult to retrieve the original template from the final protected template reference stored in database. The noninvertibility prevents the abuse of stored biometric data for launching spoof or replay attacks, thereby improving the security of the biometric system [3]. Revocability: It should be computationally difficult to obtain the original biometric template from multiple instances of protected biometric reference derived from the same biometric trait of an individual [3]. It makes it possible for issuer to issue a new template to user in case of a compromise, without bothering about the probability of success for an attacker using the old template. Nonlinkability: It should be tough to establish relationship among different instances of templates derived from same biometric characteristic of user. The nonlinkability property prevents cross-matching across different applications, thereby preserving the privacy of the individual [3]. Methods for Biometric Template Protection As described by Anil K. Jain, Karthik Nandakumar and Abhishek Nagar in their article Biometric Template Security [8], Template protection schemes can be categorized into two main groups viz. feature transformation and biometric cryptosystem as shown in fig 6. Fig 6. Template Protection approaches [8] In feature transformation, a feature transformation function is applied to the biometric template [8]. The new template generated after feature transformations is stored in database rather than the template generated after feature extraction. This transformation provides more security because it makes the template more random and make it almost impossible for attacker to guess the original template and hence more difficult to obtain original fingerprint image. Two methods for feature transformation are: Salting and Nonivertible transform. Salting: It is also called biohashing. In this approach a biometric template (fingerprint template, here) is taken as input and a mathematical function is applied defined by a specific key. A token number or a key is used to increase the entropy of the template and so makes the template difficult for attacker to guess [2]. Salting is the name given because the key used in this method is called salt to protect the template. This approach is invertible which means using the key, original template can be obtained from transformed template. Transformation function that satisfy the requirements of this approach can be designed. Noninvertible Transform: This approach is similar to previous one i.e. salting with a little difference that this method is invertible which means a transformed template is very difficult to invert to original template. Non-invertible transform refers to a one-way function that is easy to compute but hard to invert [8]. Hence, more security is provided in this approach because if the key is known to attacker, he/she still cannot retrieve original template. Comparing these two approaches based on the description above, non-invertible transform seems an obvious choice for security. But thats not true. This is so because, salting in invertible but it supports revocability property of biometric template protection. It means if a key is leaked and transformed template is accessible to attacker then the template can be easily replaced using a new key. Also, key usage causes low FAR. Whereas, non-invertible transform presents a tradeoff between discriminability and non-invertibility [8]. It means the transformed template using different features of same user should be same but different from another user along with fulfilling noninvertible property. It is difficult to design such transformation function [8]. Salting is done using a specific key or token. Any key or token used for salting is secure Description of Proposed Research Considering the above knowledge, the research will focus on a method to protect the template stored on card. The proposed method will protect biometric template stored on card by salting the template. The research will focus mainly on the proposed method of salting the template. Also, other elements as required will be included in the research to propose a robust and secure system that use the method for salting. It is assumed that enrollment phase is done in a secure environment and verification phase can be done in an untrusted zone. The research will look deep into the method to develop a more random and strong salt for biometric template protection. System-on-card approach will be used because of the privacy and security level provided is maximum as shown in Fig 7. All the computation and execution is done on card and the terminal is only sent the final YES/NO to grant access to user. The method uses following elements: Authentication card with fingerprint reader embedded on card Various Templates Random Number Generator Serial Number of Java Card PIN Cryptographic Certificates using RSA asymmetric key cryptography Counter The proposed method uses three fundamental components of biometric authentication system: Who am I (Live Template) What I have (Authentication Card) What I know (PIN) These three components are not only used for authentication of a user but also for salting the template stored on card. At the time of enrollment, Java card with fingerprint reader is inserted into the terminal (to provide power and time to card). User is asked to input fingerprint (who I am) of a finger chosen randomly by system. Then the system generates salt using serial number of Java card (what I have) and randomly generated 4-digit PIN (what I know). User has to remember this PIN for verification as it will be forgotten forever after enrollment process is finished. Salt prepared by combining three components is then used to encrypt the templates to be stored on the card. Fig 7. Java card with fingerprint reader Salt prepared can be written in a generalized form as: Salt = Serial number of authentication card + Template of fingerprint from a finger chosen randomly + Randomly generated PIN by enrollment system. During verification, the users inserts the card into terminal and has to provide: Fingerprint used during enrollment phase to prepare salt 4-digit PIN Using these inputs and the serial number stored on the chip of Java card, the salt is prepared again. Then user is asked again to provide fingerprint of a randomly chosen finger by system. A query template is generated again and is salted using the salt prepared. Then two salted templates are compared, and if decision pass the threshold value then user can be considered authentic and the decision is sent to server through terminal to grant user access. Certificated signed with digital signatures using RSA asymmetric encryption (using 4096 bits) are used for communicating the decision with server. Each time a decision is sent to server, counter on server increments by 1, if the user fails to authenticate otherwise resets to zero. If the counter reaches 4 (user fails to authenticate itself 4 times consecutively) then the Java card is blocked and requires reset by issuing body. Performing all the activities (from reading fingerprint to decision making) on-card, provides highest security, little privacy concern, interoperability, scalability and mobility [9]. To summarize the whole process, it can