SUNSET AND A CONCLUSION

We arrived at the beach at about 6.30 in the evening. My cousin parked the car under a tree and we got out.

The smell of the sea was unmistakable. A gentle breeze blew. I step out my sandals onto the soft sand, like i was in heaven.

My cousin, two of my friends and i had come to the seaside just to watch the sun set. My cousin assured us that we would not be disappointed for he had seen it setting before and he said it was beautiful. We just had to see for our own.

We sat on the sand and gazed at the western horizon. White and grey clouds began to change colour.

First they took on orange hues. Then the shades of red and yellow could be seen. In the short time the whole western sky seem to be ablaze with splash of gold, red ,orange and yellow. I gazed at the spectacle in wonder. What a magnificent sight it was! I tired to focus on a particular part of the colourful scene but I found that the colours were constantly changing. They changed very slowly and subtly although the scene appeared very still. A streak of gold here turned yellow and a splash of red there dissolved into hues of orange. It was quite impossible to describe really this great wonder of nature in action.

Shortly the hues became darker and hits of black were visible. The sun slowly sink into the sea. However the sky remained reddish even though the sun could no longer be seen.

Suddenly, everything was dark. The sun had set and night took over. I became aware of mosquitoes attacking me. My cousin said it was time to go home.

We got into car. Indeed the sunset had been a wonderful experience. At that day, I had a conclusion that is --wonderful time is just a second, so we must appreciate it. Don't let it pass away in a meaningness way~~~~~

JUST ONCE...

I did my best

But I guess my best wasn't good enough

'Cause here we are back where we were before

Seems nothing ever changes

We're back to being strangers

Wondering if we oughta stay

Or head on out the doorJust once can't we figure out what we keep doing wrong

Why we never last for very long

What are we doing wrong

Just once can't we find a way to finally make it right

Make the magic last for more than just one night

If we could just get to it

I know we could break through itI gave my all

But I think my all may have been too much

'Cause Lord knows we're not getting anywhere

Seems we're always blowing whatever we got going

And seems at times with all we've got

We haven't got a prayer

Just once can't we figure out what we keep doing wrong

Why the goodtimes never last for very longSeems we're always blowing

Whatever we got goingJust once can't we find a way to finally make it right

Make the magic last for more than just one night
If we could just get to itI know we could break through it
Just once I want to understandW
hy it always come back to good-bye
Why can't we get ourselves in hand
And admit to one another
That we're no good with out the other
Take the best and make it better
Find a way to stay together
Just once can't we find a way to finally make it right
Make the magic last for more than just one night
I know we can break through it
If we could just get to it
Just once
If we could get to it
Just Once...

Student Study Just To Pass Examinations. Do You Agree?

I agree fully with the above statement. I am a student and I study just to pass the examinations. It seems the same with my schoolmates. We are all only concerned with the examinations. We do not study other things that do not require us to sit for examinations.
The reason that we do not study other things is because we have no time for them. School subjects take up all our time in school and much of our time in school and much of our time of school. Everyday we have to learn so many things whether we like it or not. Lesson continues one after the other with hardly a break. Our brains switch from history to geography to mathematics to science with a speed of light. We manage most of the time, but sometimes it get so tiring to study, and many of us think to put off our study. For me, any initial interest I have in any subject is quickly killed off by the sheer amount of information I have to absorb. No one is allowed to learn his or her own pace. Everyone is force-fed a diet of information regardless whether he or she can cope with it or not (haiz…so pity the one’s who study…).
Then there is always the next examination around the corner. Since very young we have been taught this: passing with flying colors an examination is the best, just passing it is just a normal statement, but failing is very bad indeed. We are expected to pass. Our parents, teachers and all grown-ups applaud us when we pass with flying colors. If we pass they say nothing, but when we failed we are made to fell worthless. I myself have been caned by my mother because I got red marks in my report card (but in secondary I have improved better!).
No one wants to be considered worthless or be punished for failure, but that is what the world is. So we become obsessed with examinations. We study because we do not want to fail. I have heard some teachers’ say that we should study to acquire in my years in school is that if I fail I am finished. I have to pass with flying colors to prove that I am not worthless.
That is how I feel. For some of my classmates who cannot cope well with the workload, they simply give up studying in some subjects. They are already marked as failures by the teachers so they see no point in studying anymore ,but some teacher always teaches them, help them on their homework, support them but the hard work seems have no effect on them, maybe they are meant to failed. Lucky I do not fall in that category. I still study and do my homework as diligently as I can, but I do these things with only one thing in mind and that is: I have to pass my examinations with flying colors.
So the students study very hard indeed. Passing means success in the world. Failure is unspeakable. The fact remains that they study not for the sake of knowledge but only so that they can pass the next examinations. I am no different from them.

Should Homework Be Abolished?

It is very easy to answer ‘yes’ to the above question, especially when one is loaded with homework up to the neck. However I will not say that homework should be abolished. It is useful in many ways, I will say that homework should be given discreetly.
Every teacher ought to realize that other teachers are also giving homework. So if five different teachers come into the class and all of them give us homework, then we will have five different sets of homework to do!
It is already a full-time job concentrating on what each teacher tells us in class. So by the time we reach home, all we want to do is to flop into bed and take a nice nap. The nap normally is filled with dreams about unfinished homework and question. After lunch it is usually back to work trying to finish the assignments or folio projects before evening comes and we go out to play or rest for a while.
However, the homework cannot be done in one sitting. This is especially so when we get stuck in mathematics problem and can see no way through. So after homework and try to do work once again to complete the homework and try to do some studying as well. Sometimes the going gets so overwhelming that the only sane thing left to do is to quit and do some-thing else, like watching television or playing computer games(example from me ,hacking, cracking, surfing the internet.)
This year, “fortunately”, most of our teachers are very “understanding”. They realize that we are sitting for the PMR examinations. So they give us homework. Our geography teacher is the best, his name was Mr. Ooi Chong Oui. He seldom give us homework and he always ask us the time (example: “what time is it now?” say Mr. Ooi. Then a student reply: “it is only left 5 minutes Sir” then he continue: “ok you all can rest now”. What a “wonderful” teacher we thought. ) Bless him for his kindness.
Science is an entirely different matter. Our teacher believes us in grinding us with as many problems as possible. I “appreciate” the fact that practice make perfect in science. However I wish that she could take it easy a little bit so that we do not feel so tense and overworked. It is necessary to do homework in science but it is unnecessary to do excessive amounts of it. This is where the discretion of the teacher is most important. But who am I to comment on what is considered discreet or not? It is totally up to the teacher. Many of my classmates hate science because all the homework that the teacher gave. Thus many of them failed at the test (but not included me because I pro at science. Hehe….). They simply not bothered anymore with it. They just sit quietly every time they are chastised and punished by the fuming teacher for not doing her homework (example of her punishment: “do you have heart attack or asthma?” as her. “No” the student reply. “ok now pumping 10 times” continue by her. ). They show no concern at all for the result.
Doing homework is never a pleasant affair. If the volume of homework is manageable then they can be done efficiently and quickly. In this way we do learn from our labour. If the homework is overwhelming then we learn nothing expect that we are simply fed up. I believe then that we should not abolished homework completely. The best thing to do is for the teacher to seriously consider the student’s welfare before any homework is given. Homework should be aid the student to learn not do the opposite. Homework look like food, if taken in moderate quantities, it nourishes, but if taken in excessive amount, it might kill person.(but I hope there will be no homework given by the teachers again, and all the exam also should be abolished. Hahaha…)

ENCRYPTE

In cryptography, encryption is the process of transforming information (referred to as plaintext) to make it unreadable to anyone except those possessing special knowledge, usually referred to as a key. The result of the process is encrypted information (in cryptography, referred to as ciphertext). In many contexts, the word encryption also implicitly refers to the reverse process, decryption (e.g. "software for encryption" can typically also perform decryption), to make the encrypted information readable again (i.e. to make it unencrypted).
Encryption has long been used by militaries and governments to facilitate secret communication. Encryption is now used in protecting information within many kinds of civilian systems, such as computers, networks (e.g. the Internet e-commerce), mobile telephones, and bank automatic teller machines. Encryption is also used in digital rights management to restrict the use of copyrighted material and in software copy protection to protect against reverse engineering and software piracy.
Encryption, by itself, can protect the confidentiality of messages, but other techniques are still needed to verify the integrity and authenticity of a message; for example, a message authentication code (MAC) or digital signatures. Standards and cryptographic software and hardware to perform encryption are widely available, but successfully using encryption to ensure security is a challenging problem. A single slip-up in system design or execution can allow successful attacks. Sometimes an adversary can obtain unencrypted information without directly undoing the encryption. See traffic analysis, TEMPEST.

History
Encryption has been used to protect communications since ancient times, but only organizations and individuals with extraordinary need for confidentiality had bothered to exert the effort required to implement it. Encryption, and successful attacks on it, played a vital role in World War II. Many of the encryption techniques developed then were closely guarded secrets. (Kahn) In the mid-1970s, with the introduction of the U.S. Data Encryption Standard and public key cryptography, strong encryption emerged from the preserve of secretive government agencies into the public domain.

Ciphers
In cryptography, a cipher (or cypher) is an algorithm for performing encryption and decryption — a series of well-defined steps that can be followed as a procedure. An alternative term is encipherment. In most cases, that process is varied depending on a key which changes the detailed operation of the algorithm. In non-technical usage, a "cipher" is the same thing as a "code"; however, the concepts are distinct in cryptography. In classical cryptography, ciphers were distinguished from codes. Codes operated by substituting according to a large codebook which linked a random string of characters or numbers to a word or phrase. For example, UQJHSE could be the code for "Proceed to the following coordinates".
The original information is known as plaintext, and the encrypted form as ciphertext. The ciphertext message contains all the information of the plaintext message, but is not in a format readable by a human or computer without the proper mechanism to decrypt it; it should resemble random gibberish to those not intended to read it.
The operation of a cipher usually depends on a piece of auxiliary information, called a key or, in traditional NSA parlance, a cryptovariable. The encrypting procedure is varied depending on the key, which changes the detailed operation of the algorithm. A key must be selected before using a cipher to encrypt a message. Without knowledge of the key, it should be difficult, if not impossible, to decrypt the resulting cipher into readable plaintext.
Most modern ciphers can be categorized in several ways:
By whether they work on blocks of symbols usually of a fixed size (block ciphers), or on a continuous stream of symbols (stream ciphers).
By whether the same key is used for both encryption and decryption (symmetric key algorithms), or if a different key is used for each (asymmetric key algorithms). If the algorithm is symmetric, the key must be known to the recipient and to no one else. If the algorithm is an asymmetric one, the encyphering key is different from, but closely related to, the decyphering key. If one key cannot be deduced from the other, the asymmetric key algorithm has the public/private key property and one of the keys may be made public without loss of confidentiality. The Feistel cipher uses a combination of substitution and transposition techniques. Most (block ciphers) algorithms are based on this structure.

Etymology of "cipher"
"Cipher" is alternatively spelled "cypher"; similarly "ciphertext" and "cyphertext", and so forth. It also got into Middle French as cifre and Medieval Latin as cifra, from the Arabic sifr (zero).
The word "cipher" in former times meant "zero" and had the same origin (see Zero - Etymology), and later was used for any decimal digit, even any number. There are these theories about how the word "cipher" may have come to mean encoding:
Encoding often involved numbers.
Conservative Catholic opponents of the Arabic numerals equated it with any "dark secret".[citation needed]
The Roman system was very cumbersome because there was no concept of zero or (empty space). The concept of zero (which was also called "cipher"), which we all now think of as natural, was very alien in medieval Europe, so confusing and ambiguous to common Europeans that in arguments people would say "talk clearly and not so far fetched as a cipher". Cipher came to mean concealment of clear messages or encryption.
The French formed the word "chiffre" and adopted the Italian word "zero".
The English used "zero" for "0", and "cipher" from the word "ciphering" as a means of computing.
The Germans used the words "ziffer" and "chiffer".
Dr. Al-Kadi (ref-3) concluded that the Arabic word sifr, for the digit zero, developed into the European technical term for encryption.

Ciphers versus codes
In non-technical usage, a "(secret) code" is the same thing as a cipher. Within technical discussions, however, code and cipher are distinguished as two concepts. Codes work at the level of meaning — that is, words or phrases are converted into something else and this chunking generally shortens the message. Ciphers, on the other hand, work at a lower level: the level of individual letters, small groups of letters, or, in modern schemes, individual bits. Some systems used both codes and ciphers in one system, using superencipherment to increase the security.
Historically, cryptography was split into a dichotomy of codes and ciphers, and coding had its own terminology, analogous to that for ciphers: "encoding, codetext, decoding" and so on. However, codes have a variety of drawbacks, including susceptibility to cryptanalysis and the difficulty of managing a cumbersome codebook. Because of this, codes have fallen into disuse in modern cryptography, and ciphers are the dominant technique.

Types of cipher
There are a variety of different types of encryption. Algorithms used earlier in the history of cryptography are substantially different from modern methods, and modern ciphers can be classified according to how they operate and whether they use one or two keys.
Historical pen and paper ciphers used in the past are sometimes known as classical ciphers. They include simple substitution ciphers and transposition ciphers. For example GOOD DOG can be encrypted as PLLX XLP where L substitutes for O, P for G, and X for D in the message. Transposition of the letters GOOD DOG can result in DGOGDOO. These simple ciphers are easy to crack, even without plaintext-ciphertext pairs.
Simple ciphers were replaced by polyalphabetic substitution ciphers which changed the substitution alphabet for every letter. For example GOOD DOG can be encrypted as PLSX TWF where L, S, and W substitute for O. With even a small amount of known plaintext, polyalphabetic substitution ciphers and letter transposition ciphers designed for pen and paper encryption are easy to crack.
During the early twentieth century, electro-mechanical machines were invented to do encryption and decryption using a combination of transposition, polyalphabetic substitution, and "additive" substitution. In rotor machines, several rotor disks provided polyalphabetic substitution, while plug boards provided transposition. Keys were easily changed by changing the rotor disks and the plugboard wires. Although these encryption methods were more complex than previous schemes and required machines to encrypt and decrypt, other machines such as the British Bombe were invented to crack these encryption methods.
Modern encryption methods can be divided into symmetric key algorithms (Private-key cryptography) and asymmetric key algorithms (Public-key cryptography). In a symmetric key algorithm (e.g., DES and AES), the sender and receiver must have a shared key set up in advance and kept secret from all other parties; the sender uses this key for encryption, and the receiver uses the same key for decryption. In an asymmetric key algorithm (e.g., RSA), there are two separate keys: a public key is published and enables any sender to perform encryption, while a private key is kept secret by the receiver and enables only him to perform decryption.
Symmetric key ciphers can be distinguished into two types, depending on whether they work on blocks of symbols of fixed size (block ciphers), or on a continuous stream of symbols (stream ciphers).


Key size and vulnerability
In a pure mathematical attack (i.e., lacking any other information to help break a cypher), three factors above all, count:
Mathematical advances, that allow new attacks or weaknesses to be discovered and exploited.
Computational power available, i.e. the computer power which can be brought to bear on the problem.
Key size, i.e., the size of key used to encrypt a message. As the key size increases, so does the complexity of brute search to the point where it becomes infeasible to crack encryption directly.
Since the desired effect is computational difficulty, in theory one would choose an algorithm and desired difficulty level, thus decide the key length accordingly.
An example of this process can be found at keylength.com which uses multiple reports to suggest that a symmetric cypher with 128 bits, an asymmetric cypher with 3072 bit keys, and an elliptic curve cypher with 512 bits, all have similar difficulty at present.
Claude Shannon proved, using information theory considerations, that any theoretically unbreakable cipher must have keys which are at least as long as the plaintext, and used only once: one-time pad.

poem out of a colour words

Once bitten, twice SHY.

Twice bitten, never TRY.

Thrice bitten, go and DIE!

by wei ping

BLACK HAT

A black-hat is a term in computing for someone who compromises the security of a system without permission from an authorized party, usually with the intent of accessing computers connected to the network. The term cracker was coined by Richard Stallman to provide an alternative to using the existing word hacker for this meaning. The somewhat similar activity of defeating copy prevention devices in software which may or may not be legal in a country's laws is actually software cracking.

Terminology
Use of the term "cracker" is mostly limited (as is "black hat") to some areas of the computer and security field and even there is considered controversial. Until the 1980s, all people with a high level of skills at computing were known as "hackers". A group that calls themselves hackers refers to "a group that consists of skilled computer enthusiasts". The other, and presently more common usage, refers to those who attempt to gain unauthorized access to computer systems. Over time, the distinction between those perceived to use such skills with social responsibility and those who used them maliciously or criminally, became perceived as an important divide. Many members of the first group attempt to convince people that intruders should be called crackers rather than hackers, but the common usage remains ingrained. The former became known as "hackers" or (within the computer security industry) as white hats, and the latter as "crackers" or "black hats". The general public tends to use the term "hackers" for both types, a source of some conflict when the word is perceived to be used incorrectly. In computer jargon the meaning of "hacker" can be much broader.
Usually, a black hat is a person who uses their knowledge of vulnerabilities and exploits for private gain, rather than revealing them either to the general public or the manufacturer for correction. Many black hats hack networks and web pages solely for financial gain. Black hats may seek to expand holes in systems; any attempts made to patch software are generally done to prevent others from also compromising a system they have already obtained secure control over. A black hat hacker may write their own 0-day exploits (private software that exploits security vulnerabilities; 0-day exploits have not been distributed to the public). In the most extreme cases, black hats may work to cause damage maliciously, and/or make threats to do so as blackmail.

Methods
Techniques for breaking into systems can involve advanced programming skills and social engineering, but more commonly will simply be the use of semi-automatic software, developed by others — often without understanding how the software itself works. Common software weaknesses exploited include buffer overflow, integer overflow, memory corruption, format string attacks, race conditions, cross-site scripting, cross-site request forgery, code injection and SQL injection bugs.

The Dead Pigeon

The Dead Pigeon

He saw a dead pigeon

in a drain

near the post office.

He saw citizens

hidding in a shady place

in a land full with blood.

Why should we suffer like this?

I want a peaceful place

for my grandchildren.

I want the damned fools

to leave our country alone.

I want watch my children to grow,

children play happily in this land,

and the earth covered with smile.

Now and always.

Peace is a dream---weiping