Free Essays on A Victim Of Environment

An individual exhausted and tired of his horrid existence of school, home, and dull employments, Paul permitted his surroundings to direct his sentiments and conduct. The settings in â€Å"Paul's Case† uncover parts of Paul's character and occasions throughout his life. The creator, Willa Cather, utilizes the mind-set and atmosphere of the settings around Paul to decide his sentiments and wants. Paul’s life can be best portrayed utilizing his significant residences: life on Cordelia Street (counting school), the theater, and New York. It is the progress of these settings that Cather uses to at last arrive at the peak of the story, wherein Paul ends it all. Cordelia road would be his start, the performance center his entryway, and New York his destruction. In Paul’s mind carrying on with the life of the theater and extravagance was preeminent accomplishment. Life started for Paul on Cordelia Street. It speaks to the flat piece of Paul’s life that he is attempting to get away, â€Å"all of whom were as precisely indistinguishable as their homes, and of a piece with the dreariness where they lived† (145). Paul hated the working class setting in which he lived. He loathed his own family and was nauseated by the atmosphere of his room. To Paul his road was nonexclusive and had no character, he generally seemed to trust himself to be over his neighbors. His neighbors and family completely seemed, by all accounts, to be the equivalent and to Paul carried on with an exhausting and uneventful life. The road itself, yet in addition the school setting reflect Paul’s sentiments and conduct. The school building is portrayed as having uncovered floors and exposed dividers, and as being occupied by prosy men who never wore dress coats or violets in their catch openings (149) Paul made a dream that he was not bound for the grim settings of his school. This deception represents his curious merriment towards school. Filling in as an attendant at the Carnegie Theater, Paul built up his adoration for extravagance and counterfeit magnificence. Paul worked there, not becaus... Free Essays on A Victim Of Environment Free Essays on A Victim Of Environment An individual exhausted and tired of his horrid existence of school, home, and dreary employments, Paul permitted his surroundings to direct his sentiments and conduct. The settings in â€Å"Paul's Case† uncover parts of Paul's character and occasions throughout his life. The creator, Willa Cather, utilizes the state of mind and atmosphere of the settings around Paul to decide his sentiments and wants. Paul’s life can be best portrayed utilizing his significant residences: life on Cordelia Street (counting school), the theater, and New York. It is the change of these settings that Cather uses to at last arrive at the peak of the story, where Paul ends it all. Cordelia road would be his start, the performance center his entryway, and New York his ruin. In Paul’s mind carrying on with the life of the theater and extravagance was preeminent accomplishment. Life started for Paul on Cordelia Street. It speaks to the tasteless piece of Paul’s life that he is attempting to get away, â€Å"all of whom were as precisely indistinguishable as their homes, and of a piece with the repetitiveness wherein they lived† (145). Paul hated the white collar class setting in which he lived. He loathed his own family and was nauseated by the atmosphere of his room. To Paul his road was conventional and had no character, he generally seemed to trust himself to be over his neighbors. His neighbors and family totally seemed, by all accounts, to be the equivalent and to Paul carried on with an exhausting and uneventful life. The road itself, yet additionally the school setting reflect Paul’s emotions and conduct. The school building is portrayed as having uncovered floors and bare dividers, and as being possessed by prosy men who never wore dress coats or violets in their catch gaps (149) Paul made a dream that he was not bound for the horrid settings of his school. This hallucination represents his impossible to miss good cheer towards school. Filling in as an attendant at the Carnegie Theater, Paul built up his adoration for extravagance and counterfeit magnificence. Paul worked there, not becaus...

Developing an interactive secure website Research Paper

Building up an intelligent secure site - Research Paper Example The broad development and utilization of the web throughout the years have made and prompted sites and web applications confronting more dangers and vulnerabilities every day. This has hence exhibits the significance and accentuation engineers and site directors have put on web security. Web security doesn't just involve making sure about the web application just yet additionally making sure about the web server and the web clients also. This article targets elucidating the different types of dangers, assaults and vulnerabilities that web applications, servers and clients face.It will likewise show different strategies for howto forestall, limit and manage security escape clauses that assailants abuse. The significance of guaranteeing security of sites, web servers and the clients can't be disparaged (Braithwaite, 2002). Conversation There are different vulnerabilities that web applications and sites face. These dangers run from security provisos that are made during advancement, at the servers and at the UIs. This conversation will for the most part center around the security of site application created utilizing PHP language and are SQL database driven. PHP capacities Security Developing site applications utilizing PHP is moderately simple since its language structure and semantics can without much of a stretch and rapidly be gotten a handle on. The buck however doesn’t stop here. It has the capacity of performing differing capacities when its consistently and faultlessly working with HTML. The way that it is open source and furthermore functions admirably with other open source apparatuses and dialects, for example, the MySQL database advertisement the Apache Server makes the most favored web improvement dialects for engineers and especially focused by programmers and malignant web clients. Numerous engineers, particularly apprentices overlook or overlook the part of security (Shaw, 2001). It is important here that even propelled engineers now and the n compose code that is powerless against attacks.PHP can work regardless of whether there are security provisos in the coding. These escape clauses are not hard to situate in PHP and are what malevolent web clients search for. Despite the fact that PHP offers some extraordinary highlights that can be utilized to limit security vulnerabilities, it’s up to the engineer to have the option to use them (Braithwaite, 2002). Making sure about PHP applications involves restricting coding blunders however much as could be expected. Normal kinds of PHP security escape clauses are: Error Reporting This is a PHP device that permits determination of blunders and brisk and simpler fixing. It is likewise potential security powerlessness when no appropriately utilized, for example, when blunders are openly noticeable to clients on-screen. It uncovers a great deal of data, for example, security provisos in the code. Display_errors ought to be killed or be affixed a ‘0’ esteem wit h the goal that mistakes can't be seen on-screen by clients. On the off chance that the Display_error is turned on or attached the ‘1’ esteem, mistakes will be shown onscreen to clients hence acting like a security danger that programmers can misuse. You can anyway pick to report mistakes by empowering log_errors. This is finished by turning on log_errors and demonstrating the area of the log utilizing error_log. Register_Globals Writing PHP applications is made helpful and easier by the utilization of Register_Globals. This in spite of the fact that represents an extraordinary danger as far as security. Register_Globals ought to in this way be constantly killed. Whenever turned on, clients who are neither validated nor checked can infuse factors in the application along these lines increasing regulatory access to the application. A genuine model is the place a client may add the worth ‘?admin =1’ toward the finish of a page url and access the destinations managerial territories that may require a safe secret key. for example if(isset($_POST[‘pwd’]) && $_POST[‘pwd’] == â€Å"wxyz†) { $admin = TRUE; } If Register_Global is killed, this sort of constrained access can't happen. In this manner, it is prudent to consider utilizing predefined PHP factors, for example, $_POST, $_ENV, $_COOKIE, $_SERVER or $_GET to guarantee tight security. Cross-Site Scripting (XSS) Hackers utilize this technique to gather website’

Splash. Was. Awesome.

Splash. Was. Awesome. I love everything about Splash. I love waking up at 8am on a Saturday and bouncing out of bed. I love wearing headphones in a hipster coffee shop, sipping an Earl Grey/white chocolate infusion and putting the finishing touches on my PowerPoint slides. I love walking back to campus, and squeezing past thousands THOUSANDS of middle- and high-school kids and their parents in the Infinite Corridor the former are bouncy and the latter are a little stressed out. They are all wide-eyed as they try to figure out where the heck theyre going. Our hallways arent the easiest to navigate, so volunteers stand every few dozen feet wearing fedoras and holding signs. I love slipping out of the human river and into the Bush Room, for teacher registration. To be fair, its no less chaotic in here, but the conversation snippets are fun to listen to. Dude, youre teaching THAT to MIDDLE SCHOOLERS? and howd swing dancing go? and food coming through! and ahh, I wish I could take your class! I love the free t-shirt. My current collection: three Splash shirts, two Spark shirts, one HSSP shirt, one Firestorm shirt. This one is my favorite. Its the first purple shirt I own, which is weird, since I like purple. The teacher lunch is okay. There isnt much pizza left by the time I arrive, unfortunately, and the remaining slices are covered in Balsamic vinaigrette. Im not a huge fan of salad dressing in general, and DEFINITELY not a huge fan of salad dressing on pizza. That said, Ive recently been broadening my pizza horizons I used to be a strictly mozzarella, or mozzarella and pepperoni and/or mushrooms, or Hawaiian, kind of girl, but have taken to enjoying  butternut squash/blue cheese/candied walnut pizza and barbecue chicken pizza as well. I sign in, shove a bread roll in my mouth, and elbow my way through the hall and up the stairs to my first classroom. I LOVE arriving early, and seeing the number of kids waiting for my class: a dozen, maybe, or more. People want to learn about what I want to teach! Perfect. I love that the classroom fills up. 40 kids, for my one-hour Introduction to Pulsars class. I ask who thinks he/she traveled the furthest to get to Splash. 7-8 hands go up. A girl says shes from Ottawa, and 5 of those hands go down. Another kid is from Wyoming. Yet another is from Boulder, Colorado: he wins. I realize that these 2900 (we got 2900!) kids are traveling to MIT from all around the country, just to hear MIT students teach about subjects they love. Before I start talking about pulsars, I make a deal with the class. They are not allowed to be shy about raising their hands and asking questions and, in return, I pledge to answer every single question. I hand out notecards, so that they can give me whatever questions remain at the end of class I will type up answers and e-mail them, I promise. They gasp and look thrilled when I say that I am going to do that. I LOVE MY STUDENTS. They fill an awkwardly-shaped classroom, but even the ones at the back sit up straight and lean forward to listen to me. They raise their hands, dont shout out, and arent disrespectful of each other or me. They laugh at my bad jokes and ask wonderful questions. This is my first time teaching a Splash class on my research, since I only started work on pulsars over the summer. I get a high off of teaching about something that I am knowledgeable about. When students ask me questions, I know enough that I either know the answer off the top of my head or can make an educated guess and the best part is that I can accompany it with a story from my summer internship. I show a picture of the pulsar I discovered, and they all freak out. At the end of class, I collect the notecards; they say things like youre a great teacher! and keep up the great work! and you have so much energy I can tell you really love the subject and ask questions like what resources would you recommend if I want to do more search on pulsars? and are there any Citizen Science programs to help look for pulsars? Another notecard reads: I wish we could have gone into pulsars in more depth. When I e-mail the kids my answers, I write: Me too. I book it to my next class: Topics in Modern Physics, 48 kids. Different kids, with one or two exceptions. I wave at the familiar faces they smile back and I sit through friends talks on relativity and the 2011 Nobel Prize before giving a 7-minute presentation on pulsars. I pass off the baton to another friend, who talks about exoplanets, and then another, who talks about the the LHC. Done for the day. That night, my friend Megan sleeps over. Shes visiting from Yale because of the Harvard-Yale football game (which MIT has won, by the way.) Shes a Middle East Studies major the ONLY Middle East Studies major in her year and spent a summer in Morocco to improve her Arabic. Thats so cool. I want to learn Arabic. I want to learn about Islam. I ask her for a lesson. We get drinks, snacks, and sit on the mattress-top I put on the floor for her. She teaches me about the history of Islam and I pick her brains. Suggestion: get everyone you know to teach you about their favorite topic or hobby. Its so much more efficient and more enjoyable, in my opinion than ploughing through a textbook. The next morning, we roll out of our respective beds at 8:30; we had a late night. I walk her to the train station, and return to the coffee shop to make the finishing touches on my Introduction to Radio Astronomy PowerPoint. Im more nervous about this one; I dont know the topic as well as I do pulsars. Fortunately for my nerves, my first class of the day is on pulsars. 11am, and 25 kids this time. They ask questions and send me on this tangent and that tangent, and by the end I feel like they must know as much about pulsars as I do.  Afterwards, I hang out with a few of them and discuss majoring in physics at MIT. I realize that Im already a junior in college and must seem very old to these high schoolers. At about noon, I process what is coming. 100 middle school kids are registered for my afternoon Introduction to Radio Astronomy class. A hundred. Ive never taught Middle School kids for Splash. They might be disruptive, and I dont know how to keep 100 kids in line. They might find radio astronomy boring. They might find me boring. I have a minor panic meltdown, and my friend Sam texts me saying he will sit in on the class and smile at me from the audience. Hes awesome. At 3:05pm, the class begins. I make the same deal with them as I made with my high schoolers, and give each a notecard. Sam tells me later that the kids around him were ooh-ing and ahh-ing at all the awesome space pictures on my title slide. Its a big room. There are a lot of kids. But standing up on that platform, I feel totally at-ease. Thats what happens when I teach; Im frantic right up until I start talking, and then Im confident. And the kids LOVE radio astronomy. They love the pictures, they love space, they want to know more about black holes and the cosmic microwave background and whether anyone has died from exposure to radio waves*. I show them a picture of myself climbing in a radio dish of the Very Large Array in New Mexico. Occasionally, they get a little chatty, but all it takes to silence them is a brief hey, guys, sorry I dont mind you talking, but unfortunately since were a big class that means I cant hear your classmates when they ask questions. shhhhh. *Ummm. Notthat Im aware of? I collect notecards at the end.One girl writes, Tell more personal experiences! Like when you climbed that dish over the summer. Another asks what Hz stands for, and I feel guilty for not explaining that in my talk. Last class of the day: another radio astronomy class, for 33 middle schoolers. For many of them, its their last Splash class of the entire weekend. By the end, I am addressing each question-asker by name, which seems to thrill them. One kid goes by hat man. They also write nice feedback on their notecards and continue to ask wonderful questions. And then I go home, take off my teacher badge, and suddenly Splash is over. They werent shy, they picked my brain with questions. They fulfilled their end of the deal. I e-mail out all the answers to all their questions, fulfilling my end of the deal. The next day, I get an e-mail back from a parent, saying that her middle school son can not stop raving about the radio astronomy class; she wants to know if I can teach him about radio astronomy in more detail, one-on-one. I feel bad, and tell her that I cant do that. Then, a middle school girl e-mails me, addressing me as Miss Anna (AWWWW!), and explaining that she is homeschooled and wants more resources to learn about radio astronomy. I realize that there really isnt a whole lot out there for kids to learn about radio astronomy most of the websites I find are pretty complicated. I think about how that can be fixed. She wants to know about my interest in radio astronomy, the class I took in high school, and my career plans. I tell her that before the summer I wanted to be a brain doctor, and now I want to be an astrophysicist. I tell her that Im so glad to hear that shes interested in science and astronomy and I am. I realize that these kids dont just come for the classes they come to take classes from us, specifically. From MIT kids! Smart, scientist big-kids, who can give them life advice. They see us as role models and all we have to do is talk about a topic we like. Woah. That night, I sit down at my computer, and start planning what classes Im going to teach for Spark and HSSP in the spring. Right now, my friend Eric and I are planning to co-teach an HSSP class called eight calculations that changed science or eight calculations that everyone should do / learn about at least once in their lives or something like that. Ideas include: calculating the expansion rate of the universe, demonstrating the necessity of special relativity when dealing with incident cosmic ray muons, using Maxwells equations to show that light travels at c, something to do with the uncertainty principle in quantum mechanics. If you have ideas, let me know!  The kids will appreciate it.