Risk Management and Security Threat Essay Example | Topics and Well Written Essays - 500 words - 39

Risk Management and Security Threat - Essay Example The Department of Veterans Affairs has incorporated security measures into its risk management framework. In order to cater for program risk, the department has employed security experts who are competent enough to manage programs and risks associated with them. The department has also improved their detection systems as well as employing security measures such as the use of strong passwords. One of the measures to cover institutional risk in the risk management framework is diversification of products and benefits to veterans (SOPHOS, 2014). There exist some differences between the three reports. One difference is their content. One report is about the threats that come about with new technology platforms while the other is about the evolution of malware to becoming smarter, shadier and stealthier. This happens when the malware authors develop more effective malware that can easily camouflage and go undetected by program users and owners. The second difference is that one report, the later report of 2014, is about the advancements made by malware developers and how malware has developed dangerously. The 2013 report is about how development and advancements in technology have opened up new opportunities for malware developers. This difference sensitizes web users that virtually all the internet segments are under risk. The third difference is that the 2013 report mentions android as one of the prime targets of malware and paints a picture that Android is highly vulnerable while the 2014 report mentions the advancements ma de in malware that is targeted at Android operating systems. This is significant in sensitizing users on the potential threats to Android that exist. (SOPHOS, 2013). The key threats should be addressed by developing more and better solutions to software security. This is because efforts against security threats can only be successful if the efforts are well ahead of the threats. The government should initiate programs that will encourage growth and development of antimalware. Professionals need to get smarter by the day.

Diversity and Difference in Early Childhood Essay Example for Free

Diversity and Difference in Early Childhood Essay Personal interest: My first awareness of racial identity and diversity occurred when I was in Year 3. Having being raised acknowledging acceptance of people of racial or cultural difference my thoughts of children of colour were positive and impartial. However, one day a boy in my class of Sri Lankan descent got into trouble with another student, but only the Sri Lankan boy was asked to go to the principal’s office. During our lunch break he came over to a group of us and told us that he thought he was the one that got into trouble ‘because he was ‘black’’. I remember thinking to myself, ‘why would he get into trouble just because he was black? ’ It was in fact that both boys went to the principal’s office, just on separate occasions. This was my first memory of someone thinking that they were being singled out or getting into trouble due to belief of skin colour dissimilarity and racial stereotypes. I’ve been aware of racial diversity ever since. Now that I have an opportunity to be a part of children’s learning and development I want to learn more about diversity and make a difference in children’s perspectives of themselves and others. Discussion: As educators in early childhood, it is crucial that we acknowledge and respect that children’s personal, family and cultural histories shape their learning and development. The increase in racial, ethnic, and cultural diversity in educational centres is reflected in many early childhood classrooms. Although the diverse composition of early childhood classrooms may bring challenges, it also introduces many opportunities for educators, parents, and children as we need to value and appreciate difference and variety as a positive attribute in all educational and social environments (Ashman and Elkins 2008). As adults, being ‘different’ is a decision to make a personal statement; such as deciding to change a hairstyle, get a tattoo or by wearing alternative clothing. It is one thing to be different by choice, and another for a child to discern themselves as being different based on their physical features, cultural of religious differences. One of the most stimulating aspects of early education is observing and supporting young children as they develop their individual identities. This development takes place within different social contexts where issues relating to human diversity and difference impact significantly on children’s understandings and ways of being in the world. Arguably, our education begins when we are first able to detect causes and consequences, and continue to form the basis of our identity, behaviours and knowledge of the world around us. Glover (1991) in the early 1990s found that as 2-3 year old children became aware of difference they simultaneously develop positive and negative feelings about the differences they observe. For example, racial awareness impacts on their perceptions of skin colour and on their preferences in the social relationships they initiate and foster with other children. An Australian study conducted by Palmer (1990) exemplifies how preschool children were able to make negative judgements based on racial characteristics of young Aboriginal children. Children were reportedly saying ‘You’re the colour of poo†¦ Did your mum drop you in the poo? ’ This observation suggests that children as young as 2 years old are becoming aware of diversity and differences of others, and these judgements children are making are often affecting their ability to make sound judgements of others as their perceptions of reality are distorted. Although Palmers study was conducted in 1990, there has been a significant increase in racial awareness since the 1980s of the importance of early childhood education policies, practices and curriculum aiming to positively reflect the diverse cultural identities of children and their families. Today, the embracing of children’s lives is a central focus of the different philosophies which foster early childhood education in Western society, such as the ‘anti-bias curriculum’ which emerged from the United States (Derman-Sparks and the A. B. C. Task Force, stated in Robinson 2006 p 2) and also in the perspectives of Reggio Emilia. In Australia there has been a broadening of cultural influences which has been referred to by Ashman (2008) as ‘the cultural mosaic’, which refers to those who have migrated maintain their homeland traditions while embracing the new norms, values and practices within the country. Furthermore data collected by the Australian Bureau of Statistics (2008) show that around 25% of Australians were born in other countries, nearly half the population has direct links with relatives born overseas, and over 2. 5 million people speak a language other than English at home, which should clearly illustrate to educators that learning developmental experiences need to be appropriate for multicultural children to be involved in. As stated by Robinson (2006), the early childhood years are fundamental years in the growth and development of a child’s cognition, language, social, emotional and physical competence. Early childhood educators are in an ideal position to make a positive difference in the lives of children and their families. My emerging philosophy would be to teach children to be critical thinkers specifically about prejudice and discrimination to encourage children to develop the skills to identify when something they have said or done is unfair of hurtful to another. Also to model the behaviours and attitudes I would want children to develop, particularly in situations that can either promote prejudice or inhibit a child’s openness to diversity. Furthermore, I would aim to expose children to role models from their own culture as well as to those from other cultures to encourage appreciation of their own cultural identity, as well as different cultures. As professionals who work with families, our willingness to talk openly about identity and to help foster a positive sense of self in children can make an enormous difference in affirming the rich diversity within our community and help children form bridges across cultures and traditions. The more that children have a solid grounding and understanding about who they are and where they came from, the more they learn to value differences of cultures different from their own, and the closer we get to building a world of respect of multicultural differences. Ashman, A F, Elkins J 2008, ‘Education for Inclusion and Diversity’, 3rd edn, Pearson Education, Frenchs Forest, NSW. Davis, B M 2009, ‘The Biracial and Multicultural Student Experience: a journey to racial literacy’, Corwin, Sage Ltd, USA. Glover, A 1991, ‘Young children and race: a report of a study of two and three year olds’, Australian Catholic University, Sydney. Pulido-Tobiassen, D, Gonzalez-Mena, J 2005, ‘Learning to Appreciate Differences’, Early Childhood Today, vol. 20, issue 3, viewed 2 April 2011, retrieved from Victoria University Database. Robinson, K 2006, ‘Diversity and Difference in Early Childhood Education’, Bell and Bain Ltd, Glasgow, viewed 1 April 2011, retrieved from Ebrary database.

Essay --

The Armenian people are known to have begun around sixth century B.C. The Armenians are ancient people who speak an Indo-European language and have traditionally inhabited the border regions to Armenia, Iran, and Turkey. Armenians lived in Anatolia and West Armenia for about 3,000 years until the 11th century when they were defeated by Central Asian tribal armies. Since then, the Armenians have lived as subjects to several Turkish dynasties (Centuries of Genocide). Armenia was the very first nation to accept Christianity as its state religion. Armenia was an independent kingdom before it was taken over by the Ottoman Empire in the 15th century. The Ottomans created a huge empire going from Eastern Europe to Western Asia and North Africa. Armenians were Christians and Ottoman rulers were Muslim. The Armenian’s were a minority group under the Ottoman Empire and they were often treated unfairly. The Ottoman Empire deprived Armenians of their rights. Armenians had to pay higher taxes than Muslims, they had fewer legal rights and they were not allowed to vote. Even though they faced these challenges, the Armenian’s did very well under Ottoman rule. They were wealthier than the citizens of Turkey and they received a better education. It wasn’t long before Turks began to resent the Armenians. They did not trust them or their loyalty to other Christian governments. The Ottoman Empire began to fall apart in the 1800’s. As the empire disintegrated, Greeks, Serbs and Romanians achieved independence. Only the Armenians and the Arabs of the Middle East remained in the Ottoman Empire which was ruled by Sultan Abdul Hamid (unitedhumanrights.org). They Armenians demanded fairness from Sultan Hamid and wanted security from Kurd... ...problem is that Turkey is an ally to America and recognizing the Armenian genocide would harm relations between US and Turkey (Common Dreams). The United States needs Turkey for the war on terrorism because they have an airbase that the US forces use to get supplies to troops in Iraq. Several Resolutions have been presented to the US Congress over the years to recognize the Armenian Genocide. On May 20, 2013 HR Resolution 227 was introduced by the House of Representatives calling on the President â€Å"to work toward equitable, constructive, stable, and durable Armenian-Turkish relations based upon the Republic of Turkey’s full acknowledgment of the facts and ongoing consequences of the Armenian Genocide, and a fair, just, and comprehensive international resolution of this crime against humanity.† (H. Res. 227). The Bill is currently pending approval by US government.

Is Latin America a More Democratic Place Today Than It Was in 1945

Is Latin America a more democratic place today than it was in 1945? Given the word and time restrictions, an in depth analysis of each Latin American country’s democratic progression across the time period would simply not be feasible. Instead I will attempt to look at Latin America’s progression as a whole and will provide examples of specific countries situations where relevant, in particular Venezuela. Firstly it is important to distinguish between two ideas. One is democracy. For democracy to work, there must be free and fair elections.There must be more than one political party. The people of the country should have a good education so that they can make informed choices. They should share a common culture. All must accept the idea that everyone has equal rights. Finally, there must be rule by law, not by power. In other words there must be a separation of power, which means that the judiciary has to be a completely different body from the governing power of the co untry. Many nations in Latin America have had dif? culty achieving democracy because all these factors are not present.The second idea is that of democratic culture. This involves the existence of constitutions, respect for rights, transparency when it comes to policies and governmental decisions and crucially, no corruption. Latin America, when viewed as a whole, is generally viewed as a more democratic place now than in 1945 but it would be wrong to assert that during the past 68 years Latin American countries have undergone a steady increase in democracy. Brazil is a prime example of a country that has gone through fluctuations in democracy throughout the period.Currently in Latin America, despite being in a state of relative poverty when compared to the rest of the world, the majority of countries have become, at least formally, electoral democracies. 13 countries are now classed as free, 8 as partially free, with only Cuba and Haiti being deemed as not. Venezuela, following the recent passing of Hugo Chavez, is at a crossroads on its journey to democracy. However many question how democratic a ruler Chavez actually was in his time as president. One of two very important relationships to analyse is that of democracy and the level of development in a country or in this case Latin America.This leads on to what is one of the most stable relationships in social sciences, the positive correlation between high levels of wealth and established democracy (Lipset 1959). To back this statistic up, a democratic regime has never fallen after a country has reached a certain level of income per capita, which is said to be $6055 (Przeworski 2000). In 1945 Latin America was still recovering from the economic shockwaves caused by the great depression of 1930. This global economic crisis meant that the rest of the world was not demanding any imports from Latin America.At the time these would have been mainly raw materials and this lack of export revenue for the South Americ an countries had a detrimental effect on their situations in the majority of cases. During the decade or so after the great depression, around 1945, the effects will have trickled down and income per capita and GDP levels will have been significantly reduced. This will in turn have destabilised democracy attempts and can be viewed as a reason for why Latin America was less democratic then than it is now. Without the economic and financial means it is very difficult to achieve a fully functioning democracy.Of course it is worth pointing out that we are nearing the end of a fairly gruelling global economic downturn today but the consequences for Latin America are far less in this instance. The economic growth in Latin America has been very modest throughout the 68 years in question but more importantly it has been volatile. Periods of prosperity in several countries have been followed by long periods of stagnation and even negative growth. This volatility can be seen in Latin American countries progression since independence in terms of democracy as well.Take Brazil as an example. The country became independent in 1822 and was ruled by a monarchy. In 1930 this monarchy was overthrown and the country was under a dictatorship for a couple of decades. In 1956 an elected leader was installed only to be replaced by military rule 10 years later. Finally in the 1980’s, as a result of yet another economic decline, Brazil was yet again ruled by an elected president. The other significant relationship that needs to be looked at is that of democracy and corruption.Corruption is usually defined as a violation of the norms of public office for personal gain (Nye 1967). It has been suggested that corruption permeates everyday life in Latin America with only very high profile cases ever being unveiled in a court of law and even then this only happens in the more democratic countries (Blake and Morris 2009). Here are a few statistics to back this assertion up. In a 2004 survey 42 % of respondents ranked the probability of paying a bribe to the police as high, while 35% expressed the same ease of bribing a judge (Blake and Morris 2009).In a 2005 survey, 43% of respondents in Paraguay and 31% in Mexico admitted to having paid a bribe just within the past twelve months (Blake and Morris 2009). Democracy has a complex and multifaceted relationship to corruption (Doig and Theobald 2000). It provides alternative avenues to obtain and then use power and wealth. This leads to brand new opportunities for corruption. However despite the fact that democracy makes it easier for corruption to exist, when there is a democracy it becomes of even greater importance to supress corruption as it strikes at the very meaning of democracy itself.To sum this idea up, corruption undermines the essence of citizenship, distorting and crippling democracy (Blake and Morris 2009). It is clear from the statistics in the previous paragraph that corruption continues in today†™s Latin America to have a tight grip over many if not all of its countries. Therefore it is very difficult to say that democracy has come on in leaps and bounds since 1945 when as crucial a factor as corruption is still such a plague to the region. Another factor when looking at democracy in the continent is the level of education.People must be aware of the fact that there is more than one option in a democracy. It is also crucial that the population of a country understands the concept of propaganda. A democracy can only work in a country with a certain level of education otherwise it can easily be classed as brainwashing, especially with the level of influence that the media can have over an ill-educated population. An example of what a lack of education can do in a democracy is that during the elections in which Chavez was voted in, he very nearly missed out on the appointment because his main rival was a former Miss Venezuela.The implication of this is that a worrying amount of the Venezuelan public didn’t vote for Chavez because there was a far better looking female alternative. Of course this could just be cynicism and she may well have had a very impressive manifesto and realistic yet progressive goals. During Chavez’ time in power though, he managed to substantially increase literacy along with reducing poverty by over half. Chavez had many positive effects on Venezuela, not least providing them with 14 years of stable rule. However his recent death has thrown the country off its feet and they are at risk of descending into political turmoil.Further examples of why Latin America was less democratic in 1945 include the fact that leading South American countries such as Columbia and Argentina had still not given women the right to vote. Universal suffrage is something that can be found in certain definitions of democracy for example Dahl’s and was definitely holding those countries back at that stage in their bid for democracy (D ahl 1971). To conclude, it is safe to say that Latin American countries are in a better overall place than in 1945 but that corruption in particular is holding them back.A country needs to be not only ready for democracy but also willing to accept it. It can definitely be argued that not all Latin American countries are ready for democracy but one final point may indicate that they are nearing acceptance of it. This is that something the Latin Americans care greatly about is their national identity, an idea that is very closely linked to democracy. Therefore with the rapid increase in globalisation endangering this coveted national identity, South American countries are rapidly warming to the idea of being democratic. Bibliography: Charles H. Blake & Stephen D. Morris (1999), Corruption and Democracy in Latin America, published by the University of Pittsburgh Press. * R. A. Dahl (1971), Polyarchy: Participation and Opposition, published by Yale University Press. * Alan Doig and Robi n Theobald (2000), Corruption and Democratization. * S. M. Lipset (1959), Some Social Requisites of Democracy, Economic Development and Political Illegitimacy. * A. Przeworski (2000), Democracy and Development: Political Institutions and Well-being in the World 1950-1990, Cambridge University Press. Is Latin America a More Democratic Place Today Than It Was in 1945 Is Latin America a more democratic place today than it was in 1945? Given the word and time restrictions, an in depth analysis of each Latin American country’s democratic progression across the time period would simply not be feasible. Instead I will attempt to look at Latin America’s progression as a whole and will provide examples of specific countries situations where relevant, in particular Venezuela. Firstly it is important to distinguish between two ideas. One is democracy. For democracy to work, there must be free and fair elections.There must be more than one political party. The people of the country should have a good education so that they can make informed choices. They should share a common culture. All must accept the idea that everyone has equal rights. Finally, there must be rule by law, not by power. In other words there must be a separation of power, which means that the judiciary has to be a completely different body from the governing power of the co untry. Many nations in Latin America have had dif? culty achieving democracy because all these factors are not present.The second idea is that of democratic culture. This involves the existence of constitutions, respect for rights, transparency when it comes to policies and governmental decisions and crucially, no corruption. Latin America, when viewed as a whole, is generally viewed as a more democratic place now than in 1945 but it would be wrong to assert that during the past 68 years Latin American countries have undergone a steady increase in democracy. Brazil is a prime example of a country that has gone through fluctuations in democracy throughout the period.Currently in Latin America, despite being in a state of relative poverty when compared to the rest of the world, the majority of countries have become, at least formally, electoral democracies. 13 countries are now classed as free, 8 as partially free, with only Cuba and Haiti being deemed as not. Venezuela, following the recent passing of Hugo Chavez, is at a crossroads on its journey to democracy. However many question how democratic a ruler Chavez actually was in his time as president. One of two very important relationships to analyse is that of democracy and the level of development in a country or in this case Latin America.This leads on to what is one of the most stable relationships in social sciences, the positive correlation between high levels of wealth and established democracy (Lipset 1959). To back this statistic up, a democratic regime has never fallen after a country has reached a certain level of income per capita, which is said to be $6055 (Przeworski 2000). In 1945 Latin America was still recovering from the economic shockwaves caused by the great depression of 1930. This global economic crisis meant that the rest of the world was not demanding any imports from Latin America.At the time these would have been mainly raw materials and this lack of export revenue for the South Americ an countries had a detrimental effect on their situations in the majority of cases. During the decade or so after the great depression, around 1945, the effects will have trickled down and income per capita and GDP levels will have been significantly reduced. This will in turn have destabilised democracy attempts and can be viewed as a reason for why Latin America was less democratic then than it is now. Without the economic and financial means it is very difficult to achieve a fully functioning democracy.Of course it is worth pointing out that we are nearing the end of a fairly gruelling global economic downturn today but the consequences for Latin America are far less in this instance. The economic growth in Latin America has been very modest throughout the 68 years in question but more importantly it has been volatile. Periods of prosperity in several countries have been followed by long periods of stagnation and even negative growth. This volatility can be seen in Latin American countries progression since independence in terms of democracy as well.Take Brazil as an example. The country became independent in 1822 and was ruled by a monarchy. In 1930 this monarchy was overthrown and the country was under a dictatorship for a couple of decades. In 1956 an elected leader was installed only to be replaced by military rule 10 years later. Finally in the 1980’s, as a result of yet another economic decline, Brazil was yet again ruled by an elected president. The other significant relationship that needs to be looked at is that of democracy and corruption.Corruption is usually defined as a violation of the norms of public office for personal gain (Nye 1967). It has been suggested that corruption permeates everyday life in Latin America with only very high profile cases ever being unveiled in a court of law and even then this only happens in the more democratic countries (Blake and Morris 2009). Here are a few statistics to back this assertion up. In a 2004 survey 42 % of respondents ranked the probability of paying a bribe to the police as high, while 35% expressed the same ease of bribing a judge (Blake and Morris 2009).In a 2005 survey, 43% of respondents in Paraguay and 31% in Mexico admitted to having paid a bribe just within the past twelve months (Blake and Morris 2009). Democracy has a complex and multifaceted relationship to corruption (Doig and Theobald 2000). It provides alternative avenues to obtain and then use power and wealth. This leads to brand new opportunities for corruption. However despite the fact that democracy makes it easier for corruption to exist, when there is a democracy it becomes of even greater importance to supress corruption as it strikes at the very meaning of democracy itself.To sum this idea up, corruption undermines the essence of citizenship, distorting and crippling democracy (Blake and Morris 2009). It is clear from the statistics in the previous paragraph that corruption continues in today†™s Latin America to have a tight grip over many if not all of its countries. Therefore it is very difficult to say that democracy has come on in leaps and bounds since 1945 when as crucial a factor as corruption is still such a plague to the region. Another factor when looking at democracy in the continent is the level of education.People must be aware of the fact that there is more than one option in a democracy. It is also crucial that the population of a country understands the concept of propaganda. A democracy can only work in a country with a certain level of education otherwise it can easily be classed as brainwashing, especially with the level of influence that the media can have over an ill-educated population. An example of what a lack of education can do in a democracy is that during the elections in which Chavez was voted in, he very nearly missed out on the appointment because his main rival was a former Miss Venezuela.The implication of this is that a worrying amount of the Venezuelan public didn’t vote for Chavez because there was a far better looking female alternative. Of course this could just be cynicism and she may well have had a very impressive manifesto and realistic yet progressive goals. During Chavez’ time in power though, he managed to substantially increase literacy along with reducing poverty by over half. Chavez had many positive effects on Venezuela, not least providing them with 14 years of stable rule. However his recent death has thrown the country off its feet and they are at risk of descending into political turmoil.Further examples of why Latin America was less democratic in 1945 include the fact that leading South American countries such as Columbia and Argentina had still not given women the right to vote. Universal suffrage is something that can be found in certain definitions of democracy for example Dahl’s and was definitely holding those countries back at that stage in their bid for democracy (D ahl 1971). To conclude, it is safe to say that Latin American countries are in a better overall place than in 1945 but that corruption in particular is holding them back.A country needs to be not only ready for democracy but also willing to accept it. It can definitely be argued that not all Latin American countries are ready for democracy but one final point may indicate that they are nearing acceptance of it. This is that something the Latin Americans care greatly about is their national identity, an idea that is very closely linked to democracy. Therefore with the rapid increase in globalisation endangering this coveted national identity, South American countries are rapidly warming to the idea of being democratic. Bibliography: Charles H. Blake & Stephen D. Morris (1999), Corruption and Democracy in Latin America, published by the University of Pittsburgh Press. * R. A. Dahl (1971), Polyarchy: Participation and Opposition, published by Yale University Press. * Alan Doig and Robi n Theobald (2000), Corruption and Democratization. * S. M. Lipset (1959), Some Social Requisites of Democracy, Economic Development and Political Illegitimacy. * A. Przeworski (2000), Democracy and Development: Political Institutions and Well-being in the World 1950-1990, Cambridge University Press.

Biology Hsc Dot Points

BIOLOGY HSC NOTES MAINTAINING A BALANCE †¢Identify the role of enzymes in metabolism, describe their chemical composition and use a simple model to describe their specificity on substrates. Enzymes are protein molecules that allow the body to engage in chemical reactions, such as metabolism. There activities can be catalytic (being able to control the rate of either increasing/decreasing chemical reaction) Enzymes have a specific shape, and this shape must be intact, otherwise the effectiveness of their function will decrease.The shape may deform due to PH or temperature levels, the metabolic processes can be modified in three main ways by controlling the: Amount of enzymes, Catalytic activity of enzymes and accessibility of substance Metabolism is the total of all chemical reactions in the cell. Three factors that affect enzymes: PH, Substance Concentration and temperature. The substrate is the molecule on which an enzyme acts upon (food), this substrate/reactant fits onto the groove of the active site (the site where the enzymes break down the substance into products).That is why the shape is so important; the active sites shape must remain un-altered if the enzyme is to function correctly. This fit is known as the â€Å"induced fit†, much like a key fits a lock. When the active site breaks down the substance into products, this is known as the catalysis process. †¢Identify the pH as a way of describing the acidity of a substance PH (Parts per hydrogen) is the measure of acidity, or alkalinity in a liquid. Under 7 = acid (RED) 7 = Neutral (GREEN) Over 7 = Base (BLUE) Our stomach acid has a value of 2, Blood is around 7. . Arterial blood is around 7. 41 while venous blood is 7.36. Venous blood has a lower Ph due to the lower carbon dioxide levels which influence more acidic levels; likewise Arterial blood has a greater Ph as it receives the depleted cells that have a low level of Oxygen and a high level of Carbon dioxide. Urine is more acidic in the morning (Ph: 6. 5 – 7) as it is more concentrated and the kidney filters more so when the body is at rest. Acids †¢Produce H+ (As H30+) ions in water †¢Produce a negative ion (-) as well Taste sour †¢Corrodes metals †¢Reacts with bases to form salts and water. In the human body †¢Skin is mildly acidic (Ph = 5. 6) †¢Urine is acidic †¢Stomach acids is very acidic (Ph = 1 – 2) Acidic to eliminate bacteria’s †¢Blood Ph is about 7 †¢Saliva Ph is about 7 Ph Indicators are dyes that can be added to an liquid and will change its colour in the presence of an acid or base. It can also be in the form of Litmus paper, or an universal indicator in the form of drops) †¢Some dyes are natural such as radish or red cabbage.

Achievements of India in Space Research Essay Example

Achievements of India in Space Research Essay Example Achievements of India in Space Research Essay Achievements of India in Space Research Essay The Indian space program began establishing itself with the launch of sounding rockets, which was complimented by Indias geographical proximity to the equator. These were launched from the newly-established ThumbaEquatorial Rocket Launching Station (TERLS) , built near Thiruvananthapuram in southern Kerala. Initially, American sounding rockets like the Nike-Apache, and French sounding rockets like the Centaure, were fired and used for studying the upper atmospheric electrojet, which until then had only been studied from ship-based sounding rocket launches in the Pacific Ocean. These were soon followed by British and Russian rockets. However, since day one, the space program had grand ambitions of developing indigenous technology and India soon began developing its own sounding rockets, using solid propellants -these were called the Rohini family of sounding rockets. As the Indian Rohini program continued to launch sounding rockets of greater size and complexity, the space program was expanded and eventuallygiven its own government department, separate from the Department of Atomic Energy. In 1969 the Indian Space Research Organization(ISRO) was created from the Indian National Committee for Space Research (INCOSPAR) program under the DAE, continued under the Space Commission and finally the Department of Space, created in June of 1972. (1970-1980) In the 1960s, Sarabhai had taken part in an early study with NASA regarding the feasibility of using satellites for applications as wide as direct television broadcasting, and this study had found that it was the most economical way of transmitting such broadcasts. Having recognized the benefits that satellites could bring to India from the very start, Sarabhai and the ISRO set about designing and creating an independent launch vehicle, capable of launching into orbit, and providing the valuable experience needed for the construction of larger launch vehicles in future. Recognizing the advanced capability India had in building solid motors with the Rohini series, and that other nations had favoredsolid rockets for similar projects, the ISRO set about building the technology and infrastructure for the Satellite Launch Vehicle (SLV) . Inspired by the American Scout rocket, the vehicle would be a four-stage all-solid vehicle. Meanwhile, India also began developing satellite technology, anticipating the remote sensing and communication needs of the future. Indias first foray into space began with the launch of its satellite Aryabhata in 1975 by a Soviet booster. By 1979, the SLV was ready to be launched from a newly-established second launch site, the Shriharikota Rocket Launching Station (SRLS) . The first launch in 1979 was a failure, attributed to a control failure in the second stage. By 1980 this problem had been worked out. The first indigenous satellite launched by India was called Rohini-1 . (1980-1990)Following the success of the SLV, ISRO was keen to begin construction of a satellite launch vehicle that would be able to put truly useful satellites into polar orbits. Design of the Polar Satellite Launch Vehicle (PSLV) was soon underway. This vehicle would be designed as Indias workhorse launch system, taking advantage of both old technology with large reliable solid-stages, and new liquid engines. At the same time, it was decided by the ISRO management that it would be prudent to develop a smaller rocket, based on the SLV thatwould serve as a testbed for many of the new technologies that would be used on the PSLV. The Augmented Satellite Launch Vehicle (ASLV) would test technologies like strap-on boosters and new guidance systems, so that experience could be gained before the PSLV went into full production. Eventually, the ASLV was flight tested in 1987, but this launch was a failure. After minor corrections, another launch was attempted in 1988, this launch again failed. 1990-2000)It was not until 1992 that the first successful launch of the ASLV took place. At this point the launch vehicle, which could only put very small payloads into orbit, had achieved its objective. In 1993, the time had come for the maiden flight of the PSLV. The first launch was a failure. The first successful launch took place in 1994, and since then, the PSLV has become the workhorse launch vehicle - placing both remote sensing and communications satellites into orbit, creating the largest cluster in the world, and providing unique data to Indian industry and agriculture. Continual performance upgrades have increased the payload capacity of the rocket significantly since then. By this time,with the launch of the PSLV not far away, it had been decided that work should begin on the next class of launch vehicles, intended to place larger satellites into geostationary transfer orbit (GTO), and thus a launcher partly derived from the PSLV design, but featuring large liquid strap-on motors and a cryogenic upper-stage motor, was devised -the Geostationary Satellite Launch Vehicle. 2000)Major achievement which seems to have gone largely unnoticed is ISRO’s successful ground testing of the cryogenic engine on November 15, 2007. This test - conducted for its full flight duration of 720 seconds at the Liquid Propulsion test facility at Mahendragiri, Tamil Nadu, puts India on the world map of cutting edge rocket propulsion technology. Only five other nations - The US, Russia, Japan, China and France - currently have this capability. Cryogenicengines are im portant for launch of satellites, particularly of the INSAT variety which operate from a geostationary orbit, some 36,000 km above earth’s surface. To launch these, ISRO uses a vehicle called GSLV (Geosynchronous Satellite Launch Vehicle). This vehicle has three stages of which the third - and the most critical - stage is a cryogenic stage Sofar, India uses a Russian-made cryogenic engine. But with this recent test, the decks are cleared for using an indigenous engine for the next GSLV (GSLV-D3) launch, expected in 2008. Cryogenics studies behavior of materials at very low temperatures - below minus 150 ° Celsius (minus 238 ° Fahrenheit or 123 ° Kelvin) - as found in the upper atmosphere. The cryogenic engine, which uses a combination of liquid hydrogen and liquid oxygen as fuel, needs to run forover 700 seconds for GSLV launches. Space Capsule Recovery Experiment The Space Capsule Recovery Experiment (SRE-1) is an Indian experimental spacecraft which was launched at 03:53 GMT on January 10, 2007 from Shriharikota by the Indian Space Research Organization (ISRO). The launch was conducted using the PSLV C7 rocket, along with three other satellites. It remained in orbit for 12 days before re-entering the Earths atmosphere and splashing down into the Bay of Bengal at 04:16 GMT on January 22. The SRE 1 was designed to demonstrate the capability to recover an orbiting space capsule, and the technology of an orbiting platform for performing experiments in microgravity conditions. It was also intended to test reusable Thermal Protection System, navigation, guidance and control, hypersonic aero-thermodynamics, management of communication blackout, deceleration and flotation system and recovery operations. Chandrayaan-1 First mission to the Moon launched by Indias national space agency the Indian Space Research Organization (ISRO). The unmanned lunar exploration mission includes a lunar orbiter and an impactor. India launched the spacecraft by a modified version of the PSLV C11 on 22 October 2008 from Satish Dhawan Space Centre, Shriharikota, Nellore District, Andhra Pradesh about 80 km north of Chennai at 06:22 IST (00:52 UTC). The mission is a major boost to Indias space program, as India joins Asian nations China and Japan in exploring the Moon. The vehicle was successfully inserted into lunar orbit on8 November 2008. On November 14, 2008, the Moon Impact Probe separated from the Moon-orbiting Chandrayaan at 20:06 and impacted the lunar South Pole in a controlled manner, making India the fourth country to place its flag on the Moon. The MIP impacted near the crater Shackleton, at the lunar south pole, at 20:31 on 14 November 2008 releasing subsurface debris that could be analyzed for presence of water ice. The estimated cost for the project is Rs. 386 crore (US$ 80 million). The remote sensing lunar satellite had a weight of 1,380 kilograms (3,042 lb) at launch and 675 kilograms (1,488 lb) in lunar orbit and carries high resolution remote sensing equipment for visible, near infrared, and soft and hard X-ray frequencies. Over a two-year period, it is intended to survey the lunar surface to produce a complete map of its chemical characteristics and 3-dimensional topography. The Polar Regions are of special interest, as they might contain ice. The lunar mission carries five ISRO payloads and six payloads from other international space agencies including NASA, ESA, and the Bulgarian Aerospace Agency, which were carried free of cost. Objectives The stated scientific objectives of the mission are: To design, develop, launch and orbit a spacecraft around the Moonusing an Indian-made launch vehicle. Conduct scientific experiments using instruments on-board the spacecraft which will yield the following results: Preparation of a three-dimensional atlas (with high spatial and altitude resolution of 5-10 m) of both the near and far side of the Moon. Chemical and mineralogical mapping of the entire lunar surface at high spatial resolution, mapping particularly the chemical elements Magnesium, Aluminium, Silic on, Calcium, Iron, Titanium, Radon, Uranium, Thorium. The impact of a sub-satellite (Moon Impact Probe - MIP) on the surface on the Moon as a fore-runner to future soft-landing missions. Specifications Mass:1380 kg at launch, 675 kg at lunar orbit, and 523 kg after releasing the impactor. Dimensions: Cuboid in shape of approximately 1. 5 m Communications: X band, 0. 7 m diameter parabolic antenna for payload data transmission. The Telemetry, Tracking Command (TTC) communication operates in S band frequency. Power: The spacecraft is mainly powered by its solar array, which includes one solar panel covering a total area of 2. 15 x 1. 8 m generating 700 W of power, which is stored in a 36 A ·h lithium-ion battery. The spacecraft uses a bipropellant integrated propulsion system to reach lunar orbit as well as orbit and altitude maintenance while orbiting the Moon. Specific areas of study High-resolution mineralogical and chemical imaging of the permanently shadowed north and south polar regions. Search for surface or sub-surface water-ice on the Moon, especially at thelunar poles. Identification of chemicals in lunar highland rocks. Chemical stratigraphy of lunar crust by remote sensing of the central uplands of large lunar craters, and of the South Pole Aitkin Region (SPAR), where interior material may be expected. Tomap the height variation of the lunar surface features. Observation of X-ray spectrum greater than 10 keV and stereographic coverage of most of the Moons surface with 5 m resolution To provide new insights in understanding the Moons origin and evolution. Payloads:  ®TMC or the Terrain Mapping Camera,  ®HySI or Hyper Spectral Imager,  ®LLRI or Lunar Laser Ranging Instr ument,  ®C1XS or X-ray fluorescence spectrometer,  ®HEX is a High Energy X-ray/gamma ray spectrometer, ®MIP or the Moon Impact Probe Major achievements 1962:Indian National Committee for Space Research (INCOSPAR); formed by the Department of Atomic Energy, and work on establishing Thumba Equatorial Rocket Launching Station (TERLS) near Trivandrum began. 1963: First sounding rocket launched from TERLS on November 21, 1963. 1965: Space Science Technology Centre (SSTC) established in Thumba. 1967: Satellite Telecommunication Earth Station set up at Ahmadabad. 1972: Space Commission and Department of Space set up. 1975: First Indian Satellite, Aryabhata, launched (April 19, 1975). 1976: Satellite Instructional Television Experiment (SITE) conducted. 1979: Bhaskara-1, an experimental satellite launched. First experimental launch of SLV-3 with Rohini satellite on board failed. 1980: Second experimental launch of SLV-3 Rohini satellite successfully placed in orbit. 1981: APPLE, an experimental geostationary communication satellite successfully launched on June 19. 1981: Bhaskara-II launched on November 20. 1982: INSAT-1A launched (April); deactivated in September. 1983: Second launch of SLV-3. RS-D2 placed in orbit. INSAT-1B launched. 1984: Indo-Soviet manned space mission (April). Rakesh Sharma became the first Indian to reach space. 1987: ASLV with SROSS-1 satellite on board launched. 1988: First Indian remote sensing satellite, IRS-1A launched. INSAT-1C launched (July). Abandoned in November. 1990: INSAT-1D launched successfully. 1991: Launch of second operational Remote Sensing satellite, IRS-1B (August). 1992: Third developmental launch ofASLV with SROCC-C on board (May). Satellite placed in orbit. First indigenously built satellite INSAT-2A launched successfully. 1993: INSAT-2B launched in July successfully. First developmental launch of PSLV with IRS-1E on board fails. 1994: Fourth developmental launch of ASLV successful (May). Second developmental launch of Polar Satellite Launch Vehicle (PSLV) with IRS-P2 successfully (October). 1995: INSAT-2C launched in December. Third operational IRS (IRS) launched. 1996: Third developmental launch of PSLV with IRS-P3 successful (March). 1997: INSAT-2D launched in June became inoperational in October. Arabsat1C, since renamed INSAT-2DT, acquired in November. First operational launch of PSLV with IRS-1D successful (September). 1998: INSAT system capacity augmented with the readiness of INSAT-2DT acquired from Arabsat (January). 1999: INSAT-2E the last satellite in the multi-purpose INSAT-2 series, launched by Ariane from Kourou French Guyana (April 3, 1999). IRS-P4 (OCEANSAT), launched by Polar Satellite launch vehicle (PSLV-C2) along with Korean KITSAT-3 and German DLR-TUBSAT from Shriharikota(26 May 1999). 2000: INSAT-3B was launched on 22 M arch 2000. 2001: Geosynchronous Satellite Launch Vehicle-D1 (GSLV-D1), the first developmental launch of GSLV with GSAT-1 onboard partially successful. 2002: INSAT-3C launched successfully by Arianespace (January), PSLV-C4 launches KALPANA-1 (September). 2003: GSLV-D2, the second developmental launch of GSLV with GSAT-2 successful (May). 2004: First operational flight of GSLV (F01) successfully launches EDUSAT (September). 2005: Launch of CARTOSAT and HAMSAT by PSLV-C6 from the second launch pad (Universal Launch Pad) (May). INSAT 4A Launched successfully by the European Ariane-5G. 2006: Second operational flight of GSLV (F02) unsuccessful July 10, 2006. GSLV-F02 was carrying INSAT-4C. 2007: Successful launch of CARTOSAT-2, SRE-1, LAPAN-TUBSAT and PEHUENSAT-1 on PSLV C7 on January 10, 2007. 2007: SRE-1 splashed down in the Bay of Bengal on January 22, 2007 and was successfully recovered by the Indian Coast Guard and Indian Navy, making India one of the few countries to have re-entry technology. 2007: INSAT-4B successfully launched by Arianespace on March 12. 2007: PSLV-C8 successfully places an Italian satellite, AGILE into its orbit on April 23. 2007:Successful launch of GSLV (GSLV-F04) with INSAT-4CR on board from SDSC SHAR on September 2. 2008: PSLV-C10 successfully launches TECSAR satellite under a commercial contract with AntrixCorporation on January 21. 2008:PSLV-C9 successfully launches CARTOSAT-2A, IMS-1 and 8 foreign nanosatellites from Shriharikota on April 28 2008:PSLV-C11 successfully launches CHANDRAYAAN-1 fromSriharikota on October 22. Satellite Launch Vehicles Satellite Launch Vehicle (SLV) -an all-solid four-stage satellite launch vehicle. The SLV can place 40 kg into low earth orbit. Augmented Satellite Launch Vehicle (ASLV) -an all-solid five-stage satellite launch vehicle. The ASLV can place 150 kg into low earth orbit. Present Polar Satellite Launch Vehicle (PSLV) -a four-stage rocket with liquid and solid stages. The PSLV can place 1600 kg into polar sun synchronous orbit. Geosynchronous Satellite Launch Vehicle Mark I/II (GSLV-I/II) -a three-stage rocket with solid, liquid and cryostages. The GSLV can place 2200 kg into geostationary transfer orbit. Future Geosynchronous Satellite Launch Vehicle Mark III (GSLV-III) -a three-stage rocket with solid, liquid and cryostages. The GSLV can place 4000-6000 kg into geostationary transfer orbit. Reusable Launch Vehicle (RLV) -a small remote-piloted scramjet vehicle called AVATAR. The RLV will place small satellites into LEO and can be reused for at least 100 launches reducing the cost of launching satellites Launch facilities ISRO operates 3 launch stations: Thumba (TERLS -Thumba Equatorial Rocket Launching Station/Vikram Sarabhai Space Center, Kerala) Shriharikota (SRLS -Shriharikota Rocket Launching Station/Satish Dhawan Space Center, Andhra Pradesh). Balasore (BRLS -Balasore RocketLaunching Station, Orissa). The Shriharikota range is used for launch of satellites and multi-stage rockets. The launch station has two launch pads including the newest Universal Launch Pad. The two launch pads allow the station to hold up to 6 launches per year. The other two launch facilities are capable of launching sounding rockets, and other small rockets that dont produce spent stages. Comparison with other space agencies It is suggested that in terms of technical expertise and experience, ISRO is close to other major Asian space programs, especially China, and in some respects to Japan. Continued development of reliable and cost-effective launch platforms are expected to see commercial costs of launching payloads on Indian rockets fall, perhaps by as much as fifty percent. Once established, the Indian GSLV-III should be able to place 4000 to 6000 kg payloads into GTO Despite ISROs modest funding, it appears to have achieved reasonable successes . India is counted amongst the six major space powersof the world, and is among the top nations in Asia in terms of success and future potential in space. Indian launch vehicles have the capacity for human spaceflight, however, ISRO has stated that it can achieve all Indias commercial and scientific needs through unmanned spaceflight alone, raising the question of whether a crewed spaceflight will occur.

Developments in transportation, rather than in manufacturing and agriculture, sparked American economic growth in the first half of the nineteenth century. Assess the validity of this statement.

Developments in transportation, rather than in manufacturing and agriculture, sparked American economic growth in the first half of the nineteenth century. Assess the validity of this statement. "Developments in transportation, rather than in manufacturing and agriculture, sparked American economic growth in the first half of the nineteenth century." is not accurate. While development in transportation played a fundamental role in America's growth, if it were not for developments in manufacturing and agriculture the new technology in transportation could not have successfully been completed. Without the raw materials, and the products which came out of the early US iron and steel industry, (which were all ultimately determined by the United States agricultural market), the transportation revolution could not have been carried out. Also, with the rapid growth of the agricultural markets, American economic growth boomed. All three factors, (transportation, agriculture and manufacturing) played an equal role in sparking the American economic growth in the first half of the nineteenth century.The cotton gin was just one of the few reasons in which the American economy grew at a rapid pace.English: "Eli Whitney," portrait of the inventor, ...Eli Whitney's intention in 1793 of the cotton gin, which separated raw cotton from seeds and other waste, caused the economy to boom, with the growth of southern farms. As the southern plantations who could keep up with this new boom in cotton got larger and larger, small farmers moved west. This migration of small farmers to the west caused a need for developments in transportation to link the nation. In turn, these developments in transportation caused a boom in economy. Therefore, both manufacturing inventions and transportation inventions caused the growth in economy.New inventions and capital investment led to the creation of new industries and economic growth. As transportation improved, new markets continuously opened. The steamboat made river traffic faster and cheaper, but development of railroads had an even greater effect, opening up immense areas of new territory for development. These new developments just opened up entrepreneurs...