Phantom Limbs: A Neurobiological Explanation Essay -- Biology Essays R

Phantom Limbs: A Neurobiological Explanation Severely injuring a digit or limb can result in unrepentant damage and amputation. However, the painful sensations experienced in regard to that limb do not necessarily cease after amputation. The concept of feeling sensations in a limb that is no longer attached to the body is referred to as feeling a "phantom limb." This phenomenon is experienced by approximately 80%-100% of all patients who have lost a limb (1), and has therefore sparked wide interest in scientific community. Phantom limb sensations are common for people with missing limbs or digits. In most cases, a phantom arm hangs straight down at the side when the person sits or stands (2). The subject feels as though the limb is there even though he or she is consciously aware that it is no longer attached to the rest of the body. For example, a story by S. Weir Mitchell was written in 1866 in which a civil war soldier undergoes amputation of both legs after a battle. Before the patient knows that his legs have been amputated, he asks the nurse to scratch them for him as he feels discomfort. The nurse and doctor are surprised and dumbfounded since they both are aware that the soldier no longer has these limbs and therefore should not being feeling any pain or discomfort stemming from them (2). While the story of this soldier is fictitious, similar events occur constantly in patients who suffer the loss of a limb. There are phantom sensations that are not painful, including warmth, tingling, itching, movement, and uncomfortable positioning (1).. However, phantom pains are also common in which the subject feels stabbing, cramping, burning, and shooting pains in the phantom limb (1). The biology behind phantom limbs ... ... to uncover and understand. Perhaps after finding a definitive explanation for the sensations, subjects experiencing uncomfortable phantom pains will be able to seek some kind of therapy or treatment. The phenomenon is an excellent example of the interesting ways that neurons and the nervous system function, and it continues to question the concepts of knowing and consciousness. References This paper reflects the research and thoughts of a student at the time the paper was written for a course at Bryn Mawr College. Like other materials on Serendip, it is not intended to be "authoritative" but rather to help others further develop their own explorations. Web links were active as of the time the paper was posted but are not updated. Contribute Thoughts | Search Serendip for Other Papers | Serendip Home Page http://serendip.brynmawr.edu/cgi-bin/comments

English Language Teaching Essay

This paper aims to highlight the importance of teaching sociolinguistic competence to ESL learners in Malaysian schools. Sociolinguistic competence is the knowledge of socio cultural rules of language and of discourse. This type of competence requires an understanding of the socio context in which language is used. It is proposed that carefully designed language activities be carried out by instructors in order to impart sociolinguistic skills to learners. The importance of universal intelligibility should be stressed, as opposed to native accent. Furthermore students should also be taught proper contextual use of English, in accordance to cultural reference and cultural appropriacy should be part of the learners’ core sociolinguistic competence. Keywords: Socio-cultural rules, Sociolinguistic competence, Formal language, Colloquialism 1. Introduction Malaysia is a multi-racial society which is strongly bounded by its system of monarchy. However, Malays form the largest portion of its demography, with Malay as its national language. Though Malay is still the most commonly used lingua franca among Malaysians, English is gaining more importance and relevance in the country. In fact, Malaysians have come to realize that it is no longer necessary, nor desirable to aim at an English native speaker’s speech to achieve their communicative function. However, there has been a strong decline in the levels of English proficiency in the country .This is evident in Malaysians’ everyday speech, which are often marred by grammatical and phonological errors or at times too loaded with â€Å"suffixes† (e.g. lah, lor, meh) and loan words from other languages. English is the second most important language in Malaysia. It is used in  various professions and is an important requirement in Malaysian academic settings. The academic setting is a microcosm of the Malaysian population, which is a mix of interlocutors of different racial and language backgrounds. They may also differ in their English language proficiency levels. Therefore, it could be assumed that in Malaysian schools’ unique language environment, sociolinguistic competence contributes to Malaysian students English language proficiency. 2. Malaysian School Language Policy When Malaysia got its independence in 1957, the government of Malaysia set out on a program to establish Bahasa Melayu as the official language, to be used in all government functions and as the medium of instruction at all levels in the education system. The introduction of a new primary school curriculum which goes by the Malay acronym, KBSR (Kurikulum Bersepadu Sekolah Rendah), and the new secondary school curriculum which goes by the acronym, KBSM (Kurikulum Bersepadu Sekolah Menengah), is an approach to provide holistic, balanced and integrated development of an individual’s potential; intellectual, spiritual, emotional and physical aspect. However in 2002, the government announced a reversal of policy, calling for a switch to English as a medium of instruction for Mathematics and Science at all levels in the education system. Since 2003, Science and Mathematics have been taught in English. Therefore, teachers will be forced to code-switch to make pupils understand the su bject matter. 3. Sociolinguistic Competence Sociolinguistic competence is the knowledge of the sociocultural rules of language and of discourse. This type of competence requires an understanding of the social context in which language is used: the rules of the participants, the information they share, and the functions of the interaction. Only in a full context of this kind can judgement be made on the appropriateness of a ‘particular utterance’, as mentioned by Brown (2000). Lyie Bachman’s (1990) sociolinguistic competence comprises aspects, which deal with factors such as politeness, formality, metaphor, registers, and culturally related aspects of language. For students learning English in Malaysia, sociolinguistic competence should take into account those aspects as proposed by Bachman. Broersma (2001) stated that the process of learning sociolinguistic competence is challenging even in one’s first language. He also proposed that evidence of this can be found in the popularity of â€Å"Miss Manners† columns. He claims if we all had perfect sociolinguistic competence, we wouldn’t need advice about the proper way to send wedding invitations or give a dinner party. Having good sociolinguistic competence means knowing how to â€Å"give every person his or her due.† It means knowing when to be quiet, and when to talk, when to give compliments to others, and when to apologize. It also means being able to read situations and know what is the right thing to say or do. There are an infinite number of combinations of roles, tasks, contexts, and feelings that govern what is appropriate in any given encounter. 4. Sensitivity to Dialect or Variety The standard variety of English used in our country is the variety that is taught formally in schools and the Standard British English is the linguistic model in the education system of Malaysia. However in Malaysia, English, being the second language, is learnt for a functional purpose. The most important measure of success when a language is learnt for a functional purpose is communicative effectiveness; that is, whether the language enabled the learners to achieve the purpose of learning. A dialect is a language variation spoken by a particular ethnic, social or regional group and is an element of the group’s collective identity (Ogbu, 1999). Each dialect within a language is just as logical, complex and  rule-governed as the standard form of the language (often called standard variety). Malaysian English (or Manglish) is a non-native variety of English and is one of the most prominent features of Malaysia’s linguistic corpus. Baskaran (1994) has categorized ‘Manglish’ into three sociolects, which are: †¢ Acrolect (‘high’ social dialect) – used for official or educational purposes, considered to be the standard educated sub-variety that approximates native competence and is used in formal speech as well as in written forms by speakers who have been educated in English; †¢ Mesolect (‘middle’ social dialect) – used in semiformal and casual situations, a sub-variety that is used in informal situations among fellow Malaysians. †¢ Basilect (‘low’ social dialect) – used informally and colloquially as a ‘patois’ shades into a pidgin used mostly by village peddlers when talking to tourists and other potential customers. 5. Different English Varieties. There are different varieties of English used here in Malaysia. The important issue here is what would be considered as an acceptable variety of English for Malaysian students? In Malaysia, there is a strong tradition of teaching English when learners are still very young. Also, due to home language interferences and strong media influence, which at times popularises Manglish as a more convenient spoken variety, Malaysian students might not have enough exposure to models of Standard English. Parents might communicate with their children in  strong accented English which is unique to each cultural/racial group, or/and even in broken or grammatically incorrect English. This variety of English could be incomprehensible at times. 5.1 Malaysian English (ME) Some words of ME reflect the multilingual traits of the country. The existence of loan words in the lexis of ME is very rampant and common, especially since Malaysia is a Malay dominated country both in language and culture. Moreover there are no lexical equivalents of certain Malay words in English. Listed below is a list of commonly used borrowed words and phrases which have made their way into the repertoire of speech among speakers of Manglish. At the lexical level, some words of ME used by students reflect the multilingual traits of the country. There exist loan words from contact languages such as Chinese (ta-paw, pu-yao) and Bahasa Malayu (makan). Using substrate lexemes plural in the usual English way is common, e.g. kopios coffees (kop-o, black coffee), Menteri Besar (head of state government) and pengarahs (directors). Other cultural expressions adopted in ME, for instance: †¢ Kadhi (religious judge) impose a fine for khalwat (illicit proximity to the opposite sex) †¢ Don’t act so ulufied (backward, not hip) Wear something more stylo (stylish) †¢ Lets go ngerdate (dating), an Indonesian slang very common among the Malays. †¢ Hello thamby, (boy) one cup of coffee please. An example of a short conversation in colloquial Malaysian English (non-standard English) may sound like this: Housewife: Your fish so flabby, no good one. Fishmonger : Like that already hard †¢what. How hard one you want? You want stone, want wood. I can’t find. Housewife : You half-past six lawyer one. Give little bit cheap la, this fish. Fishmonger : Oh, that’s why you said that kind, said my thing flabby, you want Cheap-cheap. Housewife : You don’t want give, I look other places. Fishmonger : Look, look la, wait you come back look for me also. (Adibah Aroin, New Straits Times, 3V December 1992) 6. Awareness of language differences in the classroom Though the use of Standard English is very much desired, one must not dismiss the significance of other varieties of the language, particularly Manglish. Students must be made to realise the importance of Standard English in academic and formal settings; but at the same time be conscious of the communicative function of Manglish. Manglish helps learners to bridge the gap between the use of acrolect among proponents in an academic setting and the basilect used among their peers to facilitate understanding. More importantly, Manglish has a social function of fostering ties. It motivates students to move from one speech to another level through the opening up of communication channels across the sociolects. Students must realise that the main objective of learning English is not to acquire native speakers’ competency but rather to be intelligible among international English speakers and those within their ‘community’. Students  must be conscious that dialects are not inferior languages and that they should be respected, and that Standard English is necessary only in a formal context. 6.1 Intercultural Media Language The English language and its varieties would make excellent vehicles to create cross-cultural awareness. Students are able to use print and non-print resources of language such to compare the language used in British newspapers and the local dailies. Students will find differences in the use of lexical items and would be able to familiarize themselves with the constructs of ‘Manglish’. They will then proceed to examine larger texts such as novels and plays. This will encourage students to accept their own variety and ‘overcome reluctance to approach another variety once they found that the texts in these other varieties were accessible to them’ (Kachru and Nelson: 1996) 6.2 New English Literatures An excellent method to introduce other varieties of English is through literature. The area of literature opens up multi-traditional aspects of human life, which encourages students to broaden their horizons. By introducing literatures that is very much Malaysian, students will be exposed to new uses and forms of their own language. 6.3 Manglish Discourse Materials, which have features of ‘Manglish’ such as advertisement, obituaries and excerpts from TV and conversations, provide excellent  resources in discussing discourse markers. In this way, students are able to study speech acts such as negotiating, persuading, and apologizing within the structures and cultural context which is most familiar to them. Rather than perceiving it as an obstacle to learning the English language, the recognition of ‘Manglish’ by educational bodies may perhaps be of a great value. 6.4 Importance of Standard Variety I would suggest that students learn to handle formal language in schools. This is because they can easily revert to conversational and colloquial language as and when the context arises. However if one only learns to speak at the colloquial level, one can never rise up to the occasion to speak formal English when the need arises. Formal English requires usage of proper grammar and syntax with appropriate vocabulary. It takes a lot of practice before one can master English at this level. So why short change our students by accepting communication that is only up to the non- native variety level? In fact there is worry in many English speaking countries that teenagers are so used to using colloquial English in their ‘SMS’, that they cannot manage formal English, especially at the written level 7. Sensitivity to Registers The notion of ‘developing a language’ means, adding to its range of social functions. This is achieved by developing new registers. According to Halliday (1978:195), a register is a set of meanings that is appropriate to a particular function of language, together with the words and structures which express these meanings’. Registers are commonly identified by certain phonological variants, vocabulary, idioms and other expressions that are associated with different occupational or socio-economic groups. 7.1 Importance of Registers to Learners The term register includes different aspects of language in various contexts such as field of discourse, modes of discourse, style of discourse and discourse domain. It is important for students to develop styles and registers and recognize how to use them appropriately and be conscious of the need to do so. 7.1.1 Field of Discourse The knowledge of discourse enables students to have the ability to communicate with specialists in a particular field once they’ve understood the use of terminologies used in that field. In The STAR online, 24h March, there was a write up from a concerned parent who felt that teachers needed help in the field of Maths and Science and how crude errors are made such as ‘8 push 4 is 4’ a literal translation from BM (8 tolak 4 ialah 4). Therefore it is important for students to be exposed to mathematical and scientific terminologies because knowledge is power Having knowledge in various fields will help students in their future studies or career such as being proficient in delivering speeches, conducting negotiations, preparing drafts of agreements and in routine business communication. 7.1.2 Modes of Discourse Modes of discourse can be either written or verbal. Students who are not very well versed in their speech may produce ungrammatical, short, incomplete sentences, filled with false starts, fillers and pauses. Tongue (1968:83) has defined ‘fillers’ as a term used to indicate those items of language which communicate no particular denotative meaning but which are used to indicate the emotive, affective attitudes of the speaker, or sometimes simply to fill a pause or a moment of hesitation or reflection in the stream of speech. The most well known is the â€Å"suffix† lah or sometimes pronounced la, which realises different pragmatic functions as illustrated below: †¢ Emphasizing support e.g. I agree lah †¢ Persuading e.g. †¦ .you must do it in a proper way lah †¢ Complementing e.g. that’s a good idea, good lah Other common fillers used are ‘bah’ (by the Sabahans), ‘mah’ (by the Chinese) and â€Å"a?† or â€Å"ah†. â€Å"Ah† serves to function as fillers or breaking points as well as bringing out a question force as shown below. †¢ No point helping friends who are not interested, do you agree with that, ah? Other features of Malaysianess include the use of tag questions in particular the use of â€Å"isn’t it?† and adding the phrase â€Å"or not† to the preceding instead of presenting two alternatives. †¢ We’ve done it, isn’t it? †¢ You want to follow or not? Students must be mindful that usage of such a variety of English is accepted in informal settings. However in a formal setting, the standard variety of English is necessary and is the acceptable norm. With the changing role and the decline in the standard of English in Malaysia, it is found that instances of deviation from Standard English have increased in frequency. Though there is an attempt to use the Standard English, inadequate exposure and lack of knowledge result in the many basic Standard English deviations, which are found even in the speech of educated users of the language. As far as Malaysian students are concerned, these irregularities are usually tolerated and overlooked, as long as they do not interfere too greatly with communicative purposes. At present, indication of these irregularities may be observed in the spoken mode, as many students seem to feel quite free to incorporate features of the local dialect, into their speech, be it in a formal or informal situation . 7.1.3 Style of Discourse An important issue is how students use their verbal repertoire and what are the uses they will put them to. According to Halliday (1978), there are factors, which affect the way people use language. Halliday classifies this as field, mode and tenor. Field refers to ‘why’ and about what a communication takes place, mode is about ‘how’, and tenor is about to whom. For example, in writing a letter, one might start: â€Å"l am writing to inform you that†¦.† but in another letter, the same person might write: â€Å"I just  want to let you know that†¦Ã¢â‚¬  According to Joos (1967), there are five types of formalities: 1) Frozen style is more characteristic of writing than speech e.g. Students should make their way at once to the upper floor by way of the staircase. 2) Formal style uses sentences that show careful planning and logical development of ideas e.g. Students should go up the stairs at once. People who have limited shared background use consultative style; sentences are complete and some background information is given e.g. Would you mind going upstairs right away, please? People who have a shared background use casual style; it is marked by slang, profanity and incomplete sentences e.g. Time you all went upstairs now. Intimate style is the style, which is highly economical and is accompanied by a lot of non-verbal communication; people who know each other very well use it e.g. Up you go, fellows! It seems to me that it is in the area covered by consultative, formal and frozen, that our students need to be competent in. They ought to know which style to use when an occasion arises. Once a student said to his teacher in class: â€Å"Would you be so kind to explain again?† and a moment later, he said, â€Å"I want you to explain this question again†. This shows that the student is not consistent in the level of formality. In a classroom situation, the second one is acceptable but the first one is too formal. Our students fail to take into account the relationship between participants and situations or settings. Students need to be aware that a formal setting requires formal speech and that they may use colloquial words or phrases in an informal setting. They need to be aware that using language often involves how formal one needs to be in a situation. 8. Cultural References and Figures of Speech An overall understanding of the significant role of cultural variables in cross-cultural interactions will act as a bridge to mutual understanding and acceptance in situations of cultural conflict. Students must be aware that in certain cultures, the people are expected to respond to certain  utterances in an appropriate way, which is of the linguistic norm. 8.1 Importance of Cultural Appropriacy A possible way of dealing with varied cultural behaviour is to sensitise students to the unique characteristics of other cultures. Students should develop cultural tolerance and show understanding for other people’s differences. The ability to be tolerant is necessary for anyone hoping to avoid miscommunication. It involves the learner recognizing that every culture has its own logic, its own integrity and that no one culture is any better (or, for that matter, any worse) than any other. Malaysian idiomatic expressions used by learners could only be understood at the local context. Some are even fond of the idea of contextualization these days. It truly gives a Malaysian flavour to our speech. Localised expression appeals to the average man in the street. Having a common speech pattern somehow helps some students to bond quickly and so it helps to establish friendship between like-minded people. 9. Ways of Improving Students Sociolinguistics Competence The lack in cross-cultural understanding or sensitivity on the part of the teacher has serious implications because it affects classroom management and consequently, student’s learning. There are various activities that can be carried out in classrooms to instil cultural understanding. Learning how to perform particular speech acts in both formal and informal settings,  learning particular â€Å"ways of speaking†, like story telling, narratives, joke-telling, simply learning to chitchat, are all important in learning how to speak proficiently. Syaharom Abdullah (1995) believes that students will become conscious of the values and expectations, which are basic in a culture through dialogue practice or role-play. In learning English, the student has to learn how to use and interpret the sociolinguistic rules of English in various contexts. To achieve this, the learner must develop an awareness of areas in which the sociolinguistic system of his own culture differs from those of other cultures. Teachers can design some problem-solving exercises in order to do so. 10. Conclusion It is obvious that sociolinguistic competence offers more insights in learning a language. Problems may arise for students’ who may not be familiar with the various context of language use. By means of getting acquainted with the various cultures of Englishes and updating their knowledge about language learning, students may be better able to accomplish the goals of engaging themselves in the pragmatic, authentic, functional use of language for meaningful purpose. It is important that the second language instructors in Malaysia be familiar with sociolinguistics. Teaching language is not just about learning the rudiments of the language but also various cultural refinements. Students must be made aware of formal and informal language use. They should be knowledgeable as to appropriate expressions for different context. Students must be mindful as to when they can resort to colloquial language and when formality is necessary. Lastly students need to be made aware that mastering English does not mean acquiring native proficiency, but rather having universal intelligibility. References Adibah A. (1992). The New Straits Times, SO†1 December. Bachman, L. (1990). Fundamental Considerations in Language Testing. Oxford University Press. Baskaran,L. (1994). The Malaysia English Mosaic. English Today 37 Vol. 10. Brown H. Douglas, (2000). Principles of Language Learning and Teaching, Fourth Edition, Longman. Broersma, D. (2001). â€Å"‘You’re So White, So Fat, and So Hairy!†: Developing Sociolinguistic Competence in a Second Language.† In Helping Learners Develop Second Language Proficiency, L. J. Dickerson (Ed.), pp. 200-205. Colorado Springs: Mission Training International. M.A.K. Halliday. (1978). Language as Social Semiotic: The Social Interpretation of Language and Meaning, Baltimore: University Park Press, 1978; London: Edward Arnold, 1978. Joos, Martin. (1967). The Five Clocks, New York: Harcourt, Brace & World. Kachru. B.B. and Nelson, C.L. (1996). World Englishes. In Sociolinguistics and Language Teaching. USA Cambridge University Press. Morias, Elaine. (1994). Malaysian Business Talk: A Study of Conflict and Non-Conflict in Verbal Interactions. PHD Thesis, University of Malaya. Syaharom Abdullah. (1995). Thai Tesol Annual Conference, January 1995, Universiti Utara Malaysia. Test/cultural kind-html. The Star On Line, 24th March, 2003. Tongue, R.K. (1979). The English of Singapore and Malaysia. Singapore, Eastern University Press. Ogbu, J.U. (1999). Beyond Languages: Ebonies, Proper English and Identity in a Black- American Speech Community. American Educational Research Journal, 36 147-184.

Eisenhower s Impact On The Cold War Essay - 2759 Words

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While all of these contrib utions were of great importance to the country, none held the gravitas and immediately devastating potential that Eisenhower’s dealings with the Union of Soviet Socialist Republics (USSR) during the Cold War did. When fully investigated, it can even be surmised that nearly all of Dwight Eisenhower’s contributions to the country during his Presidency were completed in an effort to combat the enemy in some manner. Eisenhower seemed to be constantly looking for a way to gain an advantage against the USSR, noShow MoreRelatedEssay about The Cold War943 Words   |  4 Pagesfeeling a big impact from the Cold War on their ways of life. The biggest impact of this was seen among the middle class who were quickly rising to be the social class majority. From 1946 until 1964 births were reaching record highs with 76 million babies. This was an increase from just 44 million from 1929 through 1945. With a post-war perspective, Americans ?were better off than ever before?. 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Dress for success - 1693 Words

Dress for success By Kira Gusak Mrs. Cathy Bauer Western Literature and Humanities 11 April 2014 ii Dress for success Thesis: A person who wears nice cloths is more successful and self-confident Outline I. Introduction (You are a turtle with your shell) II. How dressing affects your attitude III. â€Å"You look fantastic† is the best compliment that can be said. IV. Knowledge of knowing how to combine clothes will help with getting a job V. Appearance may affect your productivity VI. Dressing is very important for getting a man VII. Conclusion Gusak1 Dress for success Is the way a person dresses important? It can†¦show more content†¦Each color has different description and can lead to different effect. (Self-Growth) The best compliment that somebody can make to another person is to say, â€Å"You look fantastic†. It means that the job that somebody did with his outfit is successful, and he succeed in impressing others. 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Distributed File System Forensics-Free-Samples-Myassignmenthelp

Question: Discuss Distributed Filesystem Forensics-XtreemFS as a Case Study. Answer: Introduction The amounts of data captured in the recent times have increased at a huge rate. The data are also stored and disseminated in the electronic formats. The distributed file systems are used for storing high volumes of data at a steady pace and also a variety of information can be stored in the systems efficiently in with the help of the technologies such a big data, cloud computing and the other technologies that are associated with them. These technologies posses the capabilities of providing legal advantages for the users. And hence, as a result of this the big data technology is ranked among the top ten technology trends in the recent past (Chua et al., 2103). According to various reports it has been revealed that the big data technology is going to generate about 232 billion dollars from 2011 to 2016 (Casonato et al., 2013). The general definition of the big data technology can be stated as high-volume, -velocity and -variety information assets that demand cost-effective, innovative forms of information processing for enhanced insight and decision making. There various type of procedures that are completed with the help of big data technologies and various organizations such as the big businesses and governments of the countries have great responsibilities on them take help of this technology to work efficiently and deliver the requirements on time. In addition to this, the cloud computing systems are also associated with the use of the technologies. There have been many technologies that have been subjected to unethical exploitation and have been used by the mal practitioners for wrong purposes (Butler Choo, 2013). Hence, digital evidences are to be gathered in order to track the criminal activities and restrict them to a certain level. For the performing the investigations a few steps are to be followed; firstly, there is requirement for the gathering of the evidences about the use of the electronic devices for performing the criminal activities. Then the d evice is to be tracked and stopped so the criminal no longer has access to the device and not perform the desired criminal activity. The process of identification of the devices that is used for the criminal activity is known as the digital forensic procedure. This report aims to address the gap in knowledge of the readers about the digital forensic techniques. It addition to this, the need for the digital forensics have also been described in this report. The report contains the information about the in-depth forensic experiment performed on the XtreemFS project. The report provides the details about the experiment environment, directory services, metadata and replication catalog, object storage devices and the collection of the evidences form the distributed file system. Development Experiment Environment For the Experiment environment the reader should be provided with the information about the XtreemFS architecture overview. The XtreemFS is virtual network- provisioned file system that would be used for delivering the file storage services provided for the cloud solution for the systems. It provides various types of key services such as replication and striping. Other similar types of systems similar to the XtreemFS are GlusterFs, Ceph and BeeFS (Gluster, 2014) (Ceph, 2014) (Fraubhofer, 2014). It is important that a strict distinction in between the back end and the front end processes of storage systems. The frontend systems are generally not involved with the storage system. They are generally involved with the collection of the data that are provided by the users on the systems. The backend processes are generally connected to the storage systems. After the collection of the data in the front end of the system the data is stored in the databases with the help of the back end syst ems. In addition to this are various types of online storage systems such as the Drop box, Google Dive and Sky drive systems. The clouds provides also provides various type of services such as the IaaS, PaaS, SaaS, The IaaS is the Infrastructure as a Service, the PaaS is the Platform as a Service and the SaaS is the Software as a Service provided to the users form the cloud providers. In addition to this, it should be noted that the XtreemFS have three main components and they are Directory Service (DIR), the Metadata and Replica Catalog(s) (MRC) and the Object Storage Device(s) (OSD). In addition to this there is the experiment environment overview for the systems. There can be security issues with the systems that are being used in the XtreemFS. There can be users with the root privileges can access quite a high volume of the data stored in the file system. Gaining access to the system the user can harm the system to a large extent. This consists of a number of virtual machine that would be providing the various features for the XtreemFS features such as the DIR, OSD and the client that would be depending on the type of experiment performed on the systems (Almulla, Iraqi Jones, 2013). The virtual machines are generally simplified for the forensic disk image collection and also for the simulation of the cloud configurations. These would help in hosting both the storage functions and also the distributed computations. The clients were also hosted as the Virtual Machines. Directory Services Within the features of the XtreemFS system the first process involves with the Directory Services. The feature helps the systems to store the data that is required for systems to define the data and also locate the various types of technical components of the system (Casanota et al., 2013). It would be beneficiary for the investigator to start from the components of the system and extend till the installation of the system. There are three types of value which are potential for the forensic investigation on the DIR server: Volatile environment metadata: These data generally involve the logical addresses of the different location and also information about various types of nodes and the unique identifiers for the required node. Non-volatile environment metadata: The non-volatile environment metadata that are subjected to change and some of the data might be committed to the non-volatile storage of the systems. The logging data and the backup data are generally considered for this case. Configuration files: The configuration files contain the data that are generally used for the better understanding of the system. Configuration information is generally the information about the network, the list of authentications and the operational information about the systems. The evidence source identification and preservation is an important step for the identification of the anomalies in the systems and for the forensic report about the system. The DIR is used mostly for the identification procedures and the assistance in the preservations of the storage data that is distributed. Hence, the data for investigation present in the XtreemFS is being identified in this step. Hence, before the assessment of the value of DIR the location should be identified. The server would be used for the identification of the file system that is mounted on the system. After the verification the file system goes through further steps of verifications. Once the access to the systems is gained and the location of the files system is gained, the configuration data can be easily obtained. The collection and the examination analysis of the collected data should also be performed by the forensic testing system(Quick, Martini Choo, 2014). These involve the collection of data by the practitioner and also identify the directories present in the systems. In addition to this, various other steps such as the address mapping, services registry and configurations data are to be traced for obtaining the value for the systems. In addition to this, system time and the operation logs for the systems should also be checked. Metadata and replication catalog The Metadata and the replication catalog have the capabilities to store a wide range of metadata that are related to the information about the XtreemFS and the file and the directories that are stored in them (Contrail, 2013). This data can be used in the forensic report to locate the components and also for understanding of files in XtreemFS system. There are three types of value which are potential for the forensic investigation of MRC server: Volatile and non-volatile construct metadata: These data generally involve the metadata that are used for the definition of the internal constructs of the XtremmFS file system. Volatile and Non-volatile file metadata: These data involves the number of data such as the higher level of metadata like number of OSD and the low level metadata such as the filename, size and the date modified by the files. Configuration files: The configuration files contain the data that are generally used for the better understanding of the system. Configuration information is generally the information about the network, the list of authentications and the operational information about the systems. For the evidence preservation and source identification the data gathered from DIR server should be used for the identification of location of servers (Dukaric Juric, 2013). The MRC status page is used for listing the number of configuration directories that are used for the forensic report. They are responsible for authentication service to the virtual file systems. org.xtreemfs.common.auth.NullAuthProvider is the default authentication provider that provides the authentication for the local operating systems. The collection and examination analysis of the MRC data is very critical procedure as it not only provides the evidences but also for the remaking of the XtreemFS condition on the off chance that it is definitely not at present working or completely available. It is additionally basic if a professional tries to recreate records from physical extractions of the pertinent OSD segments (Dykstra Sherman, 2013). There two methods for the collection of the MRC databases. In the experiment it was found that the broad structures of the MRC XML file as follows: The root element is FILESYSTEM; DBVERSION is a numerical identifier of the database version. The next element was VOLUME where ID is the UUID for the volume generated by the XtreemFS system. B NAME is the volume name entered by the user which created the volume. ACPOLICY is the numerical identifier for the Authorization Policy ID is the file ID assigned by XtreemFS for the directory B LOCATION e The UUID of the OSD that stores a stripe/ replica of the file. Object storage Devices The OSDs is the main component for the forensic analysis as the OSD stores the data stripes which permit the professional to recreate the records. The OSD likewise has the ability for a specialist to recoup erased document parts utilizing existing criminological procedures on the fundamental file system (Federici, 2014). The specialist's distinguishing proof and examination of past parts (DIR and MRC) will give the specialist with the data they have to decide the type of OSDs in the system contain the information they are looking to gather and enable the professional to recognize the important individual records on the OSDs. There are two types of value which are potential investigation on OSD server: Non-volatile file metadata: The non-volatile provides the information about the content of the file in the file system. In addition to this, the local metadata and the log data fall into this type of category. Configuration files: The configuration files contain the data that are generally used for the better understanding of the system. Configuration information is generally the information about the network, the list of authentications and the operational information about the systems. Additionally they also contain several authentication data such as the user identification and the passwords for the users. The most important directory for the forensic analysis is the object_dir (Hale, 2013). The default value for the decretive is set to / var / lib / xtreemfs /objs /. This directive can be used for searching of the data for the construction of the forensic report. The object_dir could be mounted on the system where the operating system provides the remote access to the storage of the system (Hooper, Martini Choo, 2013). The OSD HTTP status provides the information on the runtime statistics of the systems, and these are provided in the terms of usage of the system. The collection and the examination analysis of the collected data involve the collection of the OSD data and the procedures may vary according to the requirements of the experiment that is to be performed on the system. The data is generally collected by mounting the file system and the relevant data are collected from the files. The OSD operation log is stored at /var/log/xtreemfs/osd.log and from this the data are collected and are used for analysis. The usefulness information that is obtained will be very case specific and during the implementation of the system the user should use appropriate level of logging and hence, the evidences would be available later when required. Collection of evidences from a distributed file system The collections of evidence from a distributed file system provide overviews of the generic procedure that is used for the collection of evidences for the different components of the XtreemFS filesystem and define the methods for the acquisition of the data from the file system (Patel et al., 2013). This evidence provides the information about the system that a procedure must be taken after to guarantee collection of information and metadata to farthest conceivable degree from a circulated file system environment. In the event that a professional took after existing practice what's more, endeavored to gain a bit stream picture of the storage device (for this situation the OSDs), obviously an extensive measure of metadata (accessible at the MRC) can miss. Metadata put away by DIR likewise be essential as some portion of proof gathering or condition reproduction (Kruger et al., 2014). Various types of situations can arise during these processes. The process consists of the three follow ing sub processes: The directory service where the data are collected examined for the determination of the file system and the knowledge for the location of the file system. There are various ways of implementing this type of procedures (Shartono, Setiawan Irwanto, 2014). Regardless the data for the forensic report should be obtained from the directory of the metadata. The metadata storage uses the directory services for locating metadata server and to identify the files that are of use. The examination of the data would result in the reduction of the quantity of data that is to be analyzed. The data storage is uses the environment metadata that is collected from the directory services and the information that is useful is obtained from the metadata storage (Relvas et al., 2013). After the examination of the data the experiment would have the necessary data to perform the analysis procedure and forensic report can be easily available. Conclusion For conclusion it can be easily said that the chances for the exploitation of the dataset have increased with the advancement in the technologies such as big data and cloud computing. There have been many technologies that have been subjected to unethical exploitation and have been used by the mal practitioners for wrong purposes. Hence, digital evidences are to be gathered in order to track the criminal activities and restrict them to a certain level. For the performing the investigations a few steps are to be followed; firstly, there is requirement for the gathering of the evidences about the use of the electronic devices for performing the criminal activities. The process of identification of the devices that is used for the criminal activity is known as the digital forensic procedure. The need for the digital forensics has been described in this report. This report also aims to address the gap in knowledge of the readers about the digital forensic techniques. The report contains the information about the in-depth forensic experiment performed on the XtreemFS project which is a distributed file system is implemented in environments (Kleineweber, Reinefeld Schutt, 2014). The details about the experiment environment, directory services, metadata and replication catalog, object storage devices and the collection of the evidences form the distributed file system have been provided in this report. In addition to this, the report has been used to provide the details about understanding the technical and the process related issues that is related to the collection of the data for the evidences of the digital systems in the file systems. In addition to this, information about various types of key technical terms such as Directory Services, Metadata Storage and data storage have been provided in this report. The report also displays the importance of forensic procedures and the various types of data can be provided to present them in front of the court of law. Furth er research on the topic involves the validation of the system on which the processes are conducted, and the process that would be used if the research was conducted on the other file systems. The forensic approach for the cloud services is also a field that requires a thorough research. References Almulla S, Iraqi Y Jones A. Cloud forensics: a research perspective. In: 9th International conference on innovations in information technology (IIT); 2013. p. 66-71. Butler A, Choo K-KR. IT standards and guides do not adequately prepare IT practitioners to appear as expert witnesses: an Australian perspective. Secur J 2013. Casonato R, Beyer MA, Adrian M, Friedman T, Logan D, Buytendijk F, et al. Top 10 technology trends impacting information infrastructure, 2013. G00249318. Gartner; 2013. Ceph. Home Ceph. Inktank Storage; 2014. [viewed 25.07.17] Chua F. Digital Darwinism: thriving in the face of technology change. ; 2013 [viewed 29.07.17]. Contrail. Technology e contrail-project. ; 2013 [viewed 29.07.17]. Dukaric R Juric MB. Towards a unified taxonomy and architecture of cloud frameworks. Future Gener Comput Syst 2013;29(5):1196-210 Dykstra J Riehl D. Forensic collection of electronic evidence from infrastructure-as-a-service cloud computing. Richmond J Law Technol 2013;XIX(1):1-47 Dykstra J Sherman AT. Design and implementation of FROST: digital forensic tools for the OpenStack cloud computing platform. Digit Investig 2013;10(s1):S87-95 Federici C. Cloud data imager: a unified answer to remote acquisition of cloud storage areas. Digit Investig 2014;11(1):30-42. Hale JS. Amazon cloud drive forensic analysis. Digit Investig 2013;10(3): 259-65. Hooper C, Martini B Choo K-KR. Cloud computing and its implications for cybercrime investigations in Australia. Comput Law Secur Rev 2013; 29(2):152-63. Kleineweber C, Reinefeld A Schtt T. QoS-aware storage virtualization for cloud file systems. In: 1st ACM international workshop on programmable file systems; 2014. p. 19-26. Krger J, Grunzke R, Herres-Pawlis S, Hoffmann A, de la Garza L, Kohlbacher O, et al. Performance studies on distributed virtual screening. BioMed Res Int 2014;2014. Martini B Choo K-KR. Remote programmatic vCloud forensics: a six-step collection process and a proof of concept. In: 13th International conference on trust, security and privacy in computing and communications, Beijing, China; 2014. p. 935-42. Patel A, Taghavi M, Bakhtiyari K Jnior JC. An intrusion detection and prevention system in cloud computing: a systematic review. J Netw Comput Appl 2013;36(1):25-41. Petcu D, Macariu G, Panica S Craciun C. Portable cloud applications from theory to practice. Future Gener Comput Syst 2013;29(6): 1417-30. Quick D, Martini B Choo K-KR. Cloud storage forensics. 1st ed. Waltham, MA, USA: Syngress, an imprint of Elsevier; 2014. XtreemFS. XtreemFS - fault-tolerant distributed file system. ; 2013 [viewed 12.07.17].

Creator Frankenstein Essay Example For Students

Creator Frankenstein Essay The creature becomes corrupted after various bad experiences such as the treatment from the peasants, Frankenstein, the DeLacey family and the father of the drowning girl he saves. His change in character is shown when he says For the first time, feelings of revenge and hatred filled my bosom. He is angry because his creator Frankenstein, who has supposed to be like a father, left him stranded. The DeLacey family, who he helped so much, were so ungrateful and aggressive towards him. Then the icing on the cake, the man who shot him in the leg when he saved his daughter from drowning in the river! What a way of thanking some one? All these situations make us pity the good-hearted creature that hadnt done any harm to receive such repayment. The creature has no other option but to treat people how they treated him, because thats all he knows, thats all he has learnt since he arrived on this planet. The creature commits terrible atrocities such as the murder of Victors younger brother William, then framing the innocent Justine, which concluded in her death. And, later the attacks on Clerval and Elizabeth. Shelley gives the impression that the creature is commiting these crimes in revenge and through helplessness. It makes us think that the only way the creature will get justice is if Frankenstein suffers for what he has done. At this part of the story we begin to ask ourselves if what the creature is doing is right or wrong? The creature perceives himself to be stronger and have more power, this is shown when he says Remember I have power, you are my creator but I am your master. OK. He now seems much more threatening and evil. My final impression of the creature is rather ambivalent. Shelley portrays him as both a villain and a victim at different times in the story. However, The creature is a victim who has been pressured by society and discriminated against, therefore forcing him to commit the horrible atrocities. The creature becomes corrupted after various bad experiences such as the treatment from the peasants, Frankenstein, the DeLacey family and the father of the drowning girl he saves. His change in character is shown when he says For the first time, feelings of revenge and hatred filled my bosom. He is angry because his creator Frankenstein, who has supposed to be like a father, left him stranded. The DeLacey family, who he helped so much, were so ungrateful and aggressive towards him. Then the icing on the cake, the man who shot him in the leg when he saved his daughter from drowning in the river! What a way of thanking some one? All these situations make us pity the good-hearted creature that hadnt done any harm to receive such repayment. The creature has no other option but to treat people how they treated him, because thats all he knows, thats all he has learnt since he arrived on this planet. The creature commits terrible atrocities such as the murder of Victors younger brother William, then framing the innocent Justine, which concluded in her death. And, later the attacks on Clerval and Elizabeth. Shelley gives the impression that the creature is commiting these crimes in revenge and through helplessness. It makes us think that the only way the creature will get justice is if Frankenstein suffers for what he has done. At this part of the story we begin to ask ourselves if what the creature is doing is right or wrong? The creature perceives himself to be stronger and have more power, this is shown when he says Remember I have power, you are my creator but I am your master. OK. He now seems much more threatening and evil. .uaec663f7636210fb01bfc4898be4bfab , .uaec663f7636210fb01bfc4898be4bfab .postImageUrl , .uaec663f7636210fb01bfc4898be4bfab .centered-text-area { min-height: 80px; position: relative; } .uaec663f7636210fb01bfc4898be4bfab , .uaec663f7636210fb01bfc4898be4bfab:hover , .uaec663f7636210fb01bfc4898be4bfab:visited , .uaec663f7636210fb01bfc4898be4bfab:active { border:0!important; } .uaec663f7636210fb01bfc4898be4bfab .clearfix:after { content: ""; display: table; clear: both; } .uaec663f7636210fb01bfc4898be4bfab { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uaec663f7636210fb01bfc4898be4bfab:active , .uaec663f7636210fb01bfc4898be4bfab:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uaec663f7636210fb01bfc4898be4bfab .centered-text-area { width: 100%; position: relative ; } .uaec663f7636210fb01bfc4898be4bfab .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uaec663f7636210fb01bfc4898be4bfab .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uaec663f7636210fb01bfc4898be4bfab .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uaec663f7636210fb01bfc4898be4bfab:hover .ctaButton { background-color: #34495E!important; } .uaec663f7636210fb01bfc4898be4bfab .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uaec663f7636210fb01bfc4898be4bfab .uaec663f7636210fb01bfc4898be4bfab-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uaec663f7636210fb01bfc4898be4bfab:after { content: ""; display: block; clear: both; } READ: Compare the presentation of your chosen character in the play with the presentation of the same character in an adaptation of the play EssayMy final impression of the creature is rather ambivalent. Shelley portrays him as both a villain and a victim at different times in the story. However, The creature is a victim who has been pressured by society and discriminated against, therefore forcing him to commit the horrible atrocities. Frankenstein and Walton both learnt that confidence and ambition are good to a certain extent, its healthy until it leads onto obsession. You should also think before you do something as actions lead to consequences. Frankenstein may have been written to make us think about issues such as the French Revolution, the gift of knowledge, science and human nature. Shelley was only nineteen years old when she wrote Frankenstein, some people say she was inspired by a baby that died. Around the time she was writing the book science was poorly understood and a new subject all together, scientists were trying to use electricity for reanimation. The French Revolution was considered to be a reign of terror and consequently named a god less monster. This is mirrored by the creation of the creature and his outrageous monstrosities. The French revolution was out of control just like the creature in the story. Burke describes it as a species of political monster, which has always ended by devouring those who have produced it. Shelley might want us to see how Frankenstein abused God and so does science. The story makes us wonder if knowledge is bad? Knowledge provides us with good inventions but can also lead to bad consequences if misused.both learnt that confidence and ambition are good to a certain extent, its healthy until it leads onto obsession. You should also think before you do something as actions lead to consequences. Frankenstein may have been written to make us think about issues such as the French Revolution, the gift of knowledge, science and human nature. Shelley was only nineteen years old when she wrote Frankenstein, some people say she was inspired by a baby that died. Around the time she was writing the book science was poorly understood and a new subject all together, scientists were trying to use electricity for reanimation. The French Revolution was considered to be a reign of terror and consequently named a god less monster. This is mirrored by the creation of the creature and his outrageous monstrosities. The French revolution was out of control just like the creature in the story. Burke describes it as a species of political monster, which has always ended by devouring those who have produced it. Shelley might want us to see how Frankenstein abused God and so does science. The story makes us wonder if knowledge is bad? Knowledge provides us with good inventions but can also lead to bad consequences if misused.