The ongoing miniaturization of microelectronic chips led to a multiplication of their abilities and their use. This is the case with the systems of radio frequency identification (RFID), now widely available and nanotechnology will continue to grow, while their costs. Sources of productivity in industry and comfort in everyday life, however, these tools are synonymous with means of monitoring and control of man, especially when combined Acer Aspire One Battery with the identification of other biometric data.

Alain Weber, a lawyer and member of the Data Protection Commission of the League of Human Rights in April 2006, the threat that development of such technology raises our freedoms. We take the original text published on the website

The experience in your field, you feel the convergence of technologies creates a risk of violation of civil rights and privacy?

The Human Rights League (LDH) HP Pavilion G60 has worked on these issues from the Data Protection Act, 1978 files and freedoms. His commission “Freedom and computing ‘is happening today with many associations and organizations, when he stand up for civil liberties and human rights will be protected. We believe a priori negative against new technologies, we, on the contrary, it can be very useful in some areas, for example with the possibilities of surgical tools remote communication on the Internet, etc..

However, we believe there is a real acceleration of threats to human rights on one side by a combination of techniques that the network of information about people, others can be a benefit socio-political and legal name of the fight against support for terrorism, the tendency to the formation of mega-files containing personal data. Our role is to alert the public, especially when the use of technology, no matter what the benefits it provides, creates disorder in civil liberties or an invasion of privacy. Comfort and joy, giving a new technology is always a price, which can be reduced freedoms.

In addition, we will experience a severe safe atmosphere: in this context, the law on the fight against terrorism [2] provides a way to film the events, so that the collection of personal data to fuel litigation . In this case, the use of digital video technologies, perfectly legal, civil liberties Dell Inspiron 1545 and privacy of the individual as people are killed and files are created with their images without their knowledge if they demonstrate the right fundamental movement and to be together to undermine a news show.

The Law on Data Protection News 6 August 2004 [3] allows such practices? And what is with the European Convention on Human Rights?

The law of August 2004 does not satisfy us, because the level of rights protection, which reduces previously existed. The European Directive 95/46/EC of 24 October 1995 [4] – in which this law is the implementation of the French law – states that the Member States of the Union should not lower the level of protection of its laws . Or next to the text, the powers of the National Commission for Informatics and Liberties (CNIL) was a licensing system for biometric tools used in a private company can be strengthened. But again, they dropped their powers in relation to projects of the state: a decree, a new processing of personal data should not be a favorable opinion of the CNIL, but only a reasoned opinion, a department may impose biometrics in their own departments.

What is the European Convention on Human Rights and Fundamental Freedoms, it has established good, but the rights to limit that to register for a sustainable democratic society. The rights and freedoms may therefore have certain limitations. I would add that the Treaty of the European Union has a particular reading of “freedoms” that are not civil liberties that have a priority, but economic freedom and free enterprise.

In the state of the texts, sometimes just a hello to the Constitutional Court. In December 1998, the Constitutional Council, the position of the LDH by the transfer of further personal data between public authorities, namely the relationship between tax and social data (social security number), that the only purpose for avoid confusion, not to cross into separate files and extracting data for other purposes [5].

What is your position on the use of radio frequency identification (RFID)?

At this point, the LDH position “hard” is when your finger in the use of biometric data, that is, techniques to identify people on biological criteria, we are entering a logical problem. First, for ethical reasons, because man is in his lower body biometrics to human dignity. Second, because this technology is clearly a problem of “tracing” of people: RFID chips are used in the identification, detailed monitoring of the activities and operations carried out by one person, even if it is not include the administration, why the departure course. It is simply a risk of drift.

It’s like a wall against the big waves of the Pacific, as companies SONY VGP-BPS8 want to identify the instruments and control of employees, some people claim the time in airports and toll roads to save! What they do not see is that these biometrics help more than others, to create connections between data. This is less the fact that the file information that is contained frightening one. Sustainable and help to clarify the identification of the person to create secure connections between files, with subsequent use to which they have no control It’s not a “Big Brother” that awaits us , but “Big Brothers “.

You can say that everyone has hundreds of times the only game of its normal daily activities. Of course, the real battle is ahead, to avoid the relationship between these files and data. It is in this context that the LDH fighting within the group DELIS (Rights and Freedoms deal with the computerization of society), the electronic identity card provided, INES (National Identity secure electronic). The bill, which will be adopted in June, aims to, mandatory – either directly or, more subtly, so it is essential – should contain a card with a microchip, readable contactless radio frequency, personal identifiers ( fingerprints and digital photography).

The problem is that the state will be good for us all is a biometric identifier, monitoring and reconciliation of all our electronic transactions (banking, tax returns, insurance, entertainment book, etc.) .. Under the pretext of facilitating the daily life, we run the risk of serious and irreversible damage to privacy and individual liberties.

The argument that it is not also tell you if you have nothing to be ashamed of if you want more security, you can opt for no reason this kind of labeling?

With this language, we have created a society of suspects: it must prove not the accusers to prove the guilt of a person is not guilty! It must be very careful in reverse order, because it characterizes a kind of policeman of the company. In addition, the speech because fishing is the question, where is the limit: since you good citizens who have nothing to hide, the police should be able to go home, you can see how you live that listening to you host your bank account that you say look for taxes, etc.. If we test (for fun of course) should be regarded with people, how much they are willing to be transparent, “which have nothing to hide”, you quickly realize that their determination is any substance, but show soon. Freedom requires that everyone has a huge SONY VGP-BPS9/B sphere of secrecy and confidentiality: and what it is.

As for the argument of security, it does not take long for Dell Inspiron 600M Series analysis. For example, when airlines were the Bush administration after September 11th compelled to disclose personal information on passengers (PNR records for personal names), the land will continue across the Atlantic, the European Commission given the green light – the decision of the European Parliament fought for this question. But the French government still does not know what is the relationship of the United States of PNR data. In short, sending personal information, you will quickly lose control. In addition, the hope in the fight against terrorism has nothing to widespread surveillance of the population.

We are told that the Dell Inspiron 8000 techniques that INES be tight, is so protective of individual liberties. But recent history shows that a computer is made to be retained unbridled: Every time we installed a system of collection of personal data has already taken place. For example, ICT (Treatment of violations of the system) now lists all types of crimes and are available by people who are constantly on those that were originally defined just add: we abuse this system leads to victims of employment or housing saw prevented. The same trend is on the list of DNA (FNAEG, national automated genetic fingerprint) that originally reserved for sex offenders, and that the law Perben 2 of 9 March 2004 extended the most common offenders are visible. He is known as “light” version of INES to fear, we are moving gradually to the police much more on technological progress without the active support no doubt in a safe atmosphere is heavy and cumbersome. So we need against the strongest in the INES, for our freedom and the ability of future generations.

One of the most important activities of Road Policing occurs when there is a fatal or life-threatening road traffic collision on the network. In such instances, the Police are required to investigate the circumstances to the highest possible standard: a thorough investigation process is necessary to ensure that all the legal obligations are met, and that every last piece of evidence is efficiently gathered for any due criminal process that might follow. Generally the Police will have a limited time-frame in which to gather all the necessary evidence, as it is important to re-open the road network as soon as possible: however, there is a fine line to be drawn between re-opening carriageways for the convenience of the motorists, and ensuring that no piece of evidence is overlooked.

The Police use incident scene surveying equipment during collision investigations to collect comprehensive surveys of the scene, which can then be effectively used in all legal hearings, from Coroners and Criminal Courts to Civil Litigation Hearings. This equipment measures the angles between points using GPS and speed sensors: this data is then downloaded and converted into a scene diagram. GPS enabled equipment is especially useful as it is both quick to use and extremely accurate, thus avoiding the need for extensive road closures. Research has shown that the use of GPS and speed sensors at collision investigations can speed up survey times by as much as 5.6%.

GPS technology is constantly evolving: each innovation only serves to make crash and collision scene investigation ever more accurate. The latest range of GPS-enabled instruments to be adopted by Police Forces makes collision investigation simpler and quicker. These instruments are used for measuring and recording speed, deceleration, co-efficient-of-friction and Skid-to-Stop testing. A total of 18 of the Police Forces in England, Wales and Ireland now use these state-of-the-art instruments and more will no doubt follow.

The latest instruments offer several advantages over more traditional skid testers and decelerometers that have previously been used by Police Collision Investigators (PCIs). Because the next generation speed sensors with advanced GPS technology have Dual and Tri-axis accelerometers built-in, they are able to measure not just the vehicle Skid-to Stop and Road Friction co-efficient, but also vehicle accelerations to set speeds, between set speeds and also over-time and over-distances which are set by the user. The very latest technology incorporates many additional functions like forward and lateral acceleration measurement, instant viewing of the test results and a large data memory.

In addition to the standard braking and acceleration testing, some Police Forces are also using data acquisition models to undertake more complex testing functions, such as Air and Hydraulic Brake pressure recording on HGVs and LGVs to determine the effectiveness of the braking system. Up to 12 additional speed sensors may be connected to the latest models to allow data to be recorded simultaneously with the braking parameters.

Another important feature of the latest speed sensor technology is the Run Duration Protocol (RDP) function. Many deceleration testers measure the deceleration from a typical minus 0.2G falling trigger point, through to a rising minus 0.2G stop point. Unfortunately this will not give wholly accurate test results as the measurement should stop when the vehicle speed is zero, not the minus 0.2G rising point. This can leave a considerable room for error in the calculation of deceleration, speed and distance, because the data used was inaccurate. By using the RDP function, Police Collision Investigators can be confident that their test data is completely accurate, which is vitally important, should the case proceed to court.

Over 60 years ago when the U.S. faced a severe shortage of combat pilots to serve in World War II, a group of incredible women stepped up to help. These fly girls flew light trainers, heavy four-engine bombers, transport aircraft and fighters virtually every type of Air Force aircraft there was on missions all around the United States to free up male pilots needed in the war overseas. They were the first women in history to fly American military aircraft and broke ground for female pilots who would later join the ranks of the U.S. Air Force. The Women Air Force Service Pilots (WASP) program was one of the best kept secrets of World War II. WASPs are still unknown to most Americans today, but in the summer of 2009 they gained some hard-earned recognition when President Barack Obama signed into a law a bill that awarded them the Congressional Gold Medal.

Getting the WASP program itself off the ground was a hard-won accomplishment against gender bias. It took more than a decade due to initial resistance from people in the military. In 1930 the War Department considered the idea, but chief of the U.S. Army Air Corps had called the idea of women pilots utterly unfeasible, because women were too high strung. As America moved towards war, however, this view softened. In 1939 Americas most famous female pilot, Jacqueline Cochran, wrote to then-First Lady Eleanor Roosevelt to propose a womens corps of pilots. By 1942 a womens aviator program was finally launched.

As many as 25,000 women volunteered for spots but recruiting requirements were even more stringent than they were for men women had to already have earned a pilots license. Ultimately, only 1,830 volunteers were accepted into the program, of which 1,074 graduated. Recruits made their way from around the country, paying their own way, to a municipal airport in Houston, Texas and later to Avenger Field near Sweetwater where they underwent the same rigorous training as their male counterparts.

After graduation the women pilots fanned out to military bases around the country. Their duties included ferrying personnel and supplies, delivering aircraft from one base to another, flight instruction, test flying all types of planes, and towing targets for air-to-air and anti-aircraft gunnery practice with live ammunition. In some cases women flew aircraft that some men wouldnt fly, like the B-26 Marauder and the B-29 Superfortress, to demonstrate that these planes werent as difficult to fly as believed. Overall, they logged 60 million miles in flight.

Although they never saw combat, 38 WASPs made the ultimate sacrifice by giving their lives in service to their country. Mary Elizabeth Trebing (shown in photo) of Louisville, Colorado was one of those killed when she encountered engine failure on a PT-19 training flight over northern Oklahoma only 18 months into the program. Gertrude Tompkins is the only WASP who has never been accounted for. She was last seen piloting a P-51D Mustang fighter from Los Angeles and is presumed lost at sea. The search for her plane is still ongoing.

The WASP program grew for two years after its launch until it was suddenly and unceremoniously terminated in December 1944 due to increasing political opposition and a greater availability of male pilots. It did so against the strong opposition of five-star General H. H. Hap Arnold, Chief of the Army Air Forces and one of the initiators of the program, who believed the WASPs were a vital element in the war effort. At the last WASP graduating class, just days before the programs demise, General Arnold honored the women with the following comments:

You … have shown that you can fly wingtip to wingtip with your brothers. If ever there was doubt in anyone’s mind that women could become skilled pilots, the WASPs dispelled that doubt. I want to stress how valuable the whole WASP program has been for the country.

In the end, Americas first women pilots made their way home the way they had come, paying their own way. Even the 38 dead required a collection from colleagues and family alike before their bodies could be shipped home. Although WASPs had enjoyed the privileges of officers, Congress refusal to militarize a womens program meant the aviatrices remained civil servants in the eyes of the military. They received neither veteran benefits nor recognition from the government for their service to the country. And because the pilots who died were killed in military aircraft the record of their service was sealed up as Top Secret.

For more than 30 years WASPs were the forgotten heroines of World War II. Then in 1976, when the Air Force announced it was training the first women to fly for the military,” surviving WASPs and their supporters came forward to fight for their rightful place in history. In November 1977, 32 years ago this month, President Jimmy Carter signed a bill granting veterans status to former WASPs. This summer President Barack Obama took the gesture even further by signing the bill awarding WASPs the Congressional Gold Medal. Congress commissions these medals as its highest expression of national appreciation for distinguished achievements and contributions.

After 65 long years, the service of this dedicated group of women is finally making headlines. WASPS played a special role in many Veterans Day celebrations around the country in 2009, and Americans are finally beginning to learn of their countrys wartime debt to Americas very first fly-girls. Sadly, with former WASPs now reaching into their 80s and 90s, only a fraction of them survive today to accept this long-deserved accolade. But at least their service is now forever recognized, honored and immortalized.

WomenOf.com owes a special thanks to Gordon and Tracey Page for their assistance with this article.

Due to the current state (as we have come to know it) of the US educational system, much governmental, institutional and parental attention has been concentrated upon methods for creating positive change.

Referred to as ‘Educational Reforms’, these then are comprehensive plansmovements designed to cultivate a systematic change pertaining to either educational theories or practices within communalsocietal settings.

Within ‘classical times’, Plato, et al. authority figures shunned the idea of formalized (compulsory) learning for they felt children would only participate in lessons should they have a genuine desire to learn.
Within modern day times, however, the idea of educational reforms (‘principles’ that became prevalent only after education was formalized to the point of being ‘reformed’) reverberated back to the idea of compulsory learning.

B. Reform Efforts in the 1980s

In the 1980s, coming on the heels of the previously discussed, ‘A Nation at Risk’ under the guise of President Ronald Reagan, the educational reform momentum shifted from the left to the right whereby the President was focused on reducing (or even completing eliminating) the United States Department of Education.

In the latter half of the 80s, educational reform pioneer, E.D. Hirsch, put forth an argument against several versions of progressive education, advocating for a return to ‘cultural literacy’.

C. Hirsch’s ‘Core Knowledge’

Entitling his beliefs, ‘Core Knowledge’, Hirsch emphasized specific information he felt was critical for students to learn and master. From Hirsch’s viewpoint, such knowledge should encompass topics the likes of: principles of constitutional government; mathematics and language skills; major events in world history; and respected masterpieces from the worlds of art, music and literature. All in all, Hirsch believed such a comprehensive curriculum would make for an ‘everlasting body’ of knowledge.

In total, Hirsch’s ‘Core Knowledge’ encapsulated eight key theories:

1. Theory of Value–Hirsch felt it was important for children to acquire an expansive vocabulary for it served as a building block to gaining broad-based knowledge, which, over time, was pivotal for learning new ideas and concepts.

Connecting his ‘core knowledge’ with classroom learning, Hirsch contended that the overarching mission of ‘formalized schooling’ should be to promote literacy as a competency that fosters additional learning.

Also based upon Hirsch’s theory was the idea that ‘general, broad-based knowledge’, inclusive of lots of facts, should be a principal goal of education for, regardless of a student’s background, it proves to increase people’s intellectual competency in all areas of life.

2. Theory of Knowledge–in Hirsch’s mind, knowledge was the equivalent of ‘intellectual capital’-defined as the knowledge and skill a person possesses at a given moment. Similar to the idea of money as capital, the greater degree of knowledge and skill a person possesses, the greater amounts of these attributes they are able to acquire.

Hirsch took this idea a step further by saying that the ideas of formalism and naturalism are incorrect.
In his view, formalism was explained as ‘the belief that the contentcurriculum learned in school (intellectual capital) is far less important than the acquisition of formal tools that allow a student to learn future content.

Hirsch explained ‘naturalism’ as the belief that education is an organic process with its own innate nuances and tempos whereby students learn in their own way and at their own rates. As such, Hirsch felt that naturalism was most effective when linked with real-life goal setting.

Based upon Hirsch’s philosophy, schooling is foreseen as being ineffective and spiritually detrimental for it goes against the ‘natural’ process.

3. Theory of Human Nature-Hirsch’s contention was that it was important to reinstate the archived notions that ‘all human communities are founded upon specific shared information’ and ‘the basic goal of education in a human community is acculturation.’Because Hirsch strongly supported the idea that the modern world required a literate culture, he felt that to achieve effective communications among humans, our society needed to teach youngsters about the shared symbols and the information these symbols represented.

Additionally, pertaining to the ‘theory of human nature’, Hirsch made such powerful statements as:

– Children in American schools must master the English language. A failure to do so in the use of speech and writing could drastically limit one’s potential for opportunity, freedom and income.

– Natural talent will only get a person so far in life. In order to succeed, one must accept the idea of hard work and be fully committed to the task at hand.

4. Theory of Learning-supporting the idea that ‘learning builds upon learning’, Hirsch contented that the more a person knows, the more heshe can learn. He used the analogy of ‘velcro’ to create the visual image whereby additional knowledge attaches (sticks to) to existing knowledge.

Building upon this theme, Hirsch emphasized the idea that all learning requires effort in the form of both attention and repetition. His view was that regardless of the amount of innate academic ability a child has, he or she needs ‘instruction’ to effectively learn new ideas. In this sense, drill and practice are absolute necessities for learning. And, such lessons need to be directly monitored by the instructor otherwise learning will not occur.

5. Theory of Transmission-good teachers are foreseen that way so long a they are generally competent people with a great deal of knowledge to share.
Highly important to Hirsch was the idea that both current teachers within US schools and future teachers should do away with ancient teaching philosophies based upon educational naturalism ideas (students’ innate abilities) in favor of a core, common curriculum focused on very specific, shared body of knowledge.

To support this notion, Hirsch developed the Core Knowledge Sequence for grades K-8. This curriculum now comprises nearly 50% of participating schools’ curriculum.

An ardent believer in ‘whole-class instruction’ he felt that that the goal of meeting students’ individual needs in the classroom has greatly faltered for if a teacher has 22 students in a classroom and is giving personal attention to one, heshe is failing to connect with the 21 other students.

6. Theory of Society-in agreement with ‘The Enlightenment Ideals’ proposed by Thomas Jefferson (later supported by his predecessor Horace Mann), common schools should serve as a means of ‘making everyone a participant in the political and economic marketplace’. As such, it is the duty of these schools to equally provide all children equally with the knowledge and skills to keep them independent and free.

And, not an isolated duty, Hirsch believes it is the job of everyone within the field of education to resurrect the promise of public schooling; common schools offering common content need to exist to afford all children with the ability to realize their potential, regardless of their upbringing andor background.

Referring back to his Core Knowledge program, Hirsch affirmed the idea that parents and teachers need to be involved in the educational movement.

7. Theory of Opportunity-in his Hirsch’s esteemed view, “Giving everybody more knowledge makes everybody more competent, and creates a more just society.”
From this perspective, knowledge becomes the great equalizer whereby the schools have a tremendous opportunity and responsibility to provide students with equal chances to succeed regardless of their background. Note: A recurring theme of Hirsch’s is that the more general knowledge a person possesses, the better apt they are to succeed in life.
This concept relates back to cumulative research findings correlating higher levels of general knowledge (education) with higher levels of income.

8. Theory of Consensus-from Hirsch’s perspective, within the educational arena, people tend to disagree based upon their own political agendas. For examples, Democrats tend to side with the ideals of the Progressive education movement whereas Republicans favor the ideals of educational conservatism.
Politically-speaking, while Hirsch views his thinking to be liberal, he also considers himself to be an educational conservative.

Thus, Hirsch believes a consensus involving education could conceivably occur if only the educational community simply were to accept the practices of educational conservatism.

Throughout the 1990s and leading into the 21st century, Hirsch’s philosophies have retained their relevance. As such, they continue to be incorporated into classroom lessons both through textbooks and curriculum published under Hirsch’s own imprint.

D. Hirsch’s Four S’s

Outlined within Hirsch’s Core Knowledge, are the four S’s: Solid-although it is true that the knowledge of today will be radically different from the knowledge of tomorrow, there remains a core body of knowledge that retains its status as ‘everlasting.’

The idea of lasting knowledge is then the ‘core’ of Hirsch’s Preschool-Grade 8 curriculum. Included in the content are such components as: the basic principles of constitutional government; important events of world history; essential elements of mathematics and of oral and written expression; widely acknowledged masterpieces of art and music; and stories and poems passed down from generation to generation.

Sequenced-connecting back with Hirsch’s core belief that knowledge builds upon knowledge, sequenced learning entails students’ ability to acquire new knowledge by complementing what they already know. Yet, in order for a school system to fairly assess whether a student is performing at an acceptable level within their current grade level, they must first clearly define the knowledge and skill expectancies for students as they successively participate in each grade.

Specific-while standard school district curriculum may say, “Students will demonstrate knowledge of all related facts that contributed to the development of the United States, the Core Knowledge Sequence distinguishes which information a student needs to know by basing it upon specific key facts and figures. As such, the Core Knowledge Sequence prides itself on being able to present a practical answer to the question, “What do students truly need to know?”

Shared-based upon the core element of Hirsch’s Core Knowledge, ‘literacy is based upon shared knowledge,’ in order for a student to be literate, heshe needs to be familiar with a broad range of general knowledge.

Examples of such general knowledge include: “President signed the X bill into law” or “Martin Luther King, Jr. is credited with turning the civil rights movement in the US.” Hirsch felt that children needed to learn specific facts for when such resolute statements are made in the press or media or someone starts up a conversation on one of these topics, it often is assumed the audience already shares certain common knowledge.

Therefore, one of the primary goals of the Core Knowledge curriculum is to befit all children, regardless of background, with the shared knowledge they need to become ‘plugged in’ to our national literate culture.

E. Examples of Core Knowledge Sequence

By grade levels some basic examples of the Core Knowledge Sequence:

Kindergarten: Visual Arts inclusive of painting and linecolor usage in such artistic works as Matisse’s, The Purple Robe and Sculpture, the Statue of Liberty.

First Grade: World History inclusive of early civilizations, e.g., Ancient Egypt and hieroglyphics and geography, e.g. Africa and the Sahara Desert.

Second Grade: American History inclusive of civil rights, e.g., Susan B. Anthony and the right to vote; Martin Luther King, Jr. and the dream of equal rights for all;and Cesar Chavez and the rights of migrant workers.

Third Grade: Math inclusive of fractions and geometry, e.g., ability to identify numerators and denominators; write mixed numbers; and identify lines and angles.

Fourth Grade: Science inclusive of electricity, electromagnets and purposes of conductive electricity.

Fifth Grade: American History and Geography inclusive of: Westward Exploration, Pioneer land routes, and the Mexican War.

Sixth Grade: Language Arts inclusive of: fiction and drama, e.g., The Iliad and The Odyssey, The Prince and the Pauper and Julius Caesar; writing of essays and organizing papers based upon a key topic and central outline.

Seventh Grade: Music inclusive of classical, e.g., Romantics and Nationalists and American Musical Traditions, e.g., Blues and Jazz.

Eighth Grade: Physics inclusive of motion, forces, density and buoyancy, work, energy, power, velocity and speed

F. Conclusions

The sheer fact that educational reform pioneer, E.D. Hirsch’s philosophies and principles of ‘Core Curriculum’ still hold up today is reason enough to warrant further exploration into his beliefs.
And while there may be points of dissention, overall, Hirsch presents a most compelling argument for familiarizing children with ‘significant’ information upon which they may further build their knowledge base.

Without such pivotal knowledge, Hirsch believed children would lack the solid foundation they needed to facilitate future learning and, as such, they would be susceptible to bouts of frustration and inadequacy whereas their educations were concerned.

It is difficult to say with 100% certainty whether or not Hirsch’s ‘Core Curriculum’ has the potential to revolutionize the educational system. However, what can be said of his ‘concept’ is that it does offer a fresh take on learning whereby students, based upon their grade levels, have specific knowledge benchmarks to attain.
Such a well-define
d plan helps implement greater structure and accountability by and between all of the interrelated schools and respective teachers.

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