Definition And Purpose Of Education - 1668 Words

It is perhaps misleading to refer to a singular meaning and purpose of education. Instead, as this essay will show, the meanings ascribed to it vary considerably, dependent on the positionality of the speaker and their sociocultural context. ‘Education’ itself is a highly contested term, and so the answer to the question posed is necessarily a complex one. Educational systems, as part of the structure of a society, derive much of their character from it. They aid in the transmission of knowledge from one generation to the next, reproducing that which the dominant culture finds valuable. Schooling, it can be said, exists more for the benefit of society than for the individual. This cultural reproduction can take a multiplicity of forms within the educational context, ranging from the starkly evident to the subconscious and implicit. However, this theory of purpose is far from a universally accepted one, and alternatives will also be examined here. Sewell (2007), drawing on Wittgenstein’s linguistic theories, suggests that the meaning of ‘education’ is not fixed but contextual; it therefore carries a multiplicity of meanings and cannot be reduced to any one formal definition. This is in keeping with Matheson’s (2004) description of the term as ‘elastic’ and capable of stretching to encompass whichever qualities the speaker’s rhetoric demands. Yet in order for the word to fulfil its function, there must be core commonalities of meaning. One highly influential definition wasShow MoreRelatedThe Definition And The Purpose Of Education1484 Words   |  6 Pagesanalyses the definition and the purpose of education. I first define education as a particularly social activity through the integration from different views. Then I introduce the education in China, in the process of quality education reform, which can be taken as a shift from the utilization of education. The current situation, however, is unsatisfactory and problematic because the reform seems to be just a formality. Partially as a solution to this, I describe the purpose of education to focus onRead MoreA Critical and Rhetorical Analysis of William Cronons Only Connect.1712 Words   |  7 PagesA Liberal Education? Not According to Cronon. A Critical and Rhetorical Analysis of Cronons Only Connect. While the term liberal education is heard from the most prestigious university to an inner city community college, the phrase itself has a hazy definition at best. While educators across America struggle with the definition of the phrase, William Cronon uses purpose, structure, and appeals in his essay Only Connect: The Goals of Liberal education, to define a liberally educated being andRead MoreChallenges of Teaching Students with Emotional/Behavioral Disorders1735 Words   |  7 PagesChallenges of Teaching Students with EBD There are many challenges presented to the education system in teaching students with EBD. Many of these challenges are related to the interpretation of the definition of EBD itself. This paper will address the many challenges of teaching students with EBD including a discussion of the definitions presented to the Federal government for adoption. EBD Definitions The definition of EBD according to IDEA 2004 states that emotional disturbance includes at leastRead MoreIntroduction. Nowadays, There Are More And More People1638 Words   |  7 Pagesdifferent degrees and different ways. It seems that education has become a common word in daily life and it seems to be easy to understand. In fact, education, as a social activity, with a long history of development, a complex and diverse internal structure, interacts with other social activities in multilevel and multifaceted way. Through the long history,educators,thinkers,politicians and scholars have answered the question of what education is in different ways: some see it from the perspectiveRead MoreEducationese Power Point1012 Words   |  5 PagesEducationese Inclusion ï‚› Inclusion places a special needs student in a regular education classroom for the full day or part of the day(Webster). ï‚› Inclusion is good in the classroom so the kids can make friends and feel like they are not being left out. Informal assessment ï‚› An informal assessment is assessing a student in a casual atmosphere using checklists, observation, performance and the student may not even know about it(2014). ï‚› An informal assessment helps a teacher understand what levelRead MoreEssay about Critical Thinking: Evaluation1572 Words   |  7 Pagesof an Academic Source This paper is a summary of critical evaluation of the suitability of an article as an academic source. The title of the article is Critical Thinking: An Extended Definition. The author, Professor Ken Petress, analyzes various definitions of critical thinking and provides his definition of the concept as well. It is vitally important when performing research on a topic that we completely understand the topic and that we can apply certain tests or questions to the topic inRead MoreStruggling to Define Industry in the Industrial Disputes Act805 Words   |  3 PagesINTRODUCTION No other provision of the Industrial Disputes Act, 1947 (hereinafter ID Act) has been under as much scrutiny as the definition of ‘industry’ given under section 2(j). To avail the benefit of the ID Act, it is necessary for the worker to prove that his place of employment falls under the purview of the definition of ‘industry’ in s 2(j). Over the years the judiciary has laid down certain tests and criteria to determine and limit (or as seen later, expand) the scope of the legislationRead MoreEssay on My Personal Philosophy of Education1490 Words   |  6 Pages Philosophy of Education Relating my reasons for becoming a teacher was not a very difficult task for me; to accomplish this task I simply needed to reflect upon and describe some of my own personal experiences. I relied basically upon my memories and thoughts about my own educational experiences. However, describing my philosophy of education was much more difficult task for me to accomplish. First of all, before I could properly describe my philosophy, I realized I needed a workingRead MoreBenefits Of Co Teaching For Students With Special Education1189 Words   |  5 Pages 2004). A student with special needs has the right to a free and appropriate public education. This is mandated under the Individuals with Disabilities Act (IDEA 2004). This law also states that a student should be educated in their least restrict environment. Ideally, this would be the general education classroom. Co-teaching was designed to support the needs of students with disabilities in a general education setting. Resea rch studies have shown that co-teaching can be very effective for studentsRead MoreThe National Physical Education Standards Essay888 Words   |  4 Pagesto accomplish a physically healthy lifestyle. Both the National Physical Education Standards(AAHPERD) and the Mississippi Physical Education Frameworks assist educators in designing a curriculum that teaches students about the necessity and fundamentals of physical activity. There are obvious differences and similarities between both educational standards as far as their content and structure goes. However, both the purpose and function of both standards are still analogous. Both standards inform

Everyone Has Heard, Read, Or Even Experience Hiv. Those

Everyone has heard, read, or even experience HIV. Those letters stand for Human Immunodeficiency Virus. If left untreated, HIV can lead to the disease AIDS (Acquired Immunodeficiency Syndrome). Unlike some other viruses, the human body cannot win the battle against HIV. Once someone contracts the virus, it will attack the body’s immune system, specifically the CD4 cells (T cells), which help the immune system to fight infections. Over time, HIV can destroy many of these cells, making the body vulnerable to opportunistic infections or cancers. The United Nations currently estimates that there are close to 34 million people in the world living with HIV. New infections with HIV have a very rapid rate of approximately 16,000 every day and 6†¦show more content†¦The relationship and differences between rich and poor countries has been proved to be an important factor to consider when analyzing different epidemiologic rates. The United Nations under its special sector named UNAIDS has a specific goal of closing the resource gap for HIV responses. UNAIDS identifies the lack of external funding as one of the major factors involved in the inequity between developed and developing countries. The flattening and decline of HIV external funding concerns not only low-income countries, historically dependent on foreign aid, but also an increasing number of classified middle and upper-middle income countries in the Eastern Europe and Central Asia region, and Latina America and the Caribbean. UNAIDS also exposes â€Å"the lack of data on HIV spending, funding flows and unit costs, coupled with inadequate expenditure tracking and financial planning and management skills among AIDS program managers that make it difficult not only to take stock of domestic investment and potential inefficiencies, but also to properly plan and make the case for HIV investment.† The Global AIDS Fund, founded in 2002, is a partnership between governments, civil society, the private sector and people affected by the diseases. The Global Fund raises and invests nearly US$4 billion a year to support programs run by local experts in countries and communities most in need. They believe that â€Å"the only way to end AIDS,Show MoreRelatedEssay on Amazing Grace1936 Words   |  8 Pages Amazing Grace, written by Jonathan Kozol. nbsp;nbsp;nbsp;nbsp;nbsp;At first glance, it seems that the author is going to take us on yet another journalistic ride through the land of the poor. Similar to the ones you read about, or hear in the news. However, this is not the case; the real underlying theme is what is society doing about the plight of the poor? Kozol uses the views of children to emphasize that these reports on living conditions are not being obtained by â€Å"disgruntled† adultsRead MoreThe Seating Arrangement Of The Room2229 Words   |  9 Pagesto someone or something that makes them more comfortable. It appears this is according to the therapist chair as well. Some clients want to be close to the therapist others want to be in a corner. There is an unwritten agreement, so that if someone has a claim to a particular place in the room, others will move out of the seat and will not engage in a conflict over the seat. One thing I noticed is that clients that have some connection to each other will sit together. This can be disruptive if theyRead More Culture of Fear Essay4396 Words   |  18 Pagesmonger and an intellectual elitist. 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Embedding and Extracting of Secret Data Free Essays

BLOCK DIAGRAM 3.1 TRANSMITTER Section In Transmitter subdivision there are 3 parts: img alt="" src="https://s3-eu-west-1.amazonaws.div class="phdessay__article-cta" We will write a custom essay sample on Embedding and Extracting of Secret Data or any similar topic only for you Order Now com/aaimagestore/essays/1863648.001.png"/ Figure 1 The block diagram Transmitter subdivision In Transmitter subdivision there are 3 parts: Input screen Images Encoder subdivision Output Stego Image The screen image used for the proposed strategy to be taken as an input Original screen Image which is used for implanting secret informations in it. Encoder unit is composed of Generation map and secret keys. Encoder determines whether it is smooth country or edged country depending upon the threshold value. In smooth country little figure of spots implanting compared to inch country. Finally at the sender subdivision Stego image is generated which is a combination of secret keys and screen images. 3.2 RECEIVER Section img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.002.png"/ Figure 2 The block diagram Receiver subdivision In Receiver subdivision there are 3 parts: Input Stego Images Decoder subdivision Output Cover Image The Stego Image is taken as an input to the receiver side. The Stego image is decoded right by utilizing secret keys and coevals map to obtain the screen image. The secret keys used in both the sender and receiver side are same. Pixels in the border countries are embedded by Q-bit of secret informations with a larger value of Q than that of pels placed in smooth countries. Chapter 4 PROJECT METHODOLOGY 4.1The proposed adaptative strategy There are five secret keys viz. R1, R2, v1, v2, T and 1 6 v1, 1 6 v2, ( v1 + v2 ) lt ; 6. The mean different values of a four-pixel block are utilized to sort the block as a smooth country or an edge country. The scope of mean different value is partitioned into two different degrees, smooth degree and border degree. Q-bit of the secret information is embedded in Pixels located in the block, where Q is decided by the degree in which the norm different values belong to. In the implanting procedure of secret informations, harmonizing to the secret keys v1 and v2, the smooth degree will utilize lower value v1 while the border degree uses greater value v1 + v2. The information embedding procedure is given in Section 2.1.1 and the extracting stage is described in Section 2.1.2. 2.1.1. The implanting stage in proposed adaptative method The original image is separated into non- overlapping four-pixel blocks. For each block, there are four neighboring pels ‘Pi, j’ ; ‘Pi, j+1’ ; ‘Pi+1, j’ ; ’ Pi+1, j+1’ and their corresponding grey values are y0, y1, y2, y3, severally. The undermentioned flow chart shows elaborate working of implanting stage in proposed adaptative strategy img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.013.png"img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.012.png"img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.011.png"img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.011.png"img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.010.png"img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.009.png"img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.008.png"img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.007.png"img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.006.png"img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.005.png"img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.004.png"img alt="" src="https://s3-eu-west-1.amaz onaws.com/aaimagestore/essays/1863648.003.png"/ img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.014.png"/ img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.018.png"img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.017.png"img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.016.png"img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.015.png"/ img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.019.png"/ img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.020.png"/ img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.024.png"img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.023.png"img alt="" 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src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.031.png"/ img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.034.png"/ img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.009.png"img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.036.png"img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.035.png"/ img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.037.png"/ img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.039.png"img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.038.png"/ img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.040.png"/ img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.009.png"img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.041.png"/ img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.009.png"/ img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.042.png"/ img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.009.png"img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.009.png"img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.048.png"img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.009.png"img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.009.png"img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.047.png"img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.046.png"img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.009.png"img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.045.png"img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.044.png"img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.043.png"/ The elaborate embedding stairss are as follows. Measure 1: Generate Two sets Kr and Kc utilizing threshold Hr ( R1, v1 ) and Hc ( R2, v2 ) , severally. Via sets Kr and Kc form a discrepancy of a Cartesian merchandise viz. , Kr _ Kc. Set Kr _ Kc generates an ordered set of combinations of Kr and Kc with 2v1 †¢ 2v2 = 2v1+v2 elements ( Eq. ( 1 ) ) . Kr*Kc = { Kria†Ã¢â‚¬Å¡a†Ã¢â‚¬Å¡Kcja†Ã¢â‚¬Å¡ , Kri ˆ Kr, Kcj ˆ Kc, i=1,2,3†¦ .img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.049.png"} =1, 2, 3†¦ ..img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.050.png".†¦ ( 1 ) Measure 2: Calculate the mean difference value D, Which is determined by img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.051.png"†¦ . ( 2 ) Where ymin is ymin=min { y0, y1, y2, y3 } Measure 3: Using Threshold T and D find smooth block, Edge block and mistake block. i.e. a ) If D lt ; =T, D belongs to Smooth block. B ) If D gt ; T, D belongs to Edge block. degree Celsius ) If D lt ; =T and ( ymax- ymin ) gt ; 2*T+2, D belongs to Error block. Measure 4: Repeat measure 3 for full image Measure 5: Capacity= ( ( border block* ( v1+v2 ) ) + smooth block*v1 ) ) *4 Measure 6: For smooth block obtain I utilizing Kr A ; Secret informations and find‘d’ . For border block: – d=img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.050.png"? ( i-1 ) +j†¦ . ( 3 ) For smooth block: – d= I†¦ .. ( 4 ) Measure 7: Create pel group utilizing ‘n=2^Q’ . degree Fahrenheit ( Lolo ) =yi mod n+1 †¦ . ( 5 ) Measure 8: Using pel group embed the Secrets spots Measure 9: If No Of Secret Data=Capacity, travel to step 10 else measure 6. Measure 10: Apply mistake cut downing process for minimising perceptual deformation between screen A ; stego image. Example: – Assume we have a block part with 4 neighboring pel values ( 210, 237, 198, and 183 ) , and the secret information informations for implanting in original image are ‘10010101110000111010’ . Suppose v1 = 2, v2 = 3, R1 = 257, R2 = 36 and T = 25. Here first coevals map Kr= { 000,100,010,011,001,110,101,111 } is created by utilizing Hr ( R1, V1 ) i.e. Hr ( 257,2 ) and 2nd coevals map Kc = { 01,11,10,00 } is generated by utilizing Hc ( R2, V2 ) i.e. Hc ( 36,3 ) , after that by utilizing equation ( 2 ) calculate the mean different value ‘D’ = ( 96/3 ) =32 which is greater than threshold value T, so the present block has been positioned in border country and is embedded Q = 5 Numberss of spots of secret informations in each peculiar pel. Hence, sum entire 4 * 5 = 20 spots are embedded in given block. Here for first pel into the block, e.g. y0 = 210, the initial part of secret informations ’10010’ is split into the two sub-strings ‘100’ and ‘10’ . Then, we get one = 2 and j = 3 because the 6th constituent of Kr is ‘100’ and 4th constituent of Kc is ‘10’ . Harmonizing to equation ( 3 ) , we compute‘d’ utilizing 8 * ( 2–1 ) +3 = 11. After that, the pel group ‘G’ is formed for the pel value y0 = 210 with n =img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.052.png"= 32. Here g 19= 210. Finally, the stego-pixel y`0 can be achieve from the dth component of G, i.e. y`0 = g24 = 202. Likewise we can happen leftover stego-pixel y`1 = 249, y`2 = 201, y`3 = 185 and therefore stego-block ( 202,249,201,185 ) is achieved. After using readjusts process we get concluding stego-block ( 202, 241, 201, and 185 ) . 2.1.2The pull outing stage in proposed adaptative strategy Like the implanting procedure, Partition the stego-image into four-pixel blocks. The undermentioned flow chart for pull outing informations from stego image in proposed adaptative strategy explains elaborate working flow img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.053.png"img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.009.png"/ img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.054.png"/ img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.055.png"img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.009.png"/ img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.056.png"img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.009.png"/ img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.027.png"img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.059.png"img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.058.png"img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.057.png"/ img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.060.png"img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.009.png"/ img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.009.png"/ img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.064.png"img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.063.png"img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.062.png"img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.061.png"/ img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.027.png"img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.026.png"img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.009.png"img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.065.png"/ img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.009.png"img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.067.png"img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.066.png"/ img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.068.png"img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.032.png"/ img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.009.png"img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.069.png"/ img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.009.png"img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.070.png"/ img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.009.png"/ img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1863648.071.png"/ The undermentioned stairss are executed to pull out the secret information. Measure 1: Input signal Stego Image, Secret keys R1, R2, v1, v2, T Step2: Generate Kr A ; Kc Using R1, R2, v1, v2 Step3: Initialize i=0 A ; j=0 Measure 4: if I lt ; =M A ; j lt ; =N, travel to step 5 else halt. Measure 5: Calculate Average Diff ‘D’ utilizing combining weight. ( 2 ) Measure 6: Exploitation Threshold ‘T’ and ‘D’ find smooth block, Edge block and mistake block. i.e. a ) If D lt ; =T, D belongs to Smooth block. B ) If D gt ; T, D belongs to Edge block. degree Celsius ) If D lt ; =T and ( ymax-ymin ) gt ; 2*T+2, D belongs to Error block. Measure 7: Create pel group utilizing n=2^Q and degree Fahrenheit ( Lolo ) =yi mod n+1 Measure 8: Determine place information‘d’ . Measure 9: From‘d’ extract secret informations. Example For case, we extract the implanting illustration ( 151, 88, 193, and 133 ) , which is shown in the before subdivision. Assume v1 = 2, v2 = 3, R1 = 257, R2 = 36 and T = 25. The coevals map Kr = { 001, 110,101,010,111,100,011,000 } is formed by utilizing Hr ( R1, V1 ) i.e. Hr ( 257,2 ) and Kc = { 00,10,11,01 } by utilizing Hc ( R2, V2 ) i.e. ( 36,3 ) are produced. Here D gt ; T, hence this block is placed in edge country and hence Q = v1 + v2 = 3 + 2 = 5 spots have embedded into each Pixel in the block. In present block sum, 4 †¢ 5 = 20 spots are embedded. Let us see 3rd pel into the block ( e.g. y â€Å" 2 = 202 ) . The pel group G is created for value 202 via Eq. ( 5 ) With n = 32. We create the variant Cartesian merchandise Kr _ Kc, which is value 202 with n = 22+3= 32. The place of stego-pixel 202 in G is 1, because vitamin D = ( 202 mod 32 ) + 1 = 3. The piece of binary secret informations ‘00001’ can be extracted because ‘00001’ is the 3rd constituent of Kr _ Kc. In the same manner, has extracted the secret information subdivision ‘10010’ for Yâ€Å"0, ‘10111’ for Yâ€Å"1and ‘11010’ for Yâ€Å"3. Finally we achieve ‘10010101110000111010’ which is the similar secret information informations in the implanting illustration of before subdivision. How to cite Embedding and Extracting of Secret Data, Essay examples

Theologies of Moltmann and Pannenberg †Free Sample Solution

Question: Discuss about the comparing and contrasting the theologies of Moltmann and Pannenberg within the rubric of theology of hope? Answer: The approach that has been adopted by Jrgen Moltmann and Wolfhart Pannenberg is similar but at the same time, some differences are also present in this regard. One such similarity is present regarding the nature of Bible, as it neither follows the doctrine of installation nor the doctrine of inerrancy. On the other hand, while talking about the difference between the approaches adopted by the two, you can be said that while Moltmann wants that the theology should be capable of relating with the experiences of life, especially the question of theodicy. The thing done by Moltmann to systematic theology is the volume that is called "contributions" even if these volumes are related with theology from a general perspective only (Gunton, 1997 p145). But on the other hand, there is Pennenberg as it appears that he is more interested in producing the theology that is more coherent, systematic, apologetic and didactic. In this way, he does not appear to be interested in making sure that the t heology can be related with life experiences or at least it can be said that this is not equally relevant for Pennenberg as it is relevant to Moltmann (Clark, 2003). While Moltmann is probably considered as the most prominent one, but certainly he is not the only theological of hope. Another one that can be named in this regard is Wolfhart Pannenberg and he also achieved significant popularity in the United States after the late 60s. In 'Revelation as History', Pennenberg has written a noteworthy essay in which, and understanding can be found regarding all reality in terms of eschaton, the Christ event being the beginning of that nature and also regarding the concept of God as being the God of future. In the same way, when it comes to actual theology, there can be several differences related the areas like The Trinity, the final judgment, eschatology etc.. However one similarity that can be pointed out between these two is that both of them lay emphasis on the power of future over present but when it comes to having more understanding of this, there are significant differences present between the two. While Hagel is read by Moltmann in such a way that it provides an understanding regarding the fact that future is the revolutionary and transformative overcoming of presence (Moltmann, 1980). But in case of Pennenberg, future is considered as something that is proleptically found in the present and as a result, it is not necessary that the president should be dramatically upended as it can be improved gradually (Pannenburg, 1987 p7). In this way, the differences that are present in the readings of Hegel can be associated with the way in which Moltmann and Pennenberg have developed their own political views. Moltmann considers the tension that is present between the cross and resurrection as being the insurrection of God against the worldly powers that enslave and marginalize, and in the end, destroying humanity (Schwarz, 2012). This position, along with the fact that he considers future as overcoming the present can be used to explain the political views of Moltmann, particularly the reason behind the fact that his writings were able to achieve significant popularity during liberation theology movement. If it is considered by the people that the status quo present in sociopolitical world is not capable of even gradual transformation for the betterment, revolutionary change may be required. In this way, Moltmann believes that democratic socialism is the only way through which a more equitable outcome can be achieved. On the other hand, Pennenberg is in the favor more democratic capitalist model that is capable of becoming more just and fair over time if needed (Wright and Paternoster, 2000). In the same way, the difference that is present between their view of Hegel also has an impact on their view regarding the way history is impacted by divinity. As a result, Pennenberg believes that the likelihood of the resurrection of Jesus actually taking place can be deduced which means that the resurrection can be approached in the same way as any other historical event is approached. On the other hand, in the opinion of Moltmann, resurrection of Jesus Christ is not such an event that can be discussed in terms of history. He believes that it is an event that can make the history and in this way, this event breaks the power enjoyed by history. References Gunton, C., (1997) The Doctrine of Creation in Cambridge Companion to Christian Doctrine, p.145 Pannenburg, W., (1987) The Doctrine of Creation and Modern Science, p.7 Jrgen Moltmann, 1980, Why am I a Christian? in Experiences of God, Philadelphia: Fortress Press T T Clark, 2003, Spirit of the Last Days: Pentecostal Eschatology in Conversation with Jrgen Moltmann, by Peter Althouse, London Nigel Wright, Carlisle, Paternoster, 2000, Disavowing Constantine: Mission, Church and the Social Order in the Theologies of John H. Yoder and Jrgen Moltmann Schwarz, Hans, 2012. 'Wolfhart Pannenberg' in The Blackwell Companion to Science and Christianity J.B. Stump and Alan G. Padgett (eds.) Malden, MA: Wiley-Blackwell.