Media Ethics Column Paper Essay Example | Topics and Well Written Essays - 500 words

Media Ethics Column Paper - Essay Example Creating unnecessary hype just to increase the viewership of the channel or a newspaper is not justified. Many channels, newspapers and magazines use theatrics when talking about certain issues and in this way try to gain attention of audiences. Media sensationalism comes in all forms. Documentaries and reality shows are also used to exaggerate things. Recently BBC was also accused of sensationalism when one of its documentary series showed twisted facts about the fish industry (Gray & Khan, 2010). Media also impact investor’s decision regarding stocks and commodities (Johnson, R. 2010). All these consequences cannot be ignored easily. Media has become a modern God who can bring fame or defame to anything or person. Sensationalism has also changed forms and with the use of emotional pictures public attention can easily be attracted (Bryant & Barton, 2011). Animated news is also used for attracting audiences (Hana, Albert. 2009). Media is an important pillar of society and it s hould take lesson from the utilitarian principle of ethics that call for the maximum benefit of the maximum people. The aim should be maximize the benefit by showing the true picture of the society. By creating unnecessary hype of news interest of the channel or the newspaper is served and this happens at the cost of the society.

Declaration of Independence Essay Example | Topics and Well Written Essays - 1500 words

Declaration of Independence - Essay Example Citizens have natural rights that the government cannot bestow or take away. The country was founded by people who believed this concept and wrote the Constitution to forever protect personal freedoms, a concept not reflective of attitudes toward freedom. To what extent personal freedom should be permitted is not the issue. Personal freedoms are an American birthright that is slowly but surely eroding over time. Whether or not the American people have the courage to protect and restore these freedoms is the real issue. The Founding Fathers displayed courage when they broke away from a tyrannical, oppressive King of England who ruled over the most powerful military at that time to establish a country where personal autonomy was considered the most precious commodity in a society. The seeds of the Founders’ concept of law and freedom emanated from Britain. The Constitution was inspired by the Magna Charta and British philosopher John Locke helped to lay the foundation for the Fo unders’ deep belief in personal freedoms. Locke defined each individual as having the right to â€Å"life, liberty and estate† (Locke, 1960 p. 448). These words have an almost identical mirror in the beginning paragraphs of the Declaration of Independence written nearly 70 years later: â€Å"We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable rights that among these are Life, Liberty and the pursuit of Happiness† (â€Å"Declaration of Independence† 1776).

William Blake Poems Essay Example for Free

William Blake Poems Essay Songs of Innocence and Songs of Experience appears to be very simplistic on first reading. Explain how the poems are in fact a much more complex exploration of Blakes beliefs and times. William Blake was born in London in 1757. He was home educated and was part of the upper working class as his father was a hosier. He was sent to a drawing school and was a dissenting Christian. His Christian beliefs are reflected in several of his poems. Blake became married in 1783 and married for love rather than money and status. To understand his poems fully we first need to understand what the titles of his two major sets of poetry mean. Innocence in the terms of Blakes poetry is a person who has very little experience and does not know about the bad things that happen in life-Quoted from the Dictionary. Immediately a link is made between the songs of Innocence and Songs of Experience. Experience on the other hand means (the process of getting) knowledge or skill which is obtained from doing, seeing or feeling things-Quoted from the Dictionary. These two themes are explored significantly within the poems. During Blakes time in London he saw many different movements and ideas develop such as a revolution in America where a group of British Colonies decided to rebel against Britain in their chance to gain independence. When the victory of this was won America and its allies of France and Spain went to war against Great Britain. Blake used this amongst other themes as the base for his poetry, and because of this he is associated with the Romantic poets even though he was not classed as a Romantic. Another main theme at the time was the use of seven year olds as chimney sweeps. Young boys were used because hard tar often got caught up in the chimney which a brush could not dislodge. To send a boy up was the easiest way to get rid of it and the flexible undeveloped body made it easy. They were often caught in the chimneys and many became cripples and got suit filled lungs. In London alone there were over 1000 sweeps. Blake uses this as one of the topics for both Songs of Experience and Inn ocence. In his two poems The Chimney Sweeper he utilises several literary techniques to create a successful poem. In The Chimney Sweeper (Innocence) Blake uses sorrowful imagery to create an atmosphere of anger and pain, my father sold me while yet my tongue shows just how young the boys were when they sold into the apprenticed with a master sweep. The repetition of, weep!, meant to be sweep which adds to the words meaning because it links the job of the child with his sorrow and also creates an atmosphere of rhythm of a brush going up and down within the chimney. On the other hand in The Chimney Sweeper (Experience) the boy is not introduced by his father but by a description of himself as a black thing amongst the snow which sounds as something discarded and dehumanises him. In this case snow is not used for peace and purity but for cold and harshness. The colour opposites of white snow and black dirty boy are another literacy technique of comparative representation by descriptive contrast. Weep is also used in this version but the words are described as being criedin notes of woe! This links directly to sadness and cruelty rather than being hidden inside the verse as is shown in Songs of Innocence. Religion is brought into this by the parents going to church to pray which also illustrates the normalness of their lives compared to their sons and highlights their hypocrisy. This is due to them being all good by going to Church and yet they are sending their son to work at such a young age and are almost bringing upon his fate of an unhappy life. In the second verse in the Innocence version the boys head curled like a lambs back which links to the symbolism of the lamb being the son of God which is one of the main themes in another poem from Songs of Innocence the Lamb. The Lamb is a prime example of innocence imagery because it is used in such a context as to promote the idea that the lamb symbolises not only pastoral imagery but Christ as the lamb of God. The boys hair is described as white to represent purity and innocence but then colour imagery is used to emphasise dark and light, good and bad. In The Chimney Sweeper (Experience) the boys appearance is described yet in a different way to that of the innocence poem, his health is described first as happy but this is talked about in the past tense. Blake is touching on the illnesses Chimney Sweepers got, such as cancer. His clothes are then described metaphorically as Clothes of death which when put into context of the work he was doing tells the reader that the clothes he is wearing to work symbolise his status and remind the reader that this job was very hazardous and also is describing the soot on his body. This again links into the poem The lamb where the clothes are described as Softest clothing woolly bright which has no indication of death by of life. This shows the difference between life and death as in most Chimney Sweepers lives death came upon them unnaturally quickly. Some children that were not put into the trade of chimney sweeping then they would instead be educated (if their parents possessed the money) and if not the children were sent to Charity schools. These were schools that were established by mainly religious organisations and were used to educate children until they could be put into a trade. These schools were often cruel institutions. Blake uses the subject of Charity Schools for one of his sets of poems entitled Holy Thursday. The title Holy Thursday comes from the British celebration of Jesus ascension. In the first line (of the Innocence version) it mentions the children who were in this school as having innocent faces clean showing immediately that Blake found them to be innocent. The second line has a Bible reference to Noahs ark; the children walking two two makes them sound more like animals and is also reminding the reader that just like Noahs animals they were the future of Blakes Britain. It also signifies that they were the future of the world as were the animals in Noahs ark. From his poems we can somewhat assume that Blake found Charity schools to be a money making scheme. This is proved by his view on the so called religious people who ran the schools. In the second line the masters are described as having wands as white as snow which shows them as having power because although white is generally used to show innocence in this case the word snow contradicts this as Blake often used snow to symbolise cold, dark and evil ambitions and scenarios. London is also mentioned in the first verse by the high dome of Pauls and the Thames water which in those days was very dirty, but was an integral part of London as were the children. Blake uses religious imagery within the innocence version quite a bit towards the end. A mighty wind[raised] to heaven, is used to create an idea based around the childrens voices as if they were crying so loud that heaven could hear them. The owners are described as wise guardians, which is ironic and patronising as Blake actually is meaning that they are horrible and cruel and have no knowledge what so ever. In the experience version of Holy Thursday Blake puts forwards different ideas. He starts off by talking about the fruitful children which are then reduced to misery. This symbolises them coming into the schools cheerful and full of happiness and then being shafted out woeful. The representation of children to money is also used by calling them rich. This has been used to remind the reader that Blake saw the owners of these schools as money hungry and the only reason they did it was for the money. In the second verse Blake talks of the feelings of the children as trembling [cries], the meaning of this is to show that the children were desperate as they were children poor?. Pastoral imagery is used in this version not to represent innocence to the destruction of innocence via experience Field are bleak and bare. This shows that after the schools the children had lost their innocence, stripped of it, and there was and is nothing they could do about it, It is eternal winter there shows the eternal evil within the schools. From this anger of London via the chimney sweeps and charity schools we find even more anger within Blakes poem A Poison Tree. This poem expresses Blakes anger and hatred for things in general. The last verse of this poem sums up what happened to the innocence of the children And into my garden stole-It had been stolen. A Poison Tree is another poem from Blakes Songs of Experience. It follows a different rhyming pattern compared to other poems written by Blake. It uses the rhyming patter a,a, b,b whereas other poems generally used a,b,a,b. This change in rhyme immediately hits the reader and also makes the poem more alive with passion due to the flow of the rhythm. The first lines holds a contradiction I was angry with my friend, it forces the reader to ask the question of why the person is angry with their friend, it insights them to read on. It talks of how the person in the poem tell his friend why he is angry with him and because of this [his] wrath did end. On the other hand when it comes to being ,angry with [his]..foe, he did not say anything and so the ,wrath did grow. The meaning of this first verse is to try and show that by keeping anger hidden within other things it does not diminish but grows. This links in to what Blake was doing. He did not openly express his views but concealed his anger within his poetry. The second verse talks of tears and smiles these two opposites show split personality. The meaning of the tears is the water that the Poison tree was given and the smiles are the sun. This contradiction makes the tree slowly grow ,both day and night. This idea of growth relates to children growing up but being fed with the wrong views which means that they can turn out evil. This view of the, finished product, is shown when the tree bore and apple. The apple signifies the apple in Genesis and the evil of the world was concealed in this apple. Maybe Blake is trying to say the God was wrong to conceal the evil within one thing and that from it more evil has occurred which is true. The last link to religion links into Blakes poem The Echoing Green from Songs of Innocence which shows a completely different view of the world. This poem also follows the same rhyming pattern of A Poison Tree which once again gives it more flow and rhythm. When read, the poem has a sort of Sing song feel to it which goes along with the happiness expressed within the poem. It talks of change from innocence to experience. In the second verse Blake talks about a monk Old John and then links him to experience with White hair. The white described in this verse is a pure white which shows that Blake is not totally against experience. There is alot of repetition in this poem with, bells, symbolising religious festivals such as Christmas which tells the reader a little about Blakes religious life. The repetition emphasis this and makes the reader take it in. Blake also links children with pastoral imagery, girls and boys were seen One the Echoing Green which is used as another way of expres sing that the children are innocent. This idea of pastoral imagery is also shown in two of Blakes most famous poems The Lamb and The Tyger. In these two poems Blake uses several imagery techniques. In The Lamb he puts forwards the idea of nature via Stream and Oer the mead. The idea of nature links into innocence and the fact that the countryside is un-poisoned as it has not been influence by the hammer, Chain and furnace mentioned in The Tyger which symbolises the industrial revolution which is William Blakes view on experience altering innocence. William Blake links the industrial revolution with the, forests of the night [and] hand or eye, which is imagery of humans and shadows. As William Blake was a devout Christian in his own way he includes God in his poem of The Lamb. In fact God is included in the name of his poem as Jesus was the lamb of God. Blake uses assonance to create subtle rhyming in which the reader can pick up over time. Softest clothing is an example of this. The subtle link adds to the effect of beauty that the Softest clothing creates. The use of this adds meaning to the poem because clothing is used to cover people and so William Blake might be trying to say that by covering your true self you are loosing the innocence of individuality. Another effect used in The Lamb is the fact that there is not much punctuation. This surprisingly creates a weird flowing nursery rhyme effect. On the other hand in The Tyger lots of somewhat harsh punctuation is used to create a pounding rhyme which inspires the reader to imagine the atmosphere of machinery. The reason for the mis-spelling of tiger is because Blake was self taught. This is a good example of differences in class at the time of William Blake. The poems from Songs of Innocence and Songs of Experience have more meaning than the reader might first imagine due to mainly the events that were surrounding their author William Blake at the time of their writing. By the harsh reality of London at that time Blake incorporates the Chimney sweeps, Charity schools, London in general and the industrial revolution into his poems. He does not openly state what each poem is about but within in writing we can pick up on ideas and themes that influenced him to write these poems. While reading these poems people pick up on the things happening at the time due to the detail in which they are described in poetry. These poems are not just poems, they are more like Blakes autobiography on his life through the form of media he liked best, poetry.

Multi-Campus ICT Equipment Virtualization Architecture

Multi-Campus ICT Equipment Virtualization Architecture Multi-campus ICT equipment virtualization architecture  for cloud and NFV integrated service Abstract- We propose a virtualization architecture for multicampus  information and communication technology (ICT)  equipment with integrated cloud and NFV capabilities. The  aim of this proposal is to migrate most of ICT equipment on  campus premises into cloud and NFV platforms. Adopting this  architecture would make most of ICT services secure and  reliable and their disaster recovery (DR) economically  manageable. We also analyze a cost function and show cost advantages of  this proposed architecture, describe implementation design  issues, and report a preliminary experimentation of NFV DR  transaction. This architecture would encourage academic  institutes to migrate their own ICT systems located on their  premises into a cloud environments. Keywords; NFV, Data Center Migration, Disaster Recovery,  Multi-campus network I. INTRODUCTION There are many academic institutions that have multiple  campuses located in different cities. These institutions need  to provide information and communication technology (ICT)  services, such as E-learning services, equally for all students  on each campus. Usually, information technology (IT)  infrastructures, such as application servers, are deployed at a  main campus, and these servers are accessed by students on  each campus. For this purpose, each local area network  (LAN) on each campus is connected to a main campus LAN  via a virtual private network (VPN) over a wide area  network (WAN). In addition, Internet access service is  provided to all students on the multi-campus environment. To access the Internet, security devices, such as firewalls and  intrusion detection systems (IDSs), are indispensable as they  protect computing resources from malicious cyber activities. With the emergence of virtualization technologies such  as the cloud computing[1] and network functions  virtualization (NFV)[2], [3], we expected that ICT  infrastructures such as compute servers, storage devices, and  network equipment can be moved from campuses to  datacenters (DCs) economically. Some organizations have  begun to move their ICT infrastructures from their own  premises to outside DCs in order to improve security,  stability, and reliability. Also, there are a lot of contributions  to archiving DR capabilities with cloud technologies [4], [5], [6]. Active-passive replication or active-active replication are  expected techniques that archive DR capabilities. In these  replications, a redundant backup system is required  dedicatedly at a secondary site. With migration recovery [4],  these backup resources can be shared among many users.   These studies mainly focus on the application servers. While,  integrated DR capability for ICT infrastructures, both  application and network infrastructures, are still immature.   We propose a multi-campus ICT equipment virtualization  architecture for integrated cloud and NFV capabilities. The  aim of this proposal is to migrate entire ICT infrastructures  on campus premises into cloud and NFV platforms.   Adopting this architecture for multi-campus networks would  improve access link utilization, security device utilization,  network transmission delay, disaster tolerance, and  manageability at the same time.   We also analyze the cost function and show cost  advantages of this proposed architecture.   To evaluate the feasibility of our proposed architecture,  we built a test bed on SINET5 (Science Information  NETwork 5) [7], [8], [9]. We describe the test-bed design,  and preliminary experimentation on reducing the recovery  time of VNF is reported. The rest of this paper is organized as follows. Section II  shows background of this work. Section III shows proposed  multi-campus network virtualization architecture. Section IV  shows an evaluation of the proposed architecture in terms of  cost advantages and implementation results. Section V  concludes the paper, and future work is discussed   II. BACKGROUND OF THIS WORK SINET5 is a Japanese academic backbone network for  about 850 research institutes and universities and provide  network services to about 30 million academic users.   SINET5 was wholly constructed and put into operation in  April 2016. SINET5 plays an important role in supporting a  wide range of research fields that need high-performance  connectivity, such as high-energy physics, nuclear fusion  science, astronomy, geodesy, seismology, and computer  science. Figure 1 shows the SINET5 architecture. It provides  points of presence, called SINET-data centers (DCs), and  SINET DCs are deployed in each prefecture in Japan. On  each SINET DC, an internet protocol (IP) router, MPLS-TP  system, and ROADM are deployed. The IP router  accommodates access lines from research institutes and  universities. All Every pairs of internet protocol (IP) routers  are connected by a paier of MPLS-TP paths. These paths  achieves low latency and high reliability. The IP routers and  MPLS-TP systems are connected by a 100-Gbps-based  optical path. Therefore, data can be transmitted from a  SINET DC to another SINET DC in up to 100 Gbps  throughput. In addition, users, who have 100 Gpbs access  lines, can transmit data to other users in up to 100 Gbps  throughput.   Currently, SINET5 provides a direct cloud connection  service. In this service, commercial cloud providers connect  their data centers to the SINET5 with high-speed link such as  10 Gbps link directly. Therefore, academic users can access  cloud computing resources with very low latency and high  bandwidth via SINET5. Thus, academic users can receive  high-performance computer communication between  campuses and cloud computing resources. Today, 17 cloud  service providers are directly connected to SINET5 and more  than 70 universities have been using cloud resources directly  via SINET5. To evaluate virtual technologies such as cloud computing  and NFV technologies, we constructed at test-bed platform  (shown as NFV platform in fig. 1) and will evaluate the  network delay effect for ICT service with this test bed. NFV  platform are constructed at four SINET-DCs on major cities  in Japan: Sapporo, Tokyo, Osaka, and Fukuoka. At each site,  the facilities are composed of computing resources, such as  servers and storages, network resources, such as layer-2  switches, and controllers, such as NFV orchestrator, and  cloud controller. The layer-2 switch is connected to a  SINET5 router at the same site with high speed link,  100Gbps. The cloud controller configures servers and  storages and NFV orchestrator configures the VNFs on NFV  platform. And user can setup and release VPNs between  universities, commercial clouds and NFV platforms  dynamically over SINET with on-demand controller. This  on-demand controller setup the router with NETCONF  interface. Also, this on-demand controller setup the VPN corelated  with NFV platform with REST interface.   Today there are many universities which has multiple  campus deployed over wide area. In this multi-campus  university, many VPNs (VLANs), ex hundreds of VPNs, are  desired to be configured over SINET to extend inter-campus  LAN. In order to satisfy this demand, SINET starts new  VPN services, called virtual campus LAN service. With this  service, layer 2 domains of multi-campus can be connected  as like as layer 2 switch using preconfigured VLAN rages   (ex. 1000-2000). III. PROPOSED MULTI-CAMPUS ICT EQUIPMENT  VIRTUALIZATION ARCHITECTURE In this section, the proposed architecture is described.   The architecture consists of two parts. First, we describe the  network architecture and clarify the issues with it. Next, a  NFV/cloud control architecture is described.   A. Proposed multi-campus network architecture   Multi-campus network architecture is shown in Figure 2.   There are two legacy network architectures and a proposed  network architecture. In legacy network architecture 1 (LA1),  Internet traffic for multiple campuses is delivered to a main  campus (shown as a green line) and checked by security  devices. After that, the internet traffic is distributed to each  campus (shown as a blue line). ICT Applications, such as Elearning  services, are deployed in a main campus and access  traffic to ICT application is carried by VPN over SINET  (shown as a blue line). In legacy network architecture 2  (LA2), the Internet access is different from LA1. The  Internet access is directly delivered to each campus and  checked by security devices deployed at each campus. In the  proposed architecture (PA), the main ICT application is  moved from a main campus to an external NFV/cloud DC.   Thus, students on both main and sub-campuses can access  ICT applications via VPN over SINET. Also, internet traffic  traverses via virtual network functions (VNFs), such as  virtual routers and virtual security devices, located at  NFV/cloud DCs. Internet traffic is checked in virtual security  devices and delivered to each main/sub-campus via VPN  over SINET. There are pros and cons between these architectures.   Here, they are compared across five points: access link  utilization, security device utilization, network transmission  delay, disaster tolerance, and manageability.   (1) Access link utilization The cost of an access link from sub-campus to WAN is  same in LA1, LA2 and PA. While, the cost of an access link  from a main campus to WAN of LA1 is larger than LA2 and PA because redundant traffic traverses through the link.   While, in PA, an additional access link from a NFV/cloud  DC to WAN is required. Thus, evaluating the total access link  cost is important. In this evaluation, it is assumed that  additional access links from NFV/cloud DCs to WAN are  shared among multiple academic institutions who use the  NFV/cloud platform and that the cost will be evaluated  taking this sharing into account. (2) Security device utilization LA1 and PA is more efficient than LA2 because Internet traffic is concentrated in LA1 and PA and a statistically multiplexed traffic effect is expected.  In addition to it, in PA, the amount of physical  computing resources can be suppressed because virtual  security devices share physical computing resources among  multiple users. Therefore, the cost of virtual security devices  for each user will be reduced. (3) Network transmission delay Network delay due to Internet traffic with LA1 is longer  than that with LA2 and PA because Internet traffic to subcampuses  is detoured and transits at the main campus in LA1,  however, in LA2, network delay of Internet to sub-campuses  is directly delivered from an Internet exchange point on a  WAN to the sub-campus, so delay is suppressed. In PA,  network delay can be suppressed because the NFV and cloud  data center can be selected and located near an Internet  access gateway on WAN. While, the network delay for ICT application services  will be longer in PA than it in LA1 and LA2. Therefore, the  effect of a longer network delay on the quality of IT  application services has to be evaluated.   (4) Disaster tolerance   Regarding Internet service, LA1 is less disaster tolerant  than LA2. In LA1, when a disaster occurs around the main  campus and the network functions of the campus go down,  students on the other sub-campuses cannot access the  internet at this time. Regarding IT application service, IT services cannot be  accessed by students when a disaster occurs around the main  campus or data center. While, in PA, NFV/cloud DC is  located in an environment robust against earthquakes and  flooding. Thus, robustness is improved compared with LA1  and LA2. Today, systems capable of disaster recovery (DR) are  mandatory for academic institutions. Therefore, service  disaster recovery functionality is required. In PA, back up  ICT infrastructures located at a secondary data center can be  shared with another user. Thus, no dedicated redundant  resources are required in steady state operation, so the  resource cost can be reduced. However, if VM migration  cannot be fast enough to continue services, active-passive or  active-passive replication have to be adopted. Therefore,  reducing recovery time is required to adapt migration  recovery to archive DR manageability more economically   (5) Manageability LA1 and PA is easier to manage than LA2. Because  security devices are concentrated at a site (a main campus or  NFV/cloud data center), the number of devices can be  reduced and improving manageability.   There are three issues to consider when adopting the PA.   Evaluating the access link cost of an NFV/cloud  data center. Evaluating the network delay effect for ICT services.   Evaluating the migration period for migration  recovery replication. B. NFV and cloud control architecture  For the following two reasons, there is strong demand to  use legacy ICT systems continuously. Thus, legacy ICT  systems have to be moved to NFV/cloud DCs as virtual  application servers and virtual network functions. One reason  is that institutions have developed their own legacy ICT  systems on their own premises with vender specific features.   The second reason is that an institutions work flows are not  easily changed, and the same usability for end users is  required. Therefore, their legacy ICT infrastructures  deployed on a campus premises should be continuously used  in the NFV/cloud environment. In the proposed multicampus  architecture, these application servers and network  functions are controlled by using per-user orchestrators.   Figure 3 shows the proposed control architecture. Each  institution deploys their ICT system on IaaS services. VMs  are created and deleted through the application interface  (API), which is provided by IaaS providers. Each institution  sets up an NFV orchestrator, application orchestrator, and  management orchestrator on VMs. Both active and standby  orchestrators are run in primary and secondary data centers,  respectively, and both active and standby orchestrators check  the aliveness of each other. The NFV orchestrator creates the  VMs and installs the virtual network functions, such as  routers and virtual firewalls, and configures them. The  application orchestrator installs the applications on VMs and  sets them up. The management orchestrator registers these  applications and virtual network functions to monitoring  tools and saves the logs outputted from the IT service  applications and network functions. When an active data center suffers from disaster and the  active orchestrators go down, the standby orchestrators  detect that the active orchestrators are down. They start  establishing the virtual network functions and application  and management functions. After that, the VPN is connected  to the secondary data center being co-operated with the VPN  controller of WAN. In this architecture, each institution can select NFV  orchestrators that support a users legacy systems.   IV. EVALUATION OF PROPOSED NETWORK ARCHITECTURE This section details an evaluation of the access link cost  of proposed network architecture. Also, the test-bed  configuration is introduced, and an evaluation of the  migration period for migration recovery is shown.   A. Access link cost of NFV/cloud data center  In this sub-section, an evaluation of the access link cost  of PA compared with LA1 is described.   First, the network cost is defined as follows.   There is an institution, u, that has a main campus and nu  sub-campuses. The traffic amount of institution u is defined as follows  different sites can be connected between a user site and cloud  sites by a SINET VPLS (Fig. 7). This VPLS can be dynamically established by a portal that uses the REST  interface for the on-demand controller. For upper-layer  services such as Web-based services, virtual network  appliances, such as virtual routers, virtual firewalls, and  virtual load balancers, are created in servers through the  NFV orchestrater. DR capabilities for NFV orchestrator is  under deployment. C. Migiration period for disaster recovery   We evaluated the VNF recovering process for disaster  recovery. In this process, there are four steps.   Step 1: Host OS installation Step 2: VNF image copy Step 3: VNF configuration copy Step 4: VNF process activation This process is started from the host OS installation because  there are VNFs that are tightly coupled with the host OS and  hypervisor. There are several kinds and versions of host OS,  so the host OS can be changed to suite to the VNF. After  host OS installation, VNF images are copied into the created  VMs. Then, the VNF configuration parameters are adjusted  to the attributions of the secondary data center environment  (for example, VLAN-ID and IP address), and the  configuration parameters are installed into VNF. After that,  VNF is activated. In our test environment, a virtual router can be recovered  from the primary data center to the secondary data center,  and the total duration of recovery is about 6 min. Each  duration of Steps 1-4 is 3 min 13 sec, 3 min 19 sec, 11 sec,  and 17 sec, respectively. To shorten the recovery time, currently, the standby VNF  is able to be pre-setup and activated. If the same  configuration can be applied in the secondary data center  network environment, snapshot recovering is also available.  In this case, Step 1 is eliminated, and Steps 2 and 3 are  replaced by copying a snap shot of an active VNF image,  which takes about 30 sec. In this case, the recovering time is  about 30 sec. V. CONCLUSION Our method using cloud and NFV functions can achieve  DR with less cost. We proposed a multi-campus equipment  virtualization architecture for cloud and NFV integrated  service. The aim of this proposal is to migrate entire ICT  infrastructures on campus premises into cloud and NFV  platforms. This architecture would encourage academic  institutions to migrate their own developed ICT systems located on their premises into a cloud environment. Adopting  this architecture would make entire ICT systems secure and  reliable, and the DR of ICT services could be economically  manageable. In addition, we also analyzed the cost function, and  showed a cost advantages of this proposed architecture  described implementation design issues, and reported a  preliminary experimentation of the NFV DR transaction/

F. Scott Fitzgerald’s The Great Gatsby - Nick Carraways Self-Interest

Nick's Self-Interest in The Great Gatsby      Ã‚   In his novel The Great Gatsby, F. Scott Fitzgerald portrays a world filled with rich societal happenings and love affairs. His main character, Gatsby, is flamboyant, pompous, and only cares about impressing the love of his life, Daisy Buchanan. Nick is Fitzgerald's narrator for the story, and is a curious choice as a narrator because he is of a different class and almost a different world than Gatsby and most of the other characters in the book. Nick relates the plot to the reader as a member of Gatsby's circle, yet he expresses repeatedly his dislike for the man. Nick cannot relate to Gatsby because of their fundamental personality differences. Moreover, he disapproves of Gatsby's desire to impress Daisy at all costs. However, Nick continues to follow Gatsby because by doing so he can ensure his relationship with Jordan, a celebrity socialite, and because, in a perverse way, Nick can use Gatsby to bolster his own self-esteem.    Nick expresses his opinion about Gatsby quite clearly: "I disapproved of him from beginning to end" (162). However, he makes this remark at the end of the novel and actually does like Gatsby when he first meets him. "I could see nothing sinister about him" (54). Nick's image of Gatsby only begins to be tainted once he learns of his relationship with Daisy. Nick's dislike does not stem from jealousy; it comes from the fact that Gatsby shapes his life around what Daisy wants. Nick does not see Gatsby as a real person, only as an image set out to please Daisy and conform to what she desires. The epigraph of the novel states:    Then wear the gold hat, if that will move her; If you can bounce high, bounce for her too, ... ...al element of life, and thus finds Gatsby foolish as he devotes his life to pleasing Daisy. However, Nick links himself with Gatsby so that he can gain in social status and self-regard. Nick wants to be respected, and Jordan gives him much more respect after he becomes Gatsby's friend. Thus Nick keeps up the friendship to benefit his love life. He also gains self-assurance because he sees himself as Gatsby's only "true friend". Thus it is Nick's selfishness that causes him to develop a rapport with Gatsby even though Gatsby "represented everything for which I [Nick] have an unaffected scorn" (6). Gatsby becomes merely an object, though he is the character that gives his name to the title of the novel. Gatsby is only "great" relative to Nick's self-interest. Work Cited Fitzgerald, F. Scott.   The Great Gatsby.   Simon and Schuster Inc., New York: 1991.

Reading Towards New Heights :: Education Educating Teaching Essays

Reading Towards New Heights Envision a world wherein many students are lost when a college instructor opens a textbook filled with the works of authors from the ancient world. Does this even happen in colleges and universities? This does happen in classrooms around the world, and I want to be able to impact the future generations that will one-day grace the halls of a college or university. Education impacts an individual’s life every day, and I have always envisioned myself educating students to a greater extent than many students would feel capable of accomplishing. Yet how did a child who once dreamt of being a lawyer ever decide to become a teacher? In middle school, I began to read novels and write short stories. The literacy rate to me seemed to be diminishing. Students no longer found joy in picking up a book and becoming engrossed in a novel. At that point in my life, I wanted to my fellow classmates to find the pleasure in reading and writing that I did, but no one would really listen. As long as I can remember I have desired to make a difference in someone’s life, and the opportunity finally prevailed in high school. I had the opportunity to tutor a young child in reading and when she had finally accomplished the feat of reading, I was overjoyed because she grew to love reading. But when I looked at my classmates, they were all groaning about the selections that our teachers had given us. I suppose that seeing a young child enjoy reading inspired me to want to teach high school literature. I wanted older students to feel the passi on of reading a novel that they actually connected with. I wanted to be the teacher that bridged the gap between reading and teenagers. But how will I engage their minds for the great works of literature that will acquire them reasoning skills? In order to engage my students in the joys of reading, I plan to use a philosophy renowned for its able to focus on ideas, concepts, and books. My love for the great works of literature from the ancient world has allowed me to accept the philosophy of perennialism as my teaching philosophy. The Great Books are a selection of world-renowned books that I want my students to read and thoroughly attain knowledge from. Mortimer Adler once said, "The Great Books of ancient and medieval as well as modern times are a repository of knowledge and wisdom, a tradition of culture which must initiate each generation (356, Teachers, Schools, and Society).

The Bantu

LESSON PLAN GRADE 11 HISTORY. TOPIC: BANTU MIGRATIONS INTO CENTRAL AFRICA BEFORE 1800. OBJECTIVES: Pupils should be able to: Define the term â€Å" Bantu† Define the term â€Å" Migration† Explain the origin of the Bantu. Explain the causes of the migration and settlement of the Bantu Describe the ways of life of the Bantu. ORIGIN Bantu is a common term used to refer to the over 400 different ethnic groups of Africa stretching from south of the Sahara desert to South Africa that have similar languages and to some extent customs. Their movements are called migrations their large scale movements over long distances.It is important however to understand that these movement did not occur at once. They took place in phases. The Bantu speaking people were part of the Iron Age people from the Middle East. They settled along the banks of the River Nile. Later, they moved to North Africa and occupied some areas in the Sahara grasslands. From here, they moved to the area around L ake Chad, Nigeria and the Cameroon highlands area called the Benue-Cross region. However, some settled in the great lakes region in east Africa. These people were given the name ‘Bantu’ because of the imilarities that were noticed in their languages. For example, the prefix ‘ba-’ and the suffix ‘-ntu’ was common among the languages they spoke. To illustrate this, look at the table below which shows translations of the word ‘person’ and ‘people’ into some Zambian Bantu languages: 1 Language Lozi Tonga Bemba Kaonde Tumbuka Singular Mutu Muntu Umuntu Muntu muntu Plural Batu Bantu Abantu Bantu antu CAUSES The drying up of the Sahara grasslands. This led the groups that practiced agriculture to migrate in search of new fertile land and water for farming. There was population increase.This created pressure on the causing others to migrate in search for new land. Occupation, agriculture, hunting, blacksmith etc. Succession di sputes in some cases led to the migration of some groups. This normally happened when a king died and members of the royal family quarreled about who should succeed. Convicted people or criminals migrated in order to run away from being punished or killed. Tribal wars caused migrations as defeated tribes ran away from powerful ones for safety. Slave trade contributed to the migrations in that in order to avoid being ttacked and sold as slaves, some groups were forced to migrate to new areas. Some groups or individuals migrated merely for adventure. They did this so that they could explore and see what other lands were like.Ambition Another reason that led to the Bantu migrations was that of expansion. Some rulers wanted to expand their kingdoms and therefore migrated in search of new areas. 2 THE COURSE AND EXAMPLES OF THE GROUPS THAT MIGRATED 1. = 3000 – 1500 BC origin 2 = ca. 1500 BC first migrations 2. a = Eastern Bantu, 2. b = Western Bantu 3. = 1000 – 500 BC Urewe nuclus of Eastern Bantu . – 7. southward advance 9. = 500 BC – 0 Congo nucleus 10. = 0 – 1000 AD last phase 3 First group Passed through Congo Forest, avoided Zaire River and settled in Katanga or Shaba. This was about the 5th century. They settled here because of the fertile land, good rainfall, minerals, and grazing land. Interacted with the Portuguese who introduced them to new crops like, maize, sweet potatoes, and bananas. Second group Migrated around the 14th century. Settled western side of Lake Malawi. The descendants of this group are the Tumbuka, Nsenga, Kamanga and Tonga of Malawi.Another group of the Shona, Rozwi, and Karanga took a short cut, crossed the Zambezi River and settled in Mashonland. Third group This group had the Sotho and Nguni and went north east via Tanzania through the western side of Lake Malawi. They settled in Mashonaland. Here, they were forced out by the Rozwi, Shona and the Karanga. The group went to settle in South Africa. Th is was between 9th and the 14th century. 4 WAYS OF LIFE Economic The Bantu were agriculturists who grew crops like sorghum, millet, beans, maize, and sweet potatoes.They were pastoralists who kept animals like cattle, pigs, goats. They were hunters who hunted wild game for meat. They were also smelters and also made farming implements Pottery makers, made channel decorated type. Made baskets and mats. 5 Social Lived in small households. Households were made of pole and daga. Roof was thatched with grass. Huts built in a secular form Kraal built in the middle for protection of the cattle. Diet included fish, meat, and vegetables. Bark of the tree used as cloth. Political Family household under eldest male member.Family formed clans which formed villages. Villages headed by a headman. Villages formed a chiefdom or kingdom. Headed by a chief or king respectively. Religious Believed in a superior being. They called their superior being by different names. Their god would be approached b y leaders who were semi-divine. Had different spirits for different problems. Religious ceremonies held on tombs, under the msoro tree or any other sacred place. Cattle and/or other animals would be killed only during such ceremonies.  © One World Africa (Zambia) 2007 6