Cryptography: Types, Methods and Uses

Cryptography: Types, Methods and Uses CHAPTER-1 INTRODUCTION 1.1 Introduction to Cryptography Cryptography is art of writing and reading the secret information. It is used to send the information between the various participants. It can be used in such a manner so that it could not be seen by the others. Cryptography is used to prevent the information from the attacker. It provides various services as : Integrity checking Authentication Confidentiality In case of integrity checking recipient thinks that the message is alter by the third party or attacker. Hence the user assures the recipient that the message has not been altered by any other source. In case of authentication the identity of the person is check by the user. The user verifies the identity of the person and handle over the right to use the particular data. In case of confidentiality the attacker watch the data carefully when it send from user to recipient. The third party can’t change the data. The message which is in the original form is known as the plaintext. The user encrypted the message before sending to the recipient is known as cipher text. When the cipher text is produces from plaintext, this process is known as encryption. [1]. The reverse process of encryption is called decryption. In the cryptographic systems an algorithm and a key is used. The key is known as the secret value. Cryptography is a field of computer networks which transforms (encrypts) the information (plain text) into an unreadable form (cipher text). And this cipher text can be decrypted only with the help of a secret key. Cryptography acts as a method of keeping the information secret. Cryptography protects the information by using mathematics in science. Electronic security is a major issue as various forms of electronic media and internet are becoming more prevalent. Cryptography is used to secure the data and to prevent the data from various attacks. Cryptography is necessary when communicating over any un-trusted medium. Authentication, digital signatures, e-commerce are major applications of cryptography. Generally in the cryptographic systems it can broadly classified into two systems. Symmetric key systems. Public key systems. In the symmetric key cryptography, single key is used for the encryption and the decryption purpose. The same key is used at the sender and the recipient side. On the other hand, in case of public key system, two types of keys are required. One is the public key and other one is the private key. Public key is known to all but the private key is known only to the recipient of messages uses. One of the techniques used in Cryptography is known as the visual cryptography. It is a cryptographic technique, which allows visual information to encrypt. The data is encrypted in such a way that decryption becomes a mechanical operation. For these kinds of operations computer is not required. Earlier the developers used visual secret sharing scheme. In this scheme the image was broken into many parts. The third party thinks that all these parts are used to decrypt the image. But the n − 1 parts of the image revealed no information about the original image. In this technique each part has its separate transparency. The decryption is performed by overlaying the parts. When all the parts were overlaid, then the original image would appear. Cryptogra phy is the technique, which is used to protect the information from the external viewers. It plays a vital role in security. The public key encryption and decryption is one of the most important types of cryptography. In public key cryptography the key should be unique. There are two ways of key production. The first one is mathematical like AES, DES and the other one is based on the theory of natural selection. The multimedia technology plays an important role in our society. In this case the digital images play a very important role. The digital images are used to fulfil the security and privacy in various applications. Encryption of image plays a very important role; it helps to save the image from the unauthorized attack. Many solutions are providing to save this image; one of the techniques is mask the image data. For the encryption purpose many algorithms are required, such as [2] : DES AES RSA Broadly, Cryptographic systems provide us three types of cryptographic algorithms namely, Secret Key Cryptography (SKC), Public Key Cryptography (PKC) and Hash Functions [3]. The Secret Key Cryptography (SKC) uses a single (same) key for the process of encryption and decryption. The most commonly SKC algorithms used now-a-days include: 1.2 Data Encryption Standard (DES) It was designed in 1970’s by IBM and was ratified in 1977 by the National Bureau of Standards (NBS) for commercial use. It is a block cipher that operates on 64-bit blocks employing a 56-bit key and 16 rounds [4]. Although DES has been around long back but no real weakness has been identified. The biggest disadvantage of DES is the 56 bit key size. 1.3 Advanced Encryption Standard (AES) It was designed by Vincent Rijmen and Joan Daemen and was introduced in 1998. The algorithm can use fickle key length and block length. The key length can include 128, 192, or 256 bits and block length can be of 128, 192, or 256 bits [5].AES is a highly efficient and secure algorithm. The drawback lies in its processing as it requires more processing. 1.4 Rivest Cipher (RC) Ronald Rivest developed this algorithm and thus, the name of the algorithm was put after Ronald’s Rivest name. It provides a series of RC algorithms including RC1, RC2, RC3, RC4, RC5 and RC6 [6]. 1.5 Blowfish It was developed by Bruce Schneie and was first published in the year 1993. This block cipher has 8 rounds, having the block size is of 64 bits and the key length can vary from 32 to 448 bits. Blowfish was proposed as a substitute was DES [7]. This algorithm is significantly faster than other algorithms and the key strength is excellent. Blowfish algorithm is apt only for applications where the key mostly remains the same. The Public Key Cryptography (PKC) uses one (public) key for encryption and another (private) key for decryption. The PKC algorithms that are in use today are: 1.6 RSA The RSA algorithm was publicly described in 1977 by Ron Rivest,Adi Shamir, and Leonard Adleman at MIT; the letters RSA are the initials of their surnames, listed in the same order as on the paper. RSA is a cryptosystem, which is known as one of the first practicable public-key cryptosystems and is widely used for secure data transmission. In such a cryptosystem, the encryption key is public and differs from the decryption key which is kept secret. In RSA, this asymmetry is based on the practical difficulty of factoring the product of two large prime numbers, the factoring problem. RSA stands for Ron Rivest, Adi Shamir and Leonard Adleman, who first publicly described the algorithm in 1977. Clifford Cocks, an English mathematician, had developed an equivalent system in 1973, but it wasnt declassified until 1997. A user of RSA creates and then publishes the product of two large prime numbers, along with an auxiliary value, as their public key. The prime factors must be kept secret. Anyone can use the public key to encrypt a message, but with currently published methods, if the public key is large enough, only someone with knowledge of the prime factors can feasibly decode the message. Breaking RSA encryption is known as the RSA problem. It is an open question whether it is as hard as the factoring problem. The system includes a communications channel coupled to at least one terminal having an encoding device and to at least one terminal having a decoding device. A message-to be- transferred is enciphered to cipher text at the encoding terminal by encoding the message as a number M in a predetermined set. That number is then raised to a first predetermined power (associated with the intended receiver) and finally computed. The remainder or residue, C, is computed when the exponentiated number is divided by the product of two predetermined prime numbers (associated with the intended receiver). Operation of RSA The RSA algorithm involves three steps: Key Generation Encryption Decryption. 1.6.1 Key Generation RSA involves a public key and a private key. The public key can be known by everyone and is used for encrypting messages. Messages encrypted with the public key can only be decrypted in a reasonable amount of time using the private key. The keys for the RSA algorithm are generated the following way: Choose two distinct prime numbers p and q. For security purposes, the integers p and q should be chosen at random, and should be of similar bit-length. Prime integers can be efficiently found using a primarily test. Compute n = pq.n is used as the modulus for both the public and private keys. Its length, usually expressed in bits, is the key length. Compute φ(n) = φ(p)φ(q) = (p − 1)(q − 1), where φ is Eulers totient function Choose an integer e such that 1 e is released as the public key exponent. e having a short bit-length and small Hamming weight results in more efficient encryption – most commonly 216 + 1 = 65,537. However, much smaller values of (such as 3) have been shown to be less secure in some settings. Determine d as d ≠¡ e−1 (mod φ(n)); i.e., d is the multiplicative inverse of e (modulo φ(n)). This is more clearly stated as: solve for d given d.e ≠¡ 1 (mod φ(n)) This is often computed using the extended Euclidean algorithm. Using the pseudo code in the Modular integers section, inputs a and n correspond to e and (n), respectively. d is kept as the private key exponent. The public key consists of the modulus n and the public (or encryption) exponent e. The private key consists of the modulus n and the private (or decryption) exponent d, which must be kept secret. p, q, and φ(n) must also be kept secret because they can be used to calculate d. 1.6.2 Encryption A transmits her public key (n, e) to B and keeps the private key secret. B then wishes to send message M to A. He first turns M into an integer m, such that 0 _ m by using an agreed-upon reversible protocol known as a padding scheme. He then computes the ciphertext c corresponding to c = memod(n) 1.6.3 Decryption We can recover message m from c by using her private key exponent d via computing Given m, we can recover the original message M by reversing the padding scheme.(In practice, there are more efficient methods of calculating cd using the precomputed values below.) 1.7 Enhanced RSA The RSA algorithm based on the variable N which consisting of multiplying each of the P and q, which are relying on that of where to find the variable d, as the variable d is, hence the higher value of n. The variable d increases its size, the higher value of p and q the value of d increases, which means that the algorithm depends entirely on the adoption of the prime numbers because they generate a key d, depending on p and q are already primes numbers. The weaknesses of RSA algorithm when we use two prime’s number are the following points which are used to break the algorithm in most cases. These weaknesses are: (a) Small encryption exponent, if you use a small exponent like e=3 and send the same message to different recipients. (b) Using the same key for encryption and signing. (c) Acting as an oracle: there are techniques to recover the plaintext if a user just blindly returns the RSA transformation of the input. The idea of the new approach is, instead of using two primes numbers to generate a public key and private key, we use three primes numbers with reduced size, generates the variable N Large and the process of analysis of the factors is more difficult than the original algorithm, as well as, increases the ease of generating Public key and private key. The key strength of the RSA depends on the two prime numbers p and q. The process of factorizing of n will lead to gain the values of p and q. It is much easier to find two numbers from factoring n than finding the value of three numbers from n. In this case it is very difficult for the intruder to find the three values from factoring n. 1.7.1 Key Generation in Enhanced RSA (a) Choose three distinct prime numbers p, q and s. (b) Find n such that n = p*q*s.n will be used as the modulus for both the public and private keys. (c) Find the Phi of n, à ¯Ã‚ Ã‚ ¹ (n) = (p-1)(q-1)(s-1). (d) Choose an e such that 1 (e) Determine d which satisfies the congruence relation d*eà ¯Ã¢â‚¬Å¡Ã‚ º 1(modà ¯Ã‚ Ã‚ ¹(n)) In other words, pick d such that de 1 can be evenly divided by (p- 1)(q-1)(s-1), the Phi, or à ¯Ã‚ Ã‚ ¹(n).This is often computed using the Extended Euclidean Algorithm, since e and à ¯Ã‚ Ã‚ ¹(n) are relatively prime and d is to be the modular multiplicative inverse of e*d is kept as the private key exponent. The public key has modulus n and the public (or encryption) exponent e. The private key has modulus n and the private (or decryption) exponent d, which is kept secret .The encryption equation is c à ¯Ã‚ Ã‚ ¹ me (mod n) and the decryption one is m à ¯Ã¢â‚¬Å¡Ã‚ º cd (mod n). 1.8 Diffie Hellman This algorithm was introduced in1976 by Diffie-Hellman. The Diffie-Hellman algorithm grants two users to establish a shared secret key and to communicate over an insecure communication channel [10]. One way authentication is free with this type of algorithm. The biggest limitation of this kind of algorithm is communication made using this algorithm is itself vulnerable to man in the middle attack [11]. Diffie–Hellman establishes a shared secret that can be used for secret communications while exchanging data over a public network. The following diagram illustrates the general idea of the key exchange by using colors instead of a very large number. The crucial part of the process is that Aand B exchange their secret colors in a mix only. Finally this generates an identical key that is mathematically difficult (impossible for modern supercomputers to do in a reasonable amount of time) to reverse for another party that might have been listening in on them. A and B now use this co mmon secret to encrypt and decrypt their sent and received data. Note that the starting color (yellow) is arbitrary, but is agreed on in advance by A and B. The starting color is assumed to be known to any eavesdropping opponent. It may even be public. 1.8.1 Explanation including encryption mathematics The simplest and the original implementation of the protocol uses the multiplicative group of integers modulo p, where p is prime and g is primitive root mod p. Here is an example of the protocol, with nonsecret values in blue, and secret values in red. Small integers are used for clarity, but actual implementations require using much larger numbers to achieve security. Fig 1.1 Process of Diffie Hellman 1. p = 23 and base g = 5. 2. A chooses a secret integer a = 6, then sends B A = ga mod p A = 56 mod 23 A = 15,625 mod 23 A = 8 3. B chooses a secret integer b = 15, then sends A B = gb mod p B = 515 mod 23 B = 30,517,578,125 mod 23 B = 19 4. A computes s = Ba mod p s = 196 mod 23 s = 47,045,881 mod 23 s = 2 5. Bob computes s = Ab mod p s = 815 mod 23 s = 35,184,372,088,832 mod 23 s = 2 6. A and B now share a secret (the number 2) because 6 Ãâ€" 15 is the same as 15 Ãâ€" 6. Both A and B have arrived at the same value, because (ga)b and (gb)a are equal mod p. Note that only a, b, and (gab gba mod p) are kept secret. All the other values – p, g, ga mod p, and gb mod p – are sent in the clear. Once A and B compute the shared secret they can use it as an encryption key, known only to them, for sending messages across the same open communications channel. Of course, much larger values of a, b, and p would be needed to make this example secure, since there are only 23 possible results of n mod 23. However, if p is a prime of at least 300 digits, and a and b are at least 100 digits long, then even the fastest modern computers cannot find a given only g, p, gb mod p and g amod p. The problem such a computer needs to solve is called the discrete logarithm problem. 1.9 El-Gamal It was developed in the year 1984 by Taher Elgamal. It is an asymmetric key algorithm and is based on Diffie-Hellman key exchange. ElGamal encryption can be described over anycyclic groupG. The security relies upon the issue of a problem inGrelated to computing discrete logarithms [12]. Fast generalized encryption for long messages and data expansion rate are the two biggest advantages of this algorithm [13]. The chief drawback of ElGamal is the requirement for randomness and its slower speed [14]. ElGamal encryption can be defined over any cyclic group G. Its security depends upon the difficulty of a certain problem in G related to computing discrete logarithms. The Algorithm ElGamal encryption consists of three components: the key generator, the encryption algorithm, and the decryption algorithm. 1.9.1 Key Generation The key generator works as follows: It generates an efficient description of a multiplicative cyclic group G of order q with generator g. Sender chooses a random x from (1,†¦Ã¢â‚¬ ¦q-1) He computes h= gx A publishes h , along with the description of G,q,g , as her public key. He retains x as her private key which must be kept secret. Fig 1.2 El-Gamal Algorithm 1.9.2 Example of El-Gamal Algorithm: Fig 1.3 Example of El-Gamal Algorithm. Hash Functions, also known as message digest, are the algorithms that do not use any key. Based upon the plain text, a fixed length hash value is generated.Hash algorithms that are commonly used today include: 1.10 Message Digest (MD) algorithms It produces a hash value of 128 bit from an arbitrary length message. The MD series includes MD2, MD4 and MD5 [11]. 1.10.1 MD5 algorithm The MD5 algorithm was developed by Rivest in 1991 and is an extension of the MD4 message-digest algorithm and is bit slower than MD4. This algorithm results in a 128 bit hash value. It is mostly used in security based applications. MD5 is more secure than MD4 [15]. It is suitable to use for standard file verifications but it has some flaws and therefore, it is not useful for advanced encryption applications [16].

Impact of Walking on Excess Adiposity in Obese Adults

Impact of Walking on Excess Adiposity in Obese Adults The effect and efficacy of a health walk intervention in diminishing excess adiposity in obese adults ABSTRACT Introduction With the exponential rise in worldwide obesity rates, obesity is a non-communicable disease considered to be an epidemic cause of concern. Not only is this due to the physiological decline leading to premature mortality but also as a financial burden on society. Individuals meeting the cut-off point for obesity (BMI > 30 kg m-2) are reportedly at a higher risk of mortality or developing comorbidities than healthy-weight individuals. Accordingly, the role of exercise as a weight loss strategy must be examined. Objective To initiate a walking health route plan for a 2kg fat mass loss in an obese individual and to further investigate the efficiency of exercise (i.e. walking) as a role in weight loss. Methods Subject A, a male (age = 50 years, height = 1.77m, body mass = 96kg, body mass index (BMI) = 30.3kg/m2) was chosen as the target subject for a walking health route strategy to initiate a loss of 2kg of fat mass. Energy expenditure data was analysed using the subjects known anthropometric data along with the calories expended and duration of the walk as tracked and calculated by the app MapMyWalk. Results Subject A expended 379 Kcal (1585.74 kJ) as calculated by MapMyWalk for the designed health route walk. Subject A would have to repeat this health route walk approximately 49 times to lose 2kg of fat mass. In real time, this equates to performing 40 hours of this walk route for a 2kg fat mass loss. This is not a realistic approach to weight loss, especially in an obese individual already struggling to take up exercise. Thus, other methods that complement the walking health route must be considered for optimal weight loss. Conclusion Introduction With westernized lifestyles being adopted in developing countries and a growing obese population in the developed, obesity is now considered a worldwide epidemic. Obesity was officially recognised by the World Health Organization (WHO, 2013) as a non-communicable disease that requires an effective intervention if its rise is to be prevented. Moreover, obesity is also the source of other non-communicable diseases that burden society, both economically and health-wise (WHO, 2000). Prospective Studies Collaboration (2009) performed an analysis of numerous studies that observed the effect of BMI on the risk of mortality. Their findings showed that every 5 kg/m2 increase in BMI resulted in a 30% higher risk of mortality. Additionally, the study concluded that while other anthropometric measures are useful, BMI alone is strong enough as a predictor of obesity. Despite the growing uncertainty over using BMI as a valid indicator of obesity, there is no strong evidence yet encouraging the dis use of this anthropometric measurement (Bouchard, 2007). The standard definition of obesity is a BMI of 30kg/m2 (Cole et al., 2000; James et al., 2001). If this epidemic rise remains unchanged, by 2025, more than 18% of men and 21% of women worldwide will officially be classified as obese (NCD Risk Factor Collaboration, 2016). NCD Risk Factor Collaboration (2016) further suggested that lowering global BMI numbers produces the largest health benefits. As recent research has indicated, the significant association between obesity and BMI is largely determined by adiposity. Malik, Willett and Hu (2013) stated that excessive adiposity is an important risk factor in the development of non-communicable diseases. Lowering BMI by targeting adiposity is the most commonly used method of intervention and this is often achieved through either an increase in energy expenditure, reduction in energy intake or a combination of both. A cohort study performed by Padwal et al. (2016) observed residents in Canada above the age of 40 years from the first trial, where their anthropometric measurements were taken, up until deaths among the subjects were documented. This study found that the men in the highest body fat percentage quintile had the highest risk of mortality and that there was a direct association between body fat percentage and mortality; a higher body fat percentage resulted in a higher risk of mortality. Moreover, Padwal and his fellow researchers concluded that adiposity levels higher than a healthy value reduces chances of survival. Obesity and a high BMI result in premature mortality mostly in due to the comorbidities that follow excess adiposity. A population-based cohort study by Reyes et al. (2016) found that being overweight or obese significantly increases the risk of hand, hip, and knee osteoarthritis and that these conditions increase in probability with increasing BMI. Both diabetes and hypertension are amplified in adult life by increases in BMI (James et al., 2001). A systematic analysis for the Global Burden of Disease Study by Feigin et al. (2016) reported that more than 90% of the global stroke burden is a result of modifiable risk factors such as a poor diet and physical inactivity. Feigins study concluded that regulating behavioural and metabolic risk factors such as physical activity and diet prevents more than three-quarters of the global stroke burden. Chan et al. (1994) studied the risk of type II diabetes mellitus in men with obesity and high levels of adiposity. The study design recruited 51,529 U.S. men, all approximately 40 75 years of age in 1986, followed by a five-year follow-up on the same subjects. Non-communicable diseases such as diabetes have been long researched to understand its mechanisms. Various studies suggest that increased resistance to insulin and diminished expression of the GLUT4 glucose transporter are found in both obese and diabetic populations (Yang et al., 2005). Chan concluded from the results of the study that there is a strong positive relationship between obesity measured by BMI and risk of diabetes. Despite analysing the relationship between diabetes and other antecedents such as early obesity, waist circumference and childhood weight gain, the results determined that BMI was the leading risk factor for type II diabetes mellitus. Nevertheless, weight loss has been suggested as one of the few modif iable factors for reversing the metabolic effects of obesity and diabetes (Bassuk and Manson, 2005). Many studies have shown associations between physical inactivity and all-cause mortality. Cardiorespiratory fitness is a key marker of aerobic capacity and often found to be the link between obesity, and mortality from cardiorespiratory diseases. Wei et al. (1999) studied the relationship between low cardiorespiratory fitness and mortality in different weight category populations wherein 25,714 adult men were examined in 1970, with a follow-up of mortality rates in 1994. Low cardiorespiratory fitness was found to be a strong independent predictor of mortality in all BMI groups: approximately 50% of the obese group had low levels of cardiorespiratory fitness, increasing health risks to 39% for CVD mortality and 44% for all-cause mortality. The aim of this report is to analyse the role of exercise as a health change behaviour of an obese middle-aged man to prevent the risk of obesity-related diseases and minimise the likelihood of premature mortality. Methods Subject A is a 50-year-old man with a logged height of 1.77m, with a body mass of 96kg and a body mass index of 30.3kg /m2. The health route designed for Subject A involved a 2.87 mile (m) walk at a speed of 16:52 minutes per mile (min/m), which equates to 3.75 mph miles per hour (mph). The walk included a maximum ascend of 327ft and an average heart rate of 144 beats per minute (bpm). The route involves Subject A to walk through a park and along an uphill footpath in a circle until the subject reaches the park once again. Figures 1, 2, and 3 present the body mass index calculation, the walk route, the data from the walk route and elevation from the walk route. Heart rates were recorded at random throughout the walk: a graphical representation of the recorded heart rates at 7 random intervalscan be seen in figure 4. The changing terrain can be seen through the varying heart rates despite the route being a steady-state, sub-maximal exercise. The results section and the appendix present the detailed calculations surrounding the data collected for the subject. Figure 1 BMI calculated and classified through the NHS website Figure 2 Health route data Figure 2 2.81-mile health route overview Figure 3 2.81-mile health route and further data calculated by MapMyWalk   Ã‚   Results Subject As data regarding their body mass (kg), height (m), the average heart rate and the duration of the walk (in minutes) was analysed by MapMyWalk to calculate the total energy expenditure (in Kcal) of the health route. The energy expenditure (in Kcal) was converted to energy in kilojoules (kJ) before calculating the energy expenditure of the activity per minute (kJ/min-1). Table 1 shows the duration, number of repetitions, and energy expenditure requirements to ensure a loss of 2kg of fat mass using the walking health route. According to the data, one repetition of the walk will require Subject A to expend 1585.74 kJ/min-1. Additionally, to lose 2kg of fat mass, the walk must be repeated approximately 49 times. Subject A Mean Heart Rate (bpm) 144 Percentage HR max 84% Total energy expenditure for the health route walk as given by the app MapMyWalk (Kcal) 379 Energy expenditure per minute (kJ/min-1) 32.6 Energy expenditure for total walk (kJ) 1585.74 Time required to lose 2kg fat mass (hours) 40 Time required to lose 2kg fat mass (minutes) 2392.63 Number of health routes required to lose 2kg fat mass 49 RPE 12 Table 1 Health route data (Refer to the appendix for the calculations) Figure 4 Health route walk: Randomised heart rate recordings at 7 intervals Subject As average heart rate was 144 bpm, putting him within the fat burning zone, which is optimal for the desired outcome. This equates to 84% of the subjects maximum heart rate (170 bpm). Discussion The results from this intervention suggest that Subject A must repeat this health route walk approximately 49 times to lose 2kg of fat mass, this equates to completing 40 hours of this walk route to initiate a 2kg fat mass loss. While completing the health route walk once is an appropriate duration of physical activity, the time needed to produce a reduction in weight loss of 2kg, and therefore a reduction in BMI value, is unrealistic and impractical. Research surrounding physical activity suggests similar recommendations for tackling weight loss. McGuire et al. (1999) observed the behavioural techniques used by the U. S. adult population. The subjects were divided into three different categories; weight-loss maintainers: individuals who had intentionally lost à ¢Ã¢â‚¬ °Ã‚ ¥10% of their weight and maintained it for à ¢Ã¢â‚¬ °Ã‚ ¥1 year, weight-loss regainers: individuals who intentionally lost à ¢Ã¢â‚¬ °Ã‚ ¥10% of their weight but had not maintained it and a control group of individuals who had never lost à ¢Ã¢â‚¬ °Ã‚ ¥10% of their maximum weight and had maintained their current weight ( ±10 pounds) within the past 5 years. The results of the study showed that the weight-loss maintainer group consistently upheld their initial weight loss over a period of 7 years. In regards to their intervention, the weight-loss maintainer group incorporated a larger variety of techniques to regulate and self-monitor their lifestyle. Th e study concluded that adherence to a controlled dietary intake and increased physical activity contributed to weight loss and its maintenance. Appendix Calculation of health route data Total energy expenditure for the health route walk as given by the app MapMyWalk = 379 Kcal Total energy expenditure converted to kJ = 1585.74 kJ Rate of energy expenditure = 1585.74 kJ à · 48.5333 minutes (OR 48 min 32 seconds) = 32.6 kJ min-1 1kg of fat contains 39,000kJ (McArdle et al.,1996), thus 2kg of fat = 78000 kJ: To find out the number of repetitions needed of the health route walk: Energy in 2kg of fat à · Total energy from the health route walk 78000 kJ à · 1585.74 kJ = 49.18839154 Thus, approximately 49 repetitions. To find out the total time taken for a 2kg fat loss using the health route walk: Energy in 2kg of fat à · Total rate of energy expenditure of health route walk 78000 kJ à · 32.6 kJ min-1 = 2392.638037 minutes (OR 39.8773006166667 hours OR 39 hours, 52 minutes, 38 seconds) Thus, when rounded up; approximately 40 hours. Average HR from 7 randomised points: 100 3 min, 140 8 min, 133 11 min, 143 27 min, 159 33 min, 165 36 min, 170 40 min = 1010 à · 7 = 144.2 or 144 BPM Percentage of HR max attained during the health route walk: = 220 50 years = 170 BPM = (144 BPM (average heart rate during health route walk) à · 170 BPM) * 100 = 84% Word Count: 2,500 excluding abstract and reference list References: Bassuk, S.S. and Manson, J.E., 2005. Epidemiological evidence for the role of physical activity in reducing risk of type 2 diabetes and cardiovascular disease. Journal of applied physiology, 99(3), pp.1193-1204. Bouchard, C., 2007. BMI, fat mass, abdominal adiposity and visceral fat: where is thebeef?. International journal of obesity, 31(10), p.1552. Chan, J.M., Rimm, E.B., Colditz, G.A., Stampfer, M.J. and Willett, W.C., 1994. Obesity, fat distribution, and weight gain as risk factors for clinical diabetes in men. Diabetes care, 17(9), pp.961-969. Cole, T.J., Bellizzi, M.C., Flegal, K.M. and Dietz, W.H., 2000. Establishing a standard definition for child overweight and obesity worldwide: international survey. Bmj, 320(7244), p.1240. Feigin, V.L., Roth, G.A., Naghavi, M., Parmar, P., Krishnamurthi, R., Chugh, S., Mensah, G.A., Norrving, B., Shiue, I., Ng, M. and Estep, K., 2016. Global burden of stroke and risk factors in 188 countries, during 1990-2013: a systematic analysis for the Global Burden of Disease Study 2013. The Lancet Neurology, 15(9), pp.913-924. James, P.T., Leach, R., Kalamara, E. and Shayeghi, M., 2001. The worldwide obesity epidemic. Obesity research, 9(S11), pp.228S-233S. Malik, V.S., Willett, W.C. and Hu, F.B., 2013. Global obesity: trends, risk factors and policy implications. Nature Reviews Endocrinology, 9(1), pp.13-27. McArdle et al. (1996) Exercise physiology: Energy, nutrition and human performance (4th ed.) Pub. Lippincott Williams and Wilkins pp. 774. McGuire, M.T., Wing, R.R., Klem, M.L. and Hillf, J.O., 1999. Behavioral strategies of individuals who have maintained longà ¢Ã¢â€š ¬Ã‚ term weight losses. Obesity, 7(4), pp.334-341. NCD Risk Factor Collaboration, 2016. Trends in adult body-mass index in 200 countries from 1975 to 2014: a pooled analysis of 1698 population-based measurement studies with 19 · 2 million participants. The Lancet, 387(10026), pp.1377-1396. Padwal, R., Leslie, W.D., Lix, L.M. and Majumdar, S.R., 2016. Relationship Among Body Fat Percentage, Body Mass Index, and All-Cause MortalityA Cohort StudyRelationship Among Body Fat Percentage, Body Mass Index, and Mortality. Annals of internal medicine, 164(8), pp.532-541. Prospective Studies Collaboration, 2009. Body-mass index and cause-specific mortality in 900 000 adults: collaborative analyses of 57 prospective studies. The Lancet, 373(9669), pp.1083-1096. Reyes, C., Leyland, K.M., Peat, G., Cooper, C., Arden, N.K. and Prietoà ¢Ã¢â€š ¬Ã‚ Alhambra, D., 2016. Association Between Overweight and Obesity and Risk of Clinically Diagnosed Knee, Hip, and Hand Osteoarthritis: A Populationà ¢Ã¢â€š ¬Ã‚ Based Cohort Study. Arthritis Rheumatology, 68(8), pp.1869-1875. Wei, M., Kampert, J.B., Barlow, C.E., Nichaman, M.Z., Gibbons, L.W., Paffenbarger Jr, R.S. and Blair, S.N., 1999. Relationship between low cardiorespiratory fitness and mortality in normal-weight, overweight, and obese men. Jama, 282(16), pp.1547-1553. World Health Organization, 2013. Global action plan for the prevention and control of noncommunicable diseases 2013-2020. World Health Organization, 2000. Obesity: preventing and managing the global epidemic (No. 894). World Health Organization. Yang, Q., Graham, T.E., Mody, N. and Preitner, F., 2005. Serum retinol binding protein 4 contributes to insulin resistance in obesity and type 2 diabetes. Nature, 436(7049), p.356.

Communications Theory Essays -- essays papers

Communications Theory Communications is that what binds the world. Even though it is easy to give a simple answer when asked what communications exactly is, it is difficult to explain it so that it is understood clearly. There is a lot you need to consider with it. There are different areas concerning communications and very diverse functions in this area. Through this research report we will have a glimpse in the world of communications and with it more knowledge and understanding about it. Corporate Communication Corporate communication exists of different fields, which together have the purpose to make an image and identity of a company and its product. Corporate communication is a management instrument that combines all forms of direct communication and gears them for one another. Reputation is very important. The first goal of corporate communication is to improve the reputation of a company. A corporate reputation is a cognitive representation of a company’s ability to meet the expectations of its stakeholders. A company benefits from a favourable reputation by becoming the first choice of customers, investors, suppliers and employees. A corporate reputation creates shareholder value, because it contributes in and of itself to the company’s competitive position. A company benefits from its reputation, because:  · It improves cash flows and profitability;  · It acts like a barrier that impedes rivalry;  · It provides a company an enhanced license to operate; and  · It raises a protective shield against downturns and crisis. A company which is specialised in corporate communication is for example: The Corporate Communication Centre. C.C.C. is a joint initiative of the Erasmus University (Rotterdam, The Netherlands) and the business community. The centre tries to co-ordinate all the communication activities within a company and gives advice on communication policies and the organisation of communication methods. C.C.C. also offers training in corporate communication, executive courses and in-company courses. Companies as Shell, Unilever, Compaq Computers and Ernst & Young have a good reputation. They are multinational enterprises. They need a good reputation to be the number one in their field. Especially Shell, because its product (fuel, gasoline) is bad for the environment. But by introducing Shell â€Å"Pura†... ...alled Visual Communications Quarterly.It is co-sponsored by the Viscom division (also a visual communication organisation) and the National Press Photographers. Bibliography: Resource list: The Media Institute www.media.org/ The Communication Research Center www.jou.ufl.edu/commres/crc.htm Association for education in journalism and Mass Communications www.facsnet.org.cgi-bin/New/facs/4149 Media History Monographs: quarterly online journal www.scripps.ohiou.edu/mediahistory CED: the Premier Magazine of Broadband Communication www.cedmagazine.com www.ivca.org www.viscom.apanet.org www.artic.edu www.herron.iupui.edu The Blake Agency http://www.blakeagency.com/ Anderson & associates http://www.prexperts.com/public_relations_dir45.htm The McRae Agency http://www.mcraeagency.com/ Who is in charge? Corporate communications or corporate marketing? A European survey amongst the top reputation leading companies Centre for corporate communications, mem institute at the university of St. Gallen, Switzerland working paper, 1999 Markus Will, Malte Probst and Thomas Schmidt The reputational Landscape 1997 vol 1 C. van Riel and C. Fombrun

The Participial Adjective Part of English :: Free Essay Writer

The Participial Adjective Part of English I’ve always found the I-N-G words in English grammar rather annoying and bothersome. Of course Gerunds are I-N-G words that look like verbs but act like nouns in sentences. For example the sentences â€Å"Skating is fun,† â€Å"My favorite sport is skating,† â€Å"I like skating† and â€Å"There are many moves in ice skating† show the Gerund skating as a subject, as a predicate nominative following a linking verb, as a direct object following an action verb and as an object of the preposition â€Å"in.† Gerunds only occasionally give me a hard time as in the cases of me not wanting to own a lightning rod out of fear of being electrocuted or me wondering in which direction a newspaper heading is actually heading. The I-N-G ending (or Present Participle) words that behave like verbs occasionally give me a hassle. I sometimes speculate that â€Å"mowing lawns† could cut me up pretty good and that â€Å"pet grooming† advertised on a sign makes me think, â€Å"I don’t want any pet grooming me!† I mean â€Å"painting houses† could change your skin color in-a-hurry and â€Å"hearing aids† sounds plenty more dangerous than H-I-V. Revolving charge accounts can make you dizzy if you watch one long enough, and I often wonder if fencing companies sometimes abandon using sabers and instead fight with swords? If an idea is swimming around in my head, would I then be a candidate for contracting water on the brain? Incidentally I believe that eating crow is for the birds, particularly the buzzards, but I prefer telling the truth while standing up rather than lying on the ground. And how could a person ever be caught throwing a tantrum unless the spectator knows exac tly what a tantrum looks like and how much it weighs. And once at a circus sideshow I was gullible and paid a dollar to see â€Å"the man-eating crabs† only to walk into a back room and see a man sitting at a table eating crabs. Sure stupid jokes can be made by inter-playing ing verbs but it’s when the Present Participle is used as a Participial Adjective that my patience and tolerance are absolutely tested to their limits. I mean how would you like to go into a large contingent of stores and have to compete with a shopping mall. And why don’t hunting lodges walk around in the middle of the forest with loaded shotguns?

A Heartfelt Wedding Speech by the Father of the Groom -- Wedding Toast

A Heartfelt Wedding Speech by the Father of the Groom There is a small amount of humor at the beginning and toward the end of the speech, but it is the sentiment that makes it special. The speech ends with some advice for the bride and groom, which is touching, and a toast in the form of a poem. The happy couple, reverend celebrant, dear guests. The first wedding speech I ever gave was in 1958 when I married the groom's mother. Oh, I was in love! I remember clearly what a great feeling courtship gave me. I used to lie awake all night thinking about something she said. After we married and had four kids I'd fall asleep before she finished saying it. I'd like to focus on my son for a moment. He's married now, this may be his last chance to be the center of attention. His arrival on this earth was a most significant event for us as his safe delivery was my wife's first after many disappointments. He was both long-awaited and much-wanted. Other birth disappointments followed but where there is a strong desire for offspring there is a way and eventually We were blessed with four lovely children. And they in turn have given me grandchildren who give me great pleasure. When you are raising your kids you often wonder if You are getting it right. Forgive my little boast, but when I see how my children have turned out, its all been worthwhile. Every one of them, their partners, and my grandchildren are worth knowing. My son did not get the best start in life, losing his mother when he was sixteen years of age. Having me as a father did not always help. Fewfathers aree equipped to be mothers too, to bridge the gap successfully. His mother and I felt he got every one of the personal qualities of both of us. Some of ... ...iderable amount of hard work and organization and I commend the bride and groom for the effort they have made to ensure a day worth remembering. It’s their day, they’ve worked hard, and done good. What I wish most for them is that they be each other’s best mate. You can have all the love in the world swirling through the ether, flashing lights, sky rockets and balloons going up, but unless your partner is your best mate, the one who is always there for you, the one most interested in what you think and say, you will be missing out on the best of life's greatest institution. Would you please join me in this toast to the newlyweds: May you live as long as you like, and have all you need for as long as you live. May the road you choose be smooth, and your burdens light. May your pleasure in each other, grow with your years together. The bride and groom.

Job Analysis Essay

A job analysis is a way to describe a job or the attributes needed to obtain the job (Spector, 2012). Different jobs need people with certain attributes; these attributes help the job be completed as necessary. A job analysis can help companies hire the right employees, and this creates a successful working environment. There are two different job analysis approaches; each approach focuses on different needs for a job. The first is the Job-Oriented approach; this approach describes the nature of the job, some job analysis, go into specific task (Spector, 2012). The second is the Person-oriented approach; this approach describes the specific attributes or characteristics needed to successfully do the job (Spector, 2012). This paper will conduct a job analysis for my preferred job using one of the job analysis methods and discuss how it could be used within an organization. Evaluate the reliability and validity of the job analysis. Evaluate different performance appraisal methods that might be applied to my chosen job and explain the various benefits and vulnerabilities of each performance appraisal method. Job Analysis: School Psychologist To analyze the job that I would dream to have I will be using both the Job-oriented approach and the person-oriented approach. I will be describing both the task and attributes a school psychologist needs. To start off with the job-oriented approach, which describes the jobs nature and specific tasks, I will describe what being a school psychologist is all about. School psychologists help children and youth succeed academically, socially, behaviorally, and emotionally. They collaborate with educators, parents, and other professionals to create safe, healthy, and supportive learning environments that strengthen connections between home, school, and the community for all students. School psychologists not only work with students but they also provide services for families, teachers, administrators, and the community. Job-Oriented Approach According to the National Associations of School Psychologist the following are tasks that school psychologist need to complete to be successful job. When it comes to students they Provide counseling, instruction, and mentoring for those struggling with social, emotional, and behavioral problems. Increase achievement by assessing barriers to learning and determining the best instructional strategies to improve learning. Promote wellness and resilience by reinforcing communication and social skills, problem solving, anger management, self-regulation, self-determination, and optimism. Enhance understanding and acceptance of diverse cultures and backgrounds. They also help out families by identifying and addressing learning and behavior problems that interfere with school success. Evaluate eligibility for special education services, support students’ social, emotional, and behavioral health, also teach parenting skills and enhance home–school collaboration, and make referrals and help coordinate community support services. School psychologist also provides a support for teachers by identifying and resolving academic barriers to learning. Design and implement student progress monitoring systems and academic and behavioral interventions. Support effective individualized instruction, create positive classroom environments, and motivate all students to engage in learning. School psychologist also give support to administrators by collecting and analyzing data related to school improvement, student outcomes, and accountability requirements. Implement school-wide prevention programs that help maintain positive school climates conducive to learning. Promote school policies and practices that ensure the safety of all students by reducing school violence, bullying, and harassment. Respond to crises by providing leadership, direct services, and coordination with needed community services. There are many tasks that come with being a school psychologist; they provide support for many different departments of a school, and take on tasks that are delicate. Person-Oriented Approach Person-oriented approach lists the characteristics and attributes needed to be a school psychologist. Since this job is very serious and deals with people’s mental and emotional health, the first and most important attribute is education. The job needs extensive knowledge of the field and practice before being able to qualify for this job. Other requirements are positive attitude, loving the job, loving to help people, and love psychology. They also have to be focused and responsible because if they aren’t an accident can occur. The person should also be able to keep their personal life and their job separate. If they cannot do this their job can affect their personal job or vise versa. From the job tasks these are the attributes that an individual has to have to be able to be successful at this job. Evaluation There are many job analysis types and not all are appropriate for the type of job application (Spector, 2012). Each has its limitations and advantages, and it works for different purposes. The reliability and validity of a job analysis can be questioned because the analysis is made by a person who is either doing the job or watching someone do it (Spector, 2012). The biggest thing that we do as human beings is judge, and judgment can make a job analysis not reliable or valid. In this case I am not a school psychologist, and I am actually reading about the job, my judgment can have a big impact on the job analysis. Validity and reliability are questionable madder but as quoted â€Å"In general, results suggest that different people’s ratings of jobs are often reasonably reliable. In other words, there will be a relatively high correlation among different people’s ratings of the same job for at least some job analysis methods (Spector, 2013 p. 72-73). † In other words some job analysis methods may have the same ratings for certain jobs. Appraisals in the work place can be very time consuming for supervisors but it has a good outcome, appraisals create a better performance in the work place. When someone is appraised for their good work they get satisfaction, and that’s something they want to keep receiving so they keep up the good work. For my chosen job I think that appraisals should be given, because a school psychologist makes people feel good and therefore they should get appraisal to feel good about what they are doing. Conclusion Becoming a school psychologist you have to have a lot of qualifications and characteristics that will make you successful at this job, and making sure that you know what it takes and if you are qualified for the job can be determined by a job analysis. There are many methods to conduct a job analysis, you can use the job-oriented approach or the person-oriented approach, only two of the many. These types of analysis can explain if you are right for a job. This paper conducted a job analysis for a school psychologist job by using both job-oriented and person-oriented approach and discussed how it could be used within an organization. Evaluated the reliability and validity of the job analysis. Evaluated different performance appraisal methods that might be applied to my school psychologist job and explain the various benefits and vulnerabilities of each performance appraisal method.

Philosophical Movement that Shaped Philippine Education Essay

Pre-colonial period During the pre-colonial period, education was still decentralized. Children were provided with more vocational training but fewer academics. Philippine schools were headed by parents or by their tribal tutors. They employed a unique writing system known as baybayin. Spanish Period When the Spanish first arrived in Manila, they were surprised to find a population with a literacy rate higher than that of Madrid. During the early Spanish period, most education was conducted by religious orders. The church and the school both worked together. All Christian villages had schools for students to attend. Spanish missionaries established schools immediately after reaching the islands. There was a separate school for boys and girls. The wealthy Filipinos or the Ilustrados were accommodated in the school. The Educational Decree of 1863 created a free public education system in the Philippines, run by the government. It was the first such education system in Asia. First Republic The Malolos Republic: Also called The First Philippine Republic Because of the destruction of many schools and to the peace and order condition, all the schools were closed for the time being. Aguinaldo decreed that all diplomas awarded by UST after 1898 be considered null and void Article 23 of the Malolos Constitution mandated that public education would be free and obligatory in all schools of the nation under the First Philippine Republic Aguinaldo included an item for public instruction amounting P35, 000 in the budget for 1899. August 29, 1898, the Secretary of the Interior ordered the provincial governors to reestablish the schools that had been abandoned before. American Period American Expeditionary forces were sent to Philippines with a mission to destroy the Spanish Armanda in Manila Bay as part of the strategy to defeat the Spaniards in the Spanish-American War ranging at that time in Cuba. ï‚â€"Americans won, and on the Treaty of Paris on December 10, 1898, the Philippines was ceded to the United State by the Spanish for the paltry sum of US $20 Million. 1898, American occupied Manila. Reopened schools where in the American Soldiers were the first teachers. Education should be  universal and free for all regardless of sex, age, religion and socio-economic status of the individual. Act No. 74, established the public primary school in 1901 and intermediate school in 1904 which provides free public education. Thomasites – group of professionals sent by the United State Government who where assigned to teach English language. Act No. 372, required all provinces to maintain a provincial high school. 1901 – Philippine Normal School was founded to train teachers. 1908 – University of the Philippines was established. Education was the means of giving people and orientation towards a democratic way of life. Japanese Period 1941- the Pacific War broke out and the Philippines came under the Japanese occupation. Department of Education, Health and Public Welfare – its function is to reopen schools and to make reports to the Japanese Administration. Military order no. 2 in 1942 – Japanese educational policies were embodied in the Military Order No. 2. The Philippines Executive Commission established. Schools were reopened in June 1942 with 300,000 students. Third Republic During the period from the proclamation of the Third Philippine Republic on July 4, 1946, under the administration of President Manuel Roxas until the pre-martial law days of the Marcos regime, the country’s educational philosophy was in accordance with the provisions of Article XIV, section 5 of the 1935 Constitution which provides that: all educational institution is under the supervision of and subject to regulation of the State the government shall provide at least free primary instruction and citizenship training to adults. the educational aims are to develop moral character, personal discipline, civic consciousness, and vocational efficiency and teach the duties of citizenship religious education is optional Universities enjoy academic freedom the State shall create scholarships for gifted citizens. Fourth Republic ï‚â€"n 1972, the Department of Education became the Department of Education and Culture by the virtue of Proclamation 1081 which was signed by President Ferdinand Marcos. on January 17, 1973, President Marcos ratified the 1973  Constitution by Proclamation 1102. The 1973 Constitution set out the three fundamental aims of education in the Philippines, to: ââ€" ¦Foster love of country; ââ€" ¦teach the duties of citizenship; and ââ€" ¦develop moral character, self-discipline, and scientific, technological and vocational efficiency. ï‚â€"On September 24, 1972, by Presidential Decree No. 1, the Department of Education, Culture and Sports was decentralized with decision-making shared among thirteen regional offices. In 1978, by the Presidential Decree No. 1397, the Department of Education and Culture became the Ministry of Education and Culture. The Education Act of 1982 provided for an integrated system of education covering both formal and non-formal education at all levels. Section 16 and Section 17 upgraded the obligations and qualifications required for teachers and administrators; while Section 41 provided for government financial assistance to private schools. This act also created the Ministry of Education, Culture and Sports. Fifth Republic On February 2, 1987, a new Constitution for the Philippines was ratified. Section 3, Article XIV of the 1987 Constitution contains the ten fundamental aims of education in the Philippines. It is also seen that under the 1987 Constitution, only elementary school is compulsory. In 1987 by virtue of Executive Order No. 117, the Ministry of Education, Culture and Sports, became the Department of Education, Culture and Sports. The structure of DECS as embodied in the order remained practically unchanged until 1994. On May 26, 1988, the Congress of the Philippines enacted the Republic Act 6655, the Free Public Secondary Education Act of 1988, which mandated free public secondary education commencing in the school year 1988–1989. On February 3, 1992, the Congress enacted Republic Act 7323, which provided that students aged 15 to 25 may be employed during Christmas and summer vacation with a salary not lower than the minimum wage. 60% of the wage is to be paid by the employer and 40% is by the government. On May 18, 1994, the Congress passed Republic Act 7722, the Higher Education Act of 1994, creating the Commission on Higher Education (CHED), which assumed the functions of the Bureau of Higher Education, and supervises tertiary degree programs. On August 25, 1994, the Congress passed Republic Act 7796, the Technical Education and Skills Development Act of 1994, creating the Technical Education and Skills Development Authority(TESDA) 2000s and K-12 Program In August 2001, Republic Act 9155, otherwise called the Governance of Basic Education Act, was passed transforming the name of the Department of Education, Culture and Sports (DECS) to the Department of Education (DepEd) The goal of basic education is to provide the school age population and young adults with skills, knowledge and values to become caring, self-reliant, productive and patriotic citizens. 2010s and the K-12 Program The start of this century’s second decade saw a major improvement in the Philippine education system. In 2011, DepEd started to implement the new K-12 educational system, which includes the new curricula for all schools. In this system, education is now compulsory. The implementation of the K-12 program is â€Å"phased†. The K-12 Program means Kindergarten and the 12 years of elementary and secondary education, which is part of the Educational Program of President Benigno Simeon â€Å"Noynoy† C. Aquino III.