What to Do if Social Security Declares You Dead

What to Do if Social Security Declares You Dead You might arrangements for somebody to take care of your affairs after you die, but what if that â€Å"somebody† ends up being you? What should you do if the Social Security Administration (SSA) prematurely declares you dead? I’m Not Quite Dead Yet It starts with little clues, like when your ATM card no longer access your bank account or your druggist informs you that your health insurance seems to have been cancelled. You actually start to feel like you no longer exist. Then, the next day, a letter from the Social Security Administration confirms your fears by offering its sympathy for your death, informing you that your monthly benefit payments will stop  and that any payments made since your â€Å"death† would be removed from your bank account. Poor, poor dead you. Being incorrectly tagged as dead by Social Security can be devastating. Once SSA decides you are dead, it publishes your full name, Social Security number, birthday and supposed date of death in a publicly-accessible document called the Death Master File. Created to help prevent fraud, like somebody getting a credit card in a dead person’s name, or using dead peoples’ names to get tax refunds, the Death Master File too often exposes living people incorrectly listed on it to identity theft. Most cases of being incorrectly flagged as deceased are due to simple clerical errors, sometimes related to the actual death of close relatives – like spouses – who have the same last names. Sometimes states send incorrect or incomplete death information to SSA, or data entry errors might occur if SSA employees manually input death records.   How Often Does it Happen? How likely are you to be incorrectly listed as dead? According to a 2011 audit report from the Social Security Administration’s inspector general, from May 2007 to April 2010, almost 36,657 living people – 12,219 per year had been incorrectly listed as deceased on the Death Master File. The inspector general further estimated that since the file’s inception in 1980, from 700 to 2,800 people had been incorrectly declared dead every month a total of more than 500,000. Considering that the SSA receives about 2.5 million death records each year from many sources, the error rate is really very low, and when the SSA becomes aware it has posted a death record in error, the agency typically moves quickly to correct the situation.   Maintaining the Death Master File involves a complex, multi-level reporting process, so most cases of being incorrectly flagged as deceased are due to simple clerical errors; sometimes related to the actual deaths of close relatives, like spouses, who have the same last names. How Do You Fix It? It’s easy to prove you are not â€Å"a† dead person, but not so easy to prove you are not â€Å"the† dead person. How do you do it? According to the Social Security Administration (SSA), if you suspect you might have been incorrectly listed as dead on your Social Security record, you should visit – in person your local Social Security office as soon as possible. Most offices allow you to call ahead for an appointment. When you go, make sure to bring at least one of the following pieces of identification with you: Passport;Adoption record;Drivers license;Employee ID card;Military record;School ID card, record or report card;Marriage or divorce record;Health insurance card (except a Medicare card);Certified copy of medical record;Life insurance policy;Court order for name change; orChurch membership that establishes your identity. Important: The SSA stresses that the identification documents you show them must be original documents or copies certified by the agency that issued to them. They will not accept non-certified photocopies or notarized copies. In addition, all identification documents must be current. Expired documents will not be accepted. Finally, the SSA will not accept a receipt showing you applied for a document. Ask for Your ‘Proof of Life’ Letter When and if the correct your records, the SSA can send you a letter that you can give to banks, doctors or others to show that your death report was in error. This letter is called the Erroneous Death Case - Third Party Contact Notice.† Be sure to request this letter when you visit your SSA office. The Death Master File Cuts Both Ways Just as the SSA can wrongly declare people dead, it can declare then immortal, which poses an expensive problem for all living taxpayers. In May 2016, another SSA inspector general reported that more than 6.5 million Americans aged 112 and older still have active Social Security numbers. Seems strange, considering that a New York resident believed at the time to be the world’s oldest living man at age 112, died in 2013.

Appellate Jurisdiction in the US Court System

Appellate Jurisdiction in the US Court System The term â€Å"appellate jurisdiction† refers to the authority of a court to hear appeals to cases decided by lower courts. Courts that have such authority are called â€Å"appellate courts.† The appellate courts have the power to reverse or modify the lower court’s decision. Key Takeaways: Appellate Jurisdiction Appellate jurisdiction is the authority of a court to hear and decide appeals to decisions made by lower courts.In the United States federal court system, cases originally decided in the district courts can be appealed only to the circuit courts of appeals, while decisions of the circuit courts can be appealed only to the U.S. Supreme Court. Decisions of the Supreme Court cannot be further appealed.The right to appeal is not guaranteed by the Constitution. Instead, the appellant must â€Å"show cause† by convincing the appeals court that the trial court had failed to properly apply the laws involved or to follow proper legal procedures.The standards by which an appeals court decides the correctness of a lower court’s decision is base whether the appeal was based on a question of substantive facts of the case or on an incorrect or improper application of the legal process resulting in the denial of due process of law.   While the right to appeal is not bestowed by any law or the Constitution, it is generally considered to be embodied in general tenets of law prescribed by the English Magna Carta of 1215. Under the federal hierarchical dual court system of the United States, the circuit courts have appellate jurisdiction over cases decided by the district courts, and the U.S. Supreme Court has appellate jurisdiction over the decisions of the circuit courts. The Constitution gives Congress the authority to create courts under the Supreme Court and to determine the number and location of courts with appellate jurisdiction. Currently, the lower federal court system is made up of 12 geographically located regional circuit courts of appeal which have appellate jurisdiction over 94 district trial courts. The 12 appellate courts also have jurisdiction over specialized cases in involving the federal government agencies, and cases dealing with patent law. In the 12 appellate courts, appeals are heard and decided by three-judge panels. Juries are not used in the appeals courts. Typically, cases decided by the 94 district courts can be appealed to a circuit court of appeals and decisions for the circuit courts can be appealed to the U.S. Supreme Court. The Supreme Court also has â€Å"original jurisdiction† to hear certain types of cases that may be allowed to bypass the often lengthy standard appellate process. From about 25% to 33% of all appeals heard by federal appellate courts involve criminal convictions. The Right to Appeal Must be Proven Unlike other legal rights guaranteed by the U.S. Constitution, the right to appeal is not absolute. Instead, the party asking for the appeal called the â€Å"appellant,† must convince the appellate jurisdiction court that the lower court had incorrectly applied a law or failed to follow proper legal procedures during the trial. The process of proving such errors by the lower courts is called â€Å"showing cause.† The appellate jurisdiction courts will not consider an appeal unless cause has been shown. In other words, the right to appeal is not required as part of â€Å"due process of law.† While always applied in practice, the requirement to show cause in order to gain the right to appeal was confirmed by the Supreme Court in 1894. In deciding the case of McKane v. Durston, the justices wrote, â€Å"An appeal from a judgment of conviction is not a matter of absolute right, independently of constitutional or statutory provisions allowing such appeal.† The court continued, â€Å"A review by an appellate court of the final judgment in a criminal case, however, grave the offense of which the accused is convicted, was not at common law and is not now a necessary element of due process of law. It is wholly within the discretion of the state to allow or not to allow such a review.† The way in which appeals are dealt with, including determining whether or not the appellant has proven the right to appeal, can vary from state to state. Standards by Which Appeals are Judged The standards by which a court of appeals judges the validity of a lower court’s decision depends on whether the appeal was based on a question of facts presented during the trial or on an incorrect application or interpretation of a law by the lower court. In judging appeals based on facts presented at trial, the court of appeals judges must weigh the facts of the case based on their own firsthand review of the evidence and observation of witness testimony. Unless a clear error in the way the facts of the case were represented to or interpreted by the lower court can be found, the appeals court will generally deny the appeal and allow the decision of the lower court to stand. When reviewing issues of law, the court of appeals may reverse or modify the lower court’s decision if the judges find the lower court wrongly applied or misinterpreted the law or laws involved in the case. The court of appeals may also review â€Å"discretionary† decisions or rulings made by the lower court judge during the trial. For example, the appeals court might find that the trial judge improperly disallowed evidence that should have been seen by the jury or failed to grant a new trial due to circumstances that arose during the trial. Sources and Further Reference â€Å"Federal Rules of Appellate Procedure.† Legal Information Institute. Cornell Law SchoolAbout U.S. Federal Courts.† United States Courts

No Housing Around Texas Wesleyan University Research Proposal

No Housing Around Texas Wesleyan University - Research Proposal Example The company that was employed also works with the major street improvements that take place around the area where the university is situated. The admissions that usually take place at the university are considered to be selective and the undergraduate enrollment is 1,794 while the graduate enrollment is 1,410 students. Fifty eight percent of the student population is female and there are 1,233 students who are enrolled in the full time programs while 561 are enrolled in the part time with 44 percent of the student body being identified as minority. Only 412 students reside inside the campus out of the total population of the school due to lack of adequate boarding and accommodation facilities in the university and most of the students that are enrolled in this university are from Texas. Out of the total population of the students that are enrolled by the university, only 412 students live inside the university and the rest of the students have to find alternative places to live outside the campus. There are houses that offer this alternative residential living for the students but these houses are expensive for the students and cannot house many of the students. There are no apartment buildings that can adequately cater for the accommodation needs of many of the students at the same time. As a result of the lack in adequate housing for the university students at the Texas Wesleyan University, the prices that the students who do not get accommodation inside the university have to pay at the alternative housing around the university are very high. The limited housing that exists around the university does not offer competitive rates that are in the range that the university charges those students living within the campus. This makes the students seek alternative housing in areas that are further from the campus so that they can be able to have relatively lower rates.

The Effects of Dual Credit and Dual Enrollment on High School Students Essay

The Effects of Dual Credit and Dual Enrollment on High School Students - Essay Example To resolve this issue of seniors â€Å"blowing off the senior year† due to a lack of any substantial challenge, in 1973 the Project Advance program of Syracuse University was created (Andrews, 2004). Following this development the model was adopted by various institutions and consequently there was an emergence of a multitude of dual credit programs. In 1974, LaGuardia Community College, New York established the Middle College High School program targeting alienated and at risk students in typical high schools who potentially may not succeed in acquiring their diplomas (Lewis & Overman, 2008). Similar programs were adopted by Florida International University in 1982 (Partners in Progress) and Kingsborough Community College in 1984 (College Now). Motivated by the success of the Minnesota dual credit program, Washington State passed the ‘Running Start’ program in 1990 which allowed juniors and seniors with necessary qualifications to take college level courses at te chnical and community colleges without having to pay college tuition. In 1994 this was expanded to incorporate four year universities if there were no community colleges in the high school district (Kim & Bragg, 2008; Board, 2011) In 2004, the legislature founded House Bill 3103 which established federal guidelines tailored to provide assistance to high schools via increasing the magnitude of dual credit programs, expanding the breadth of the curriculum of these programs, and tutoring/mentoring students to aid in a seamless transition into postsecondary educational institutions (Washington State Higher Education Coordinating Board, 2005). Definitional Issues Opinion is divided among experts regarding the proper terminology that should be accorded to the opportunity provided to high school students to attend college classes which generate credits at both high school and college levels. The Texas Higher Education Coordinating Board defines a dual credit course as one that includes academic as well as technical courses. For the present purpose, dual enrollment hereon is defined following Klein (2007, p.23) as â€Å"courses that allow high school students to receive both high school and college credit simultaneo usly†. These modules are typically taught by professors or adjunct instructors belonging to the institution, and the same classes are attended by college and high school students. Concurrent enrollment for early-college high schools is also located on the college campus but only high school students attend class. The Early College High School, founded by the Bill and Melinda Gates foundation in 2002 serves traditionally underrepresented students by enabling them to access the simultaneous pursuit of college credits and a high school (American Institute for Research, 2009). Because they are easier to implement as well as less expensive, concurrent and dual enrollments have gained greater popularity (Karp & Bailey, April 2005). Kim & Bragg (2008) additionally distinguish articulated credit courses such as career and technical education, International Baccalaureate and Advanced Placement which only allow high school students to apply for the college credits. The present literatur e review will restrict its focus to concurrent and dual credit courses. Notably, these courses have the twin fold benefit of assisting a high school student either to an academic career or into the workforce (Texas Higher Education Coordinating Board, 2011). The paper will primarily address the following questions: 1. What are the principal benefits and major concerns for students who participate in dual enrollment/dual credit programs? 2. What are the central advantages and disadvantages for partnering institutions? 3. What

Management and Team Essay Example for Free

Management and Team Essay A team displaying effective team performance are identified as having several characteristics. These are: Clear Goals: These are essential and ensure that the team as a whole are working towards the same positive outcome – thus ensuring an effective and in tune team. Defined Roles and job descriptions: In order to encourage effective team performance it is critical that each team member in each position has definitive roles. When these are not followed confusion is rife and the performance of the team can be severely damaged. Defined roles ensure that each team member is doing what they should, know who to call on for assistance in a certain situation and makes for smooth and effective team performance. Open and clear communication: This ensures that all team members grow within a trusting and healthy interpersonal forum at work. Open and clear communications are the only way to ensure that a team performs effectively. Excellent communication throughout the team ensures that the team are working in sync with each other, making a strong in tune outfit. Effective decision making: Teams must receive training on effective decision making procedures in order for them to be effective. Read more:Â  Define the Key Features of Effective Team Performance If a team follows this training then the performance is enhanced across the whole team and mostly the best decisions are made using this process. Time is often saved using these techniques making for a happier healthier team. Participation from all team members: Regular time and forums to gather all team members are essential to the performance of the team. It not only empowers workers to give their opinion but allows and encourages all within a team to have their ideas and opinions validated – thus making a positive enhancement on the team. Participation also encourages the sharing of ideas and knowledge within the team creating diversity within the team as a whole. Valued diversity: Every team member has a different idea, opinion or approach and so bringing all of the differences from each individual together – this enhances the knowledge and diversity of the team as a whole. For instance – someone may be methodical and the other creative. Between them they sho uld have all avenues covered to make a well rounded team when put together. Recognising, at supervisions and team meetings, each individuals strengths enables the team to have many sides to use and in turn enhances performance. Managed conflict: is essential to effective team performance as it stops issues and problems from being ignored. It is a safe and positive way to take problems and bring out new ideas in order to solve and put at ease any members of the team affected by this conflict. It gives team members a chance to be heard and a solution sought in order to keep the team the best that it can be. Positive atmosphere: People who are happy in their work have been proven to be more productive than those who dislike their position and so positivity is a must at all times within a team. Cooperative relationships: An effective team gets along well and takes knowledge from co workers to improve the things they are less able to do alone. It has been proven that optimum team performance is achieved by team members who get along with each other. Participative leadership: An effective team with have leadership who are good role models. The leaders will be involved in the same type of work as all team members on occasion and show that they themselves can and will work as part of the team, even if they are at the top. It has been written that it should be difficult to identify the leader in effective teams upon observation. (Bruce Tuckman 1965) states that the best way to gain effective team performance is to follow his theory of Forming, Storming, Norming and performing. Following his theory tool is definitely a way forward and shows key features of effective team performance. When each stage is followed , a team should reach maximum performance quickly and with ease. (www.mindtools.com/pages/article/newLDR_86.htm) To summarise – the features of effective team performance are to have a happy knowledgeable team who meet regularly, share experiences, ideas and knowledge, to ensure team members are valued and to create a happy work environment where conflicts are safely managed and management are actively seen a nd involved within the team. With all of the above features evident within an organisations team should ensure and show excellent team performance. 1.2 IDENTIFY THE CHALLENGES EXPERIENCED BY DEVELOPING TEAMS Challenges experienced by developing teams include the notion that team members may become overwhelmed if the development is handled wrongly. Psychologist Bruce Tuckman (1965)says that in the initial stages of team development it is easy for teams to become overwhelmed by expectations of what they are being asked to do. However if the theory and tools are used correctly, team development is planned carefully, and the plan followed then all challenges can be overcome. With any team, disengagement should be looked for as if members do not participate then they will not achieve the desired outcome. Reading many papers on the matter lead me to believe that if you keep a team engaged, have a stringent plan, outline goals for the team and orchestrate using tried and tested methods, all challenges that may arise will be overcome. Time is always difficult to find with developing teams to enable the progression. Regular time should be allowed for team performance meetings and it is always difficult to orchestrate a workforce to develop. However difficult, a conclusion from my reading is that teams need time and without adequate tim e and a leader who knows what they are doing, developing teams can be seriously impaired. 1.3 IDENTIFY THE CHALLENGES EXPERIENCED BY ESTABLISHED TEAMS Established teams can be difficult to change. If an established team has effective team performance then great but if an established team has team performance that is not good then an established team may be difficult to shape as they will not be used to the new strategies and ideas involved in upping their performance. Following on as a Manager into an environment already established is always difficult. Bringing in new ideas – it is written that established teams can become un nerved and so this should be done using tried and tested techniques. It is important to identify in established teams what already works and grow with that and to slowly bring in new ideas and routes to enhance performance. Resistance to change is a natural response by human beings and should be looked out for and overcome quickly so as not to see a decline in positivity within established teams. (http://www.change-management.com/tutorial-pm-cm.htm) 1.4 EXPLAIN HOW CHALLENGES TO EFFECTIVE TEAM PERFORMANCE CAN BE OVERCOME. Team performance challenges can be overcome by using communication. Excellent communication is at the forefront of any issues and challenges with team performance. Listening is also equally as important as the team should be viewed as a whole and not as an individual. This builds trust and can be imperative in overcoming issues. The whole team will fell valued. Team time spent together can also be productive – socialising and getting to know each other can alleviate stresses and strains and can make a firm foundation for problem solving. All team members must be treated as equals. Problems will come if team members feel that one member receives special treatment. A Manager must also show consistency when completing all tasks with the team. Offers of helping team members is a positive solution as if you do the work yourself and complete the task – others will see that you are an equal and should respond positively. 1.5 ANALYSE HOW DIFFERENT MANAGEMENT STYLES MAY INFLUENCE OUTCOMES OF TEAM PERFORMANCE. There are five management styles widely used throughout the world today. They are: Authoritarian Management: A Manager at the head of the company decides how things are to be done and how each team member will work. There is no room for autonomy within this style. The Manager is solely responsible for devising company policy and implementing it. This Management style could isolate the team when used alone – although there is a place in certain settings for this management style to be used. Democratic Management – this heavily involves all employees and encourages them to have a sense of ownership and to be a part of the decision making process within a company. This Management style to me seems to be the most productive in encouraging teamwork. Democratic Management is what is used in my own company through team meetings. Staff are involved in the changing of systems and work and it is very productive. Paternalistic Management is where the boss acts as a parent to the employees. This style encompasses employees social needs into the equasion and looks at them as a whole person instead of just a worker. I can see how this management style creates a friendly working environment although my worry would be that employees would become too familiar. I believe this syle to enhance team performance . Autocratic Management – This is when a Manager makes decisions in line with their opinions and views and completely alone without the assistance of a team. This management style can leave employees feeling under valued and that they can have no opinion or say in how things are to be. There is no team involvement in this style. Autocratic management can often present as a well run company on the outside but on the inside employees may be dissatisfied – thus team performance damaged severely. Laissez – faire management – This management theory is defined as having employees that manage their own sections of the business and the over all manager watches from a distance. I like this management theory as at team meetings each member who has been responsible for their own areas can bring in their own achievements, problems and findings. If the right people are placed in the right position – this theory can be very productive. The over all manager can take more of a back seat if done well and the individuals can run the company – but only if they are self motivated individuals. 1.6 ANALYSE METHODS OF DEVELOPING TRUST AND ACCOUNTABILITY A democratic management style clearly develops trust as every team member is involved in the processes and operations of the company. Developing trust is based around communication. As we interact, question, disagree with and support decisions in a positive way, we build confidence in one another and promote overall group success ( Limas 2003) Key elements for developing trust are communication methods. Active listening, body language, group interaction and group communication must be used, observed and acted upon. This is why team meetings encompassing these are essential to develop group trust. The leader of all team interactions must be familiar with all communication methods with a view to trust buildings. Accountability development. Robust performance is based guided accountability. Within an organisation it is essential that all involved know their accountability and when this is acted upon. For instance – Managers are accountable for ongoing training and how this is guided through supervisions and passed onto staff members. In a domiciliary care setting – all workers have a job description and code of practice. They also receive training on safeguarding, record keeping and any other aspect of their day to day role. When workers have signed policies and procedures they will be aware of their own individual accountability. It is essential that regular training and updates are done so that all know who is accountable and for what within a care setting. The Management need training in these matters so that they know their own responsibilities. Accountability is developed when own responsibility is defined. 1.7 COMPARE METHODS OF ADDRESSING CONFLICT WITHIN A TEAM. There are many methods of addressing conflict within a team. (Goldfien and Robbennolt 2007) developed a dual model based upon assertiveness and empathy and have proven that linking these together using their five conflict resolution is productive. These are avoidance conflict – adopting a wait and see approach. This can often lead the conflict to go out of control. Yeilding conflict style – this is based upon having more regard for the person creating the conflict than of ones own self. This is used by individuals who with to keep social situations pleasant. They give into demands so as to not upset the apple cart. Competitive conflict style – this maximises individual assertiveness and minimises empathy. This style is used for dominating people who simply wish to win or lose. This is an aggressive style of conflict that usually involves arguing and shouting and power games. It is based upon feelings of intimidation (Morrill 1995) Cooperation conflict style – This style is when the individual takes into account both sides of the conflict and to the best possible outcome for both parties. This style is based around the conflict being dealt with assertiveness and empathy in equal measure. According to literature that has been written on conflict resolution – a cooperative conflict resolution style is recommended above all others ( Sternberg and Dobson 1987) Conciliation conflict style – This style is based around fairness. Giving and taking actions are evident to reach half way thus promoting conflict resolution. This style is both yielding and co operative combined. When a conflict is evident then the management should seek these styles and act accordingly dependant on the nature of the conflict. It is also about personal preference and characteristics of the individuals involved in the conflict. My personal method of dealing with conflict within my company is the consiliation style first and foremost but with the different styles above I can use another if my natural choice is unsuccessful – which it is not very often it does not work. References Bruce Tuckman . (1965). Managent theories and styles. Available: http//www.mba-online-program.com. Last accessed 14th sept 2012. Goldfien and Robbennolt. (2007). conflict resolution. Available: http//en.wikipedia.org/wiki/conflict_resolution_conflict_management. Last accessed 08th oct 2012. management. (2011). established teams. Available: http://www.change-management.com/tutorial-pm-cm.htm). Last accessed 08th oct 2012. MIT human resources. (2012). Accountibility. Available: http//hrweb.mit.edu/performance-development/accountibility. Last accessed 08th oct 2012. Morill and Sternberg and Dobson. (1995). Conflict resolution. Available: http//en.wikipedia.org/wiki/conflict_resolution.conflict_management. Last accessed 08th oct 2012. Univerity of Florida. (2010). Developing trust and co operation. Available: http//edis.ifas.ufl/fy748. Last accessed 08th oct 2012. wikihow. (2010). How to build trust. Available: http//www.wikihow.com/build-trust. Last accessed 08th oct 2012.

Ghibertis Baptistry Doors 3rd Set :: Essays Papers

Ghibertis Baptistry Doors 3rd Set The work of art that I chose to do my research paper on was Ghiberti's 3rd set of Baptistry Doors. These doors are known as "The Gates of Paradise." The doors were commissioned in 1427; they were finally completed and installed in 1452 at the eastern entrance of the Baptistry of San Giovanni. The replication of the doors is located in San Francisco, at Grace Cathedral. The doors consist of ten square panels, gilded together. Surrounding the panels are small heads, floral motifs, and niches that contain miniature statues of Prophets. Leonardo Bruni created the iconographic formula, taken from stories of the Old Testament. Ghiberti followed the plans and created 10 scenes ranging from the Creation of Adam and Eve to the reign of King Solomon. The top left panel is the scene of the Creation, Temptation and Expulsion of Adam and Eve. The top right panel is the scene of Cain murdering Abel. The next panel is of Noah and the Flood; then Abraham sacrificing Isaac; Jacob and Esau; Joseph being sold into slavery by his brothers; Moses receiving the Ten Commandments; Joshua and the battle of Jericho; David and Goliath; and finally Solomon and the Queen of Sheba. All the panels were gilded in gold, giving them a uniform and seamless perspective. Ghiberti was a master of using perspective in his works. The attention to detail is apparent when you examine closely the sculpted figures in each panel. They all seem three-dimensional. The way in which Ghiberti sculpted each figure, gives them a shadow against the background which is key to the three-dimensional perspective of each figure. The way in which the panels were positioned on the doors is interesting. Instead of using smaller panels, which would allow for more scenes, Ghiberti chose to use large panels that are easy to see. The miniature figures and heads surrounding the ten panels is another interesting point. The full body figures are Prophets. There are 20 prophets surrounding the panels. Most likely they were also taken from the Old Testament. Each of these prophets is in the motion of some type of action. Their action is probably what they were known for and why they became Prophets. Again, Ghiberti gives each a three-dimensional pose. He is past the old ways of symmetry and each figure looks realistic in pose.

How to hack crack email account password Essay

Email Password Hacking or cracking is the process of recovering passwords from data that has been stored in or transmitted by a computer system.The use of passwords goes back to ancient times. Sentries guarding a location would challenge for a password or watchword. We Know how to defeat sentries or bypass them. Records of Email – Records of Instant Messages and Chatroom Conversations – MSN Messenger – Yahoo Messenger – ICQ – AOL Instant Messenger – Plus various chat rooms! Records of Web Sites Visited – URL visited – Date and Time the web page was first viewed Screenshots from the targeted computer And MUCH MORE â€Å"I’ve been suspecting my husband has been having an internet affair for 4 years now. After using your secrets I discovered he has been having numerous online relationships with many women! He even had the photos stored on his email† — Michelle S, Birmingham, AL(it’s a comment from one of our client) Many passwords can be guessed either by humans or by sophisticated crackingprograms armed with dictionaries and the user’s personal information.If still can`t get the password you are looking for then turn to  us, rest we will do and find/hack/legitimate/recover that password for just 150$ and you need to pay only after when you are satisfied. In one survey of MySpace passwords which had been phished, 3.8 percent of passwords were a single word found in a dictionary, and another 12 percent were a word plus a final digit; two-thirds of the time that digit was 1

Philosophy, Theory, and Ideology : Comparison and Contrasts Essay

I. Definition of Philosophy, Ideology and Theory The words Philosophy, Theology and Ideology are linked with each other. In order to discuss and compare each, definitions of the words are important. Philosophy is a greek word that came from the words â€Å"philo† and â€Å"sophia†. â€Å"Philo† means love and sophia means wisdom. Taking these two words literally, the word philosophy can be defined as the â€Å"love of wisdom† (theophil-bcantens.barry.edu, 2007). An article from theophil-bcantens.barry.edu (2007) had further explained that philosophy is a study of the ultimate. This definition was taken from what the philosophers had said about philosophy and the concepts that have been studied in philosophy. Ideology as defined in the dictionary, according to Rolf Schwarz, â€Å"is a belief or a set of beliefs, especially the political beliefs on which people, parties, or countries base their actions.† On the other hand, Theory is defined by Curran and Takata (2007) as a systematic way of thought about a subject. II. Comparison of Philosophy, Ideology and Theory Based on the three meanings, differences can now be seen from the three words. Philosophy is seen as a discipline like a branch of science or a branch of education. It is a subject that has theories and ideologies on its own. On the other hand, Ideology is a belief, meaning a person or a group of person could belief on that particular idea or not. Ideology pertains to any belief, as long as there is a person that believe in an idea then that can be pertained as the ideology of that particular idea. A theory is a way of thinking that explains something logically. A theory is usually a way to help clarify the things that are happening around us. As the author had stated, Philosophy is a study of the ultimate. Ideologies are sometimes formed based on Philosophy. Most of the topic in Philosophy is quite complicated and almost all issues are still under debate. According to Aristotle in Metaphysics, â€Å"All men naturally have an impulse to get knowledge.†, because there are many things in the world that are yet to be clarified people tend to study why this is so. Philosophers tried to explain things and made some theories in philosophy. An example of which is Mentalism. This is considered as a philosophical theory wherein â€Å"the mind is the true reality and objects exists only as aspects of the mind’s awareness† (the freedictionary.com, 2007). However, others based their beliefs on Philosophy. Example is the Aetheist. The ideology of the Aetheist is that â€Å"God does not exist†. That is what they believe, however it is not yet proven still. III. Conclusion As a conclusion, theory, ideology and philosophy differ in form. Philosophy is a discipline, Ideology is a belief and Theory is a way of thinking. These words are concerned with how the people think based on their everyday lives. People are curious about what is happening in their environment and because of this, people formulated several questions about the existence of something or about the meaning of something. The questioning is then perceived as a philosophy if people start to study and try to discover the answer to the questions that are still yet to be found. Philosophical theories can become ideologies depending on the one who perceives it. On the other hand, an Ideology cannot be accounted as a theory because it is based on the belief of people. The belief could either be logical or not.

HAKA--traditional dance performance in New Zealand essays

HAKAtraditional dance performance in New Zealand essays Most people will identify HAKA as a war dance, actually this is an erroneous description, but it ¡Ã‚ ¯s understandable. One relatively formal definition is that composition played by many instruments. Hands, feet, legs, body, voice, tongue and eyes all play their part in blending together to covey in their fullness the challenge, welcome, exultation, defiance or contempt of the words. (Armstrong A, 1964) According to Armstrong, he describes two general types of HAKA by whether weapons are carried or not: HAHA taparahi, which is performed without weapons and may express public or private sentiment; and HAKA peruperu, in which the performers carry weapon. (Armstrong, A, 1964) There are also other methods to distinguish HAKA, which are differed by their function, by their manner of performance, by grouping of performers: ( Mclean, M 1996) Ngeri ¡Ã‚ ªany short informal composition in HAKA form performed with or without dance and could be regarded as a short, sharp, wake-up action Tuara ¡Ã‚ ªa type of ngeri in which words describe sexual connotations and imagery to express derision Tumoto ¡Ã‚ ªanother type of ngeri which is a virulent chant to indicate revenge for some injury or defeat in battle Pirori ¡Ã‚ ªa HAKA performed naked which indicate contempt revulsion Kaioraora ¡Ã‚ ªa HAKA composed by women to vent their anger at a an event which has occurred 2 By manner of performance HAKA horuhoru ¡Ã‚ ªperformed in a kneeling position by both sexes HAKA hoiri ¡Ã‚ ªperformed with swaying movement HAKA matohi ¡Ã‚ ªperformed by men only in which they exaggeratedly expose their posterior HAKA pikari ¡Ã‚ ªin which feet are shuffled HAKA aroakapa ¡Ã‚ ªa haka performed in two ranks. HAKA maporowha ¡Ã‚ ªperformed with performers forming a square. There is a type of HAKA performed by women only, is pukana. Although it is not mentioned within HAKA, accords exactly the definition of HA ...

14 Weirdest College Christmas Trees

14 Weirdest College Christmas Trees It’s not that college students don’t love Christmas or take it seriously. That’s not the case at all. The issue is that due to financial restraints some people are forced to get creative. Like a Marine, they must adapt and overcome, and use whatever they have at their disposal. What you end up with are these 14 weirdest college Christmas trees. 1. An Elaborately Decorated Traffic Cone Hey, it’s kind of the same shape as a tree, right? They’re handy and sitting in the road, or perhaps half buried in dirt in the front lawn. Why not just grab some tape, a string of lights and maybe a roll of dental floss and voila, Christmas Cone Tree. 2. The Almighty Beer Bottle Christmas Tree Many have tried, but few succeed. In reality, pulling off an impressive beer bottle tree is hard to do. How many college kids does it take? No one knows yet. Search around the net though and you’ll discover the beer-tree creation is a science (should be a degree option). 3. A Majestically Stacked Pizza Box Tree There’s at least 30 of them all stacked neatly in the corner behind the thing (otherwise known as the love seat sofa), so why not put them to good use? It all comes down to stacking, super glue and then all the many adornments laying around the house. 4. The Keg Tree You’ll need about 20 kegs to pull off a monster keg tree. Stacking them is simple and then decoration is cake walk. Lights galore, and to finish it off perhaps a single light within a Jgermeister bottle (festive green of course)? 5. Walk Outside Grab a Twig When all else fails simply walk outside, grab the nearest branch with foliage still clinging to it (Pine is ideal) and then stick it a bottle, tac it to a wall, or whatever it takes. That right there is a classic dorm room tree, worth of center window placement. 6. The Textbook Tree What else are they good for? Plus, they’re heavy and won’t be missed, unlike the pizza boxes. You can use them to hold lights in place but getting ornaments to hang from them is a bit tricky. 7. Traffic Cone + Branch Tree Combining a traffic cone with a branch is another epic strategy for the â€Å"staying on-campus this year† Christmas student. Like putting peanut butter and bananas together, it just works. 8. Blowup Dino-Tree They’re green with spots and come with plenty of things to hang thing from. Plus, the plastic is thick enough to where you can tape all kinds of festive things (popcorn strings anyone?) on them. Who doesnt love a quality blowup Dino-tree? 9. Air freshener from a Stick Tree Grab one of those timeless, and fresh scented, air fresheners that already come in the shape of a Christmas tree and dangle it from a stick. In college you have to be open minded. Where you might see an air freshener hanging on a string from a stick, the roomies consider it the equivalent to Time Square’s Christmas tree. Lighting it is a problem though. 10. The Disappearing Dorm Hall Tree It’s there one minute and then quite suddenly it disappears. What’s with that? Doesn’t it defeat the purpose? In case you’re wondering, we’re attempting to get you to infer that the tree was stolen. It happens every year, but every year the dorms have to have their own trees. 11. Any Tree Made in The Lab If the tree was concocted or conjured up in a lab on or off campus, then it definitely belongs in this list. If the person creating the tree is wearing protective eye goggles or even a torch mask, then chances are it could end up being more of a hazard than anything else. 12. Toaster + Branch If there’s never any toast around anyway, why not put it to good use. Hey, it plugs in and they can hold not one but two small Christmas Tree twigs without a problem. 13. Thumb Tacs + Short Light String This is for the more artistic Christmas lovers out there. You buy a string of Christmas lights and then use thumb tacs to put it on the wall in the shape of a tree. If the wall paper is green, or festive, then that right there is an epic tree. 14. Christmas Tree Ladder Like the traffic cone, ladders come pre-molded for use as Christmas trees. Throw a green blanket around it, tape some lights into it, maybe even some tinsel and you’re golden! These are some of our favorites, but we know there’s so many more fabulous trees. The lengths that some of us will go to celebrate the Christmas spirit never ceases to amaze. If you still dont know how to celebrate Christmas, here youll find amazing Christmas party ideas. How about it, what kinds of weird Christmas trees have you seen or created?

My Name is Seepeetza by Shirley Sterling Essay Example | Topics and Well Written Essays - 1750 words

My Name is Seepeetza by Shirley Sterling - Essay Example From this paper it is clear that the story actually offers a detailed insight into the residential school system, which existed during the time, but more importantly, it highlights the subversive strength of the protagonist to face and overcome challenging situations in life. As the essay highlights the author on a subtle note tries to provide the readers with an understanding of the issues and problems faced by her generation, but on the deeper side, she equips them with the power to face such situations and voice their thoughts without fear. The author’s ability to do so becomes evident from how a sixth grader overcomes situations of bullying, persecution, loneliness and terror. On the other hand, her positive attitude towards life becomes manifest when she demonstrates the capability to live another day with the sweet memories of her family. Literature also serves the purpose of providing readers with an opportunity to understand historical accounts through the perspective of different characters, the way they lived and the experiences in their lives. Seepeetza’s story is such an account, which offers the readers a detailed insight into the issues and hardships that an aboriginal girl faces in the residential school, and how she pulls thr ough all of it with her resolute willpower. She also firmly believes that no matter if her name, clothes and other things that remind her of her family are taken away, she still has her memories and deep rooted tradition that simply cannot be extricated from her. Sterling provides various instances starting from the beginning of the story, which showcases how Seepeetza fights back throughout her stay at the residential school and overcomes the oppressive authoritarian system as well as the racist evils of the school.