Authentication Mechanism for Fast Handover PMIPv6 Networks

Authentication Mechanism for Fast Handover PMIPv6 Networks N.S.Nandhinee S.Kayalvizhi Abstract—The Internet Engineering Task Force (IETF) proposed a host-based mobility management protocol, called Mobile IPv6 (MIPv6) protocol for mobile nodes (MNs) to maintain continuous service when they move among different foreign networks. However, Mobile IPv6 does not provide good service for real-time applications because it causes longer disruptions when the handoff takes place. Recently, the IETF NETLMM working group developed a network-based localized mobility management protocol called Proxy Mobile IPv6 (PMIPv6) to reduce the handoff latency of MIPv6. PMIPv6 still suffers from packet loss problem and signaling overhead. This paper performs a Bicasting scheme to reduce packet loss, use the piggyback technique to reduce the signaling overhead, also provides Authentication mechanism for protecting valid user from attacks in PMIPv6 networks. Keywords—Authentication, bicasting, handover, piggyback, Proxy Mobile IPv6 (PMIPv6) 1. Introduction As wireless technologies have grown, all the people want to use wireless networks while moving from one place to another. At the same time Mobile MIPv6 was developed by the internet Engineering Task Force (IETF) to support the Mobile Node. Even after introducing the Mobile IPv6 Mobile Nodes (MNs) did not receive any data packets when it performs the handover that involves , IP address configuration, movement detection and location update latencies. To reduce the handover latency, Fast Handover has been developed. Fast handover performs the movement detection and IP address whenever the Mobile Nodes move from one location to another. Therefore Fast handover protocol reduces the handover latency. However , MIPv6 cannot satisfy all the requirements of real time applications such as video streaming service and voice over internet protocol (VoIP) service due to its high handover latency. To address this problem, the Internet Engineering Task Force (IETF) NETLMM working group developed a network based localized mobility management protocol called Proxy Mobile IPv6 (PMIPv6) to reduce the handoff latency of MIPv6.Moreover, PMIPv6 provides the IP with the mobility to support MNs without requiring its participation in any mobility-related signaling. Although PMIPv6 reduces lots of handoff latency compared with MIPv6, it still suffers from packet loss, signaling overhead and inefficient authentication procedure problems during handoff. This is because PMIPv6 does not use any buffer mechanism during the handoff procedure and performs the authentication and registration phases separately. Therefore this paper used a bicasting scheme for packet loss and piggybacking technique for signaling overhead. 2. Related works 2.1. survey on fast handover Chaung and Lee [2] proposed handoff schemes for PMIPv6 networks perform the authentication and registration phases separately, resulting in longer handoff latency. A. Pre-Handoff procedure The movements of an MN is detected using the MAG and it performs mobility-related signaling with the LMA in place of the MN. The pre-handoff phase starts only when the MN is going to leave the range of the serving MAG (i.e., MAG1). First, MAG1 sends a handoff initial (HI) message to the target MAG(i.e., MN-ID) and the address of the target MAG. Then , MAG2 sends back a handoff acknowledgement (HACK) message to MAG1, and then a bi-directional tunnel is built between MAG1 and MAG2. After the bi-directional tunnel is built , the buffer of MAG2 prepares to buffer. B. Fast Handoff procedure When the MN moves out of the transmission range of the MAG1, the MAG1 immediately starts sending the MN’S packets to MAG2 at the same time it buffers the packets to prevent from packet loss. After that MAG2 can start the authentication phase immediately. Now, MAG2 sends the AAA request which includes the profile of Mobile Node (i.e., MN-ID) to authenticate the MN and simultaneously sends the PBU message which piggybacks DeReg PBU message to refresh the binding cache entry of LMA. That is , the target MAG (i.e., MAG2) performs the registration phase on behalf of the Deregistration phase of previous MAG (i.e., MAG1).MAG1 stops the service and MAG2 takes the position of MAG2. Moreover, the authentication and registration phases are simultaneously performed so the executing time of these phases are overlapped. On receipt of the PBU message, the LMA sends a PBA message, which includes the HNP of the MN, deletes the old binding cache entry, establishes a new binding cache entry, and sets up a bi-directional tunnel between the LMA and new MAG (i.e., MAG2). Afterward through the new path the LMA transmits the packet to MAG2 and MAG2 buffers these packets for the MN. At the same time, the AAA server starts to authenticate. The MN sends the AAA response to MAG2. MAG2 also immediately sends an RA message to the MN when it detects the MN’s attachment. After receiving the RA message, the MN checks the RA message for finding where the MN locates in. The MN retains the original address if the MN moves in the same LMD. Otherwise, the MN configures the global IPv6 address on its interface from the HNP. Finally, the MN downloads the buffered packets from MAG2. Kim et al [4] The ERP exchange is not necessarily a full EAP method between the EAP peer and the EAP authenticator. It uses MSK sent from EAP server. In this paper, the EAP peer is the MN, the EAP authenticator is a Access Pointer (AP), EAP server is a AAA server and the LMA includes the AAA server. A. EAP authentication in PMIPv6 The MN sends the EAP-Request/Identity to previous AP (p-AP) and receives EAP Response/Identity from the EAP authentication. After the AP performs the EAP method exchange using AAA protocol, it performs the EAP method exchange with the MN. In the case of successful authentication, a MSK is sent by the AAA server to the AP. TSK is made using the MSK after when the MSK is received. TSK is shared with the MN and the TSK is used for per-packet access enforcement by the MN. B. Fast Handover scheme with ERP exchange in PMIPv6 In Proxy MIPv6, whenever the MN moves from its attachment AP to a new attachment AP within the Access Router, it delivers the MSK and performs the re-authentication process. However, the MN performs the Full EAP Method when the MN moves from one attachment MAG network to another new MAG network. In Fast Handover of PMIPv6, the MN performs the Full EAP Method. During Fast Handover period the full EAP method is delayed. The ERP Exchange scheme is used in Fast Handover of PMIPv6 to reduce the full EAP delay. In PMIPv6, Fast Handover schemes are under the propounded phase. Therefore we select the best Scheme of the Fast Handover schemes after the MN performs the Full EAP Method, MSK is received from EAP server and uses the MSK. When the movement of the MN is detected by p-AP, it sends a HO initiate message which includes the MN Identifier (MN ID), new-AP ID and the MSK to the p-MAG. The p-MAG sends a Fast PBU message to the LMA which also receives the HO initiate message. Note that the F ast PBU message includes the information of the HO initiate message. Once the LMA sends back the Fast PBA to the p-MAG it establishes a binding between the HNP which is assigned to the MN and its new PCoA. A Reverse PBU message is sent to the n-MAG by the LMA. The Reverse PBU message consists of the MN ID, HNP of the MN used in the p-MAG, n-AP ID, and the MSK sent from the EAP server. The RA message consists of the HNP, and the MSK which is sent by the n-MAG. MN does not perform a new EAP Method and AAA (EAP Method) scheme when it performs fast handover. Therefore the MSK used in the n-MAG network can also be used in the p-MAG network and the MN is not necessary to complete EAP Method and AAA (EAP Method) between the AAA server and AP. Ryu et al [6] PFMIPv6 to reduce the handover latency occurred in PMIPv6 . PFMIPv6 has two mode: one is the predictive mode and the other is the reactive mode. The solution for handover is described in the following steps : First: The MN reports the identifications of its own (MN ID) and the access point (New AP ID) to which the Mobile Node is most likely to move and also detects that a handover is immediate. The NMAG receives the HI from PMAG which is sent by it. The HI message must include the MN ID and should include the MN-HNP, the MN-ID and the address of the LMA that is currently serving the MN Second: A bi-directional tunnel is built between the PMAG and NMAG and the packets decided for the MN are forwarded from the PMAG to the NMAG over this tunnel. The packets may be buffered at the NMAG after the decapsulation process. If the connection between the N-AN and NMAG has already been established, then those packets may be forwarded towards the N-AN. Third: The MN establishes a connection (e.g., radio channel) with the N-AN, which in turn initiates the establishment of the connection between the N-AN and NMAG if it has not been established already. The NMAG starts to forward packets destined for the MN via the N-AN. The uplink packets from the MN are sent to the NMAG and the NMAG forwards them to the PMAG. The PMAG then sends the packets to the LMA that is currently serving the MN. Final: The NMAG sends the PBU message to the LMA, in which address is provided in HI message from the PMAG to NMAG. Ryu et al [5] Mobile IPv6 needs client functionality in the IPv6 stack of a mobile node (MN). Exchange of signaling messages between the MN and a home agent (HA) enables the creation and maintenance of binding between the MN’s home address and its care-of address. Mobility as specified in Mobile IPv6 requires the IP host to send IP mobility management signaling messages to the HA, which is located in the network. MIPv6 is a approach of host-based mobility to solve the IP mobility challenge. However, it takes a very long time to process handover and there is much packet loss during handover, since there are many signaling messages through wireless link which occurs longer delay during handover process. Network-based mobility is another approach to solve the IP mobility challenge. By extending Mobile IPv6 signaling messages and reusing the HA it is possible to support mobility for IPv6 nodes without host involvement. This approach to support mobility does not require the Mobile Node to be involved in the exchange of signaling messages between itself and the Home Agent (HA). A Mobile Access Gateway (MAG) does the mobility management on behalf of the MN attached to the network and also performs the signaling with the HA . This protocol is known as Proxy Mobile IPv6 (PMIPv6) in Network-based Localized Mobility Management (NETLMM) working group of Internet Engineering Task Force (IETF). Since the proxy mobility agent on behalf of the Mobile Node performs handover process,PMIPv6 can reduce handover latency. That is, there are some signaling message via wireless link. Heavy packet loss occurs during handover in PMIPv6, although PMIPv6 reduces handover latency.This paper propose a Packet- Lossless PMIPv6 (PL-PMIPv6) with authentication to reduce the packet loss problem in PMIPv6. The similar kind of scheme was studied to reduce packet loss and handover latency in Mobile IPv6, such as fast handovers for MIPv6 (FMIPv6) . In PL-PMIPv6, a previous MAG (pMAG) register s to a Local Mobility Anchor (LMA) on behalf of a new MAG (nMAG) during layer 2 handoff. Then, during handover after registration nMAG buffers. Compared to MIPv6 and PMIPv6, PL-MIPv6 can reduce more packet loss. To receive the MN’s profile securely we use Also, we use Authentication, Authorization and Accounting (AAA) infrastructure to authenticate the MN and to receive MN’s profiles securely. We show the performance of PL-PMIPv6 through the comparison of packet loss during handover of MIPv6, PMIPv6 and PLPMIPv6. Authentication with Packet-Lossless PMIPv6 (PL-PMIPv6), to reduce packet loss in PMIPv6. The order of signaling flow in PMIPv6 is followed by PL-PMIPv6 and reduces packet loss. Once the pMAG is aware of the MN’s detachment, it sends the DeReg PBU message to the LMA in PMIPv6. When pMAG sends the DeReg PBU message, nMAG’s PBU message is included in DeReg PBU message in PL-PMIPv6. That is, the pMAG registers on behalf of the nMAG in advance to reduce handover latency. As a result, the tunnel between the nMAG and the LMA is built in advance. Also, the nMAG begins to buffer packets to the MN after it receives the PBA message. After layer 2 handoff, the MN sends the RS message and receives the RA message including the MN’s home network prefix. 3. APPLICATIONS 1) Selective IP Traffic Offload Support with Proxy Mobile IPv6 2) Network-based Mobility Management in a local domain (Single Access Technology Domain) 3) Inter-technology handoffs across access technology domains (Ex: LTE to WLAN, eHRPD to LTE, WiMAX to LTE) 4) Access Aggregation replacing L2TP, Static GRE, CAPWAP based architectures, for 3G/4G integration and mobility 4. ABBREVIATIONS 5. CONCLUSION Fast handovers are transferring of ongoing calls from one channel to another without interruption. Here , Fast Handover analysis reduces the latency in sending the packets from one node to another. In this paper techniques like piggybacking is used to reduce the signaling overhead , bicasting scheme reduces the packet loss by storing all the packets in a buffer and whenever the packet is lost ,the packets are retransmitted from the buffer. Previous papers used only ID for authentication process, this paper used a password authentication mechanism. The result analysis showed that these schemes provide a better solution than existing schemes. 6. REFERENCES Chowdhury K., Koodli R and Yokota H., (2010) ‘Fast Handovers for Proxy Mobile IPv6’, IETF Draft, draft-yokota-mipshop-pfmipv6-13 (work in progress). Chuang M.-C. and Lee J.-F., (2011) ‘FH-PMIPv6: A fast handoff scheme in proxy mobile IPv6 networks’, in Proc. IEEE CECNET, pp. 1297–1300. Chuang M.-C. and Lee J.-F, (2011) ‘A lightweight mutual authentication mechanism for network mobility in IEEE 802.16e wireless networks’, Comput. Netw., vol. 55, no. 16, pp. 3796–3809. Chung T.-M., Kim S.-D., and Lee J.-H., (2009) ‘Secure fast handover scheme of proxy mobile IPv6’, in Proc. IEEE Int. Joint Conf. INC IMS IDC NCM, pp. 555–558. Kim B., Kim G-Y, Mun Y. and Ryu s., (2008) ‘A scheme to reduce packet loss during PMIPv6 handover considering authentication’, in Proc. IEEE Int.Conf. Comput. Sci. Its Applicat., pp. 47-51. Kim M., Mun Y. and Ryu S., (2009) ‘Enhanced fast handovers for proxy mobile IPv6’ , in Proc. IEEE Int. Conf. Comput. Sci. Its Applicat. (ICCSA), pp.39-43. Zhang H. and Zhou H., (2008) ‘An authentication protocol for Proxy Mobile IPv6’ ,in Proc. IEEE Int. Conf. Mobile Ad-Hoc Sensor Network, pp. 129-136.

Never Let Me Go: What it Means to be Human

Ishiguro’s novel is not really a science fiction story, because science fiction writers usually try to explain how the technology they write about (in this novel, cloning) works. Ishiguro just says that cloning and harvesting is taking place, without saying anything about how it works. Never Let Me Go is really about what it means to be human. The novel is narrated by Kathy, who used to be a student at Hailsham but is now a carer. A carer is a person who helps people through their donations. Kathy does not explain right away what a carer or a donor is, because finding that out is what the whole book is about. Kathy keeps talking about different memories she has from going to school at Hailsham and from growing up, and as she keeps talking, we start to understand what carers and donors are. The beginning of the book makes you think that the children at Hailsham are normal children, who go to classes, play sports, and even tease each other. They do not pick Tommy to play soccer with them, even though he is one of the best players, because he gets angry and makes playing no fun for anyone else. When Tommy is not picked, he responds like any normal child would: â€Å"Then he began to scream and shout, a nonsensical jumble of swear words and insults† (9). Tommy is also not creative, which makes the other children at Hailsham not like him because he never has anything to put in the Exchanges, which are the special times at the school where the children trade the different creative things they have made, like poems, sculptures, and paintings, and where the best things they make are selected to be taken out of the school to go to a special exhibit. The best things are taken away to the Gallery by Madame, a woman who visits the school occasionally and is â€Å"afraid of us in the same way someone might be afraid of spiders. We hadn’t been ready for that† (35). Madame is afraid of the children because they are clones, but the children do not know what they are yet, so they do not understand what she could be afraid of. During the first part of Never Let Me Go, the students at Hailsham keep hearing the guardians talk about how the children should know more, but they are not told what that means. When the guardians see a student, they always stop talking about what the children should know. Some of the guardians give the children hints about who they are, like when Miss Lucy tells them, â€Å"It’s not good that I smoked. It wasn’t good for me so I stopped it. But what you must understand is that for you, all of you, it’s much, much worse to smoke than it ever was for me† (68). Because they will eventually be donors for people who need their organs, it would be especially bad for the children to smoke because smoking would damage their organs. Another time when they children get a hint of who they are is when Kathy is listening to her tape of â€Å"Never Let Me Go.† While she sings along with it and pretends she is dancing with her baby, she looks up and sees that Madame is watching her (71). Madame is crying, because she knows that Kathy will never be able to have a baby, but she runs away and does not say anything to Kathy. One day, Miss Lucy tells the children what they really are: â€Å"Your lives are set out for you. You’ll become adults, then before you’re old, before you’re even middle-aged, you’ll start to donate your vital organs. That’s what each of you was created to do† (80). No one is really surprised by what Miss Lucy tells them, because they have sort of known all along what they were going to be. Miss Lucy was just the first one to tell them directly. After the children leave the school and go to the cottages, they continue growing up like normal children. They have boyfriends and girlfriends, do their homework, talk, and fight with each other sometimes. The cottages are where they go when they are too old to stay at Hailsham but are not old enough to live in the real world or become donors yet. They do get to go on trips sometimes, and on one of these trips, Ruth, Kathy’s best friend, tries to find her â€Å"possible,† the person who is possibly the original person she was cloned from (139). When Tommy was still a student at Hailsham, Miss Lucy told him that it was not important that he was not creative or artistic, but later she told him that she had been wrong when she said that. Tommy ends up thinking that Miss Lucy meant that â€Å"the thing about being from Hailsham was that you had this special chance. And if you didn’t get into Madame’s gallery, then you were as good as throwing that chance away† (176). At this point in the story, the children think that if they are artistic, it will give them a chance to delay becoming donors. But since Tommy never got anything into the Gallery, he is afraid that he might have missed his chance. That is not why it was important for the students at Hailsham to be artistic, though. The best things the children made, the ones that were taken to the Gallery, were taken there because Madame wanted to show people on the outside that clones could make paintings and write poems, because she thought that if everyone saw what they could do, they would think the cloned kids were real people. This is most important point in the book. Ishiguro wrote Never Let Me Go to ask the question of what makes a human being a real person, and one of the things the book talks about is that if clones can be creative and make beautiful art, then maybe they are real people, because only real people can make beautiful things. When Tommy starts thinking about trying to delay when he becomes a donor, he starts making little drawings that he wants to show to Madame because he hopes that maybe it is not too late for him to show what he can do. At the end of Never Let Me Go, Tommy, Kathy, and Ruth try to find Madame because they think she can get the time when they have to start donating their organs pushed back. Ruth has already started donating, so she wants Tommy and Kathy to become a couple and ask for themselves. They find Madame’s house and go in, and they tell her that they are really in love. They also ask her about the gallery, and they tell her that they think the things they put into it could show her what they were really like. Madame tells them, â€Å"Your art will reveal your inner selves! That’s it, isn’t it? Because your art will display your souls† (254)! Madame stops talking then, and Miss Emily starts talking to Tommy and Kathy. Miss Emily was a guardian at Hailsham. She tells them that the rumor about getting a deferral is not true, and that for most people, the hope of getting a deferral is just â€Å"something for them to dream about, a harmless little fantasy† (258) because they never actually try to find out if the dream is true. Another point Ishiguro makes about what is means to be human comes from this part of the book. He seems to be saying that wanting to find out what your purpose in life is, to dream about it and then to try and make your dreams come true, is part of what it means to really be human. When Miss Emily tells them that the purpose of the gallery was to try and prove that they really did have souls, Kathy asks, â€Å"Why did we have to prove a thing like that, Miss Emily? Did someone think we didn’t have souls† (260)? Kathy assumes that everyone thinks that they have souls even though they are clones, but Miss Emily tells her that now, no one thinks clones have souls, because â€Å"all around the country, at this very moment, there are students being reared in deplorable conditions, conditions you Hailsham students could hardly imagine. And now we’re no more, things will only get worse† (261). Close to the end of the novel, after they leave Madame and Miss Emily, Tommy makes Kathy pull the car over. He gets out and Kathy goes after him, and she sees â€Å"Tommy’s figure, raging, shouting, flinging his fists and kicking out† (274). He is shouting because he is so upset about what he has learned from Miss Emily, that no one thinks clones have souls or are real people. In a way, he does the same things at the end of the book that he does at the beginning, except that at the beginning, he was shouting and screaming because no one picked him for soccer, but now he is screaming because so many people think he is not a real person. When Tommy cries at the end of the book, and when Kathy tries to comfort him, you have to feel sad for everything they have gone through, and for what they have learned. They have acted like real people their entire lives, they have gone to school and drawn pictures and fallen in love, but now society is telling them that they are just clones and that their only purpose is to give up their organs. Ishiguro wants us to feel sad for Kathy and Tommy, and for all the clones, because he wants us to think that they are real people. If the clones really are there just so other people can have organs, then we should not feel bad for them. It’s kind of like how most people do not feel bad for farm animals like cows and pigs when they are killed, because they think that the purpose of a cow or a pig’s life is to be killed so humans can eat them. But by showing us how real the things the students from Hailsham are, and how they things they go through are the same as what any normal person goes through, Ishiguro is saying that it is what you do and who you are, not why or how you were made, that makes you really human.   

Baby Can You Love Me Essay

Essex Hemphill is an extremely paradoxical poet, for his verses are a combination of that what seems to be impossible to combine. He uses strange and shocking wording in order to make his audience look at usual problems from unusual point of view. In this regard his â€Å"Baby Can You Love Me? † is one of the most indicative among his verses, if not the most indicative one. Love an death are melted together in this Freudian poem, that reveals the deepest layers of human Eros and Thanatos with the first being the desire of life and the latter being the desire of death. Hemphill’s poem makes it clear that these two desires can sometimes be one. Essex died on AIDS that he has caught during sexual intercourses in a black gay community. He was perhaps aware of his prompt death when writing â€Å"Baby Can You Love Me? †, and thus one can ask what is the rationality of asking to kill oneself and killing a loved one who would certainly die soon? From the rational point of view, the poem is senseless. However, what Hemphill’s poetry surely lacks is rationality. This is not a classical verse with a tone, voice, rhythm and metre. In fact, I am not sure whether Hemphill knew something at all of these formal aspects of poetry. â€Å"Baby Can You Love Me? † has no plot and even no visible characters. It is a poetic question, and it is hardly important whether it is a man asking a man or a man asking a woman, or a woman asking a man, or a woman asking a woman. It would be better to say that this is one personality asking another personality, and this asking personality experiences deep inner crisis that makes him or her turn to the most hidden and most unconscious motivations of own â€Å"I† that Hemphill was not afraid to articulate, reveal and analyze in his poem. This is a deeply psychological intuitive poem that can not be understood by analysis. In order to understand Hemphill one needs a kind of mystical insight, one needs to feel what he has felt and try to feel what he has felt when writing â€Å"Baby Can You Love Me? † The poem opens with a classical question of all enamoured humans asked ever since men learned what is love, although this question is asked in a â€Å"horribly† informal manner usual for marginalized communities of black youth. This question is immediately contrasted with another one: Are you willing to kill me if I ask you to? What makes Hemphill ask this question immediately after confessing love? Perhaps it is the word â€Å"willing† that might help to understand that. This is a kind of examination, a test of love that can be true only if the wills of the loved ones are combined in one will. For most people losing the truly loved one is a tragedy. So the question can be reformulated in a following manner: â€Å"are you ready to subject me and you to terrible suffering in the name of love? † Classical literature from Shakespeare to modernity provides examples of killing loved ones out of painful passion, and Hemphill puts feeling to test by this passion. There are many reasons for which one individual can resolve to put a violent end to the life of another individual, but killing out of love always means killing out of passion. I can hardly imagine killing out of tempered love. So the question is as follows: â€Å"is your love so strong, have you lost your head so much that you can kill me? † This passionate plea for death can be nothing but an up-to-minute whim, yet in order to instigate someone to commit murder even this up-to-minute whim of a lover has to become a law for another lover. Love makes people stronger, although this strength sometimes borders on insanity. It is unusual and unnatural for most people to kill someone else or commit suicide. And Hemphill hesitates whether he can kill himself, thus asking his lover for help in fulfilling this last will: If I’m unable to do so Are you willing to kill me? Once more we come across this formal aspect of will. Hemphill asserts that his will may be not enough to consciously die, so he needs a combination of two wills to fulfill his wish. Perhaps he already knows what is love, so now he is willing to know what is love’s eternal opponent death like, but he has not enough will, so he needs an another will, an another â€Å"I† that would not be tied with natural instinctive will of life and whose will would be purer and stronger. In the concluding lines of the poem Hemphill does indirectly confess what his problem is about. It is in fact fear that keeps him alive. He thus needs bravery, and can there be a greater bravery than the one of an enamoured individual in a moment when he or she confesses his or her feelings. So Hemphill asks: Can you be as brave and clearheaded as you are now, professing that you would love to love me? â€Å"Clearheaded† is perhaps one of the worst characteristics that can be applied to passions, for ‘clear head† is an antipode of passion. On the other hand. murdering the loved one with â€Å"clear head† is a certain demonstration of the place that love occupied in the consciousness of an individual. Hemphill speaks of such high stage of passionate love when it becomes a part of a personality, and when the head becomes cleared and heart becomes brave because of and due to this passion. A lover is â€Å"clearheaded† professing â€Å"love to love†, yet the poem eventually revolves around death. Does this mean that â€Å"love to love† implicates â€Å"love to death† and are lve and death interchangeable in the sense of Hemphill’s â€Å"Baby Can You Love Me? † Hemphill himself answers this question positively in the last lines of the poem: But could you kill me If I asked you to? † This passage echoes the first lines of the poem. â€Å"Baby can you love me† and â€Å"Baby can you kill me† are indeed interchangeable questions. The ending resembles the medieval style of rondos – poems that started and ended with the same lines, symbolizing perfection and circularity of the verse. Whether consciously of not, Hemphill applied this method in his poem and interconnected the two contrasting oppositions into a unity. Love is measured by death and death is measured by love for Hemphill. He does not say that directly, but he makes us feel that.

Essay Impact of Self Esteem on Daily Life - 1811 Words

This paper is about the impact of self-esteem on daily life. The more negative thoughts and feelings you have about yourself, the lower your self-esteem. People with low self-esteem often have little confidence in their abilities and question their self-worth. A common scenario, which exemplifies a lack of self-esteem, features college students who say, It wont do any good to study. I wont make a good grade anyway. These students think they are doomed to failure because of poor performance in the past or their current fears of failure. Consequently, their lack of self-confidence results in passivity with little or no effort to establish goals. Even when they do make worthwhile accomplishments, these students perceive that the†¦show more content†¦This portion of the paper will be covering development of self-esteem in students and school age children. Self-esteem is an issue that people as well as children develop individually. Teachers play a major role in challenging and assisting the development of self-esteem. This issue has been defined in the Internet article, Developing self-esteem through challenging education experiences by Nancy Holiday. Nancy gives five ways to develop self-esteem in children. The five most used ways to develop self- esteem are; games, trust experiences, communication activities, initiatives, and rope course activities. (Holiday pp.2) â€Å"These activities are developed in areas in which children can relate to and if performed by instructors correctly, children can use for a lifetime†. Another way to develop self-esteem in children is to teach them leadership with exercises that make them think critically. These activities have a dual purpose. They not only help children develop self-esteem through leadership roles; they also help children learn to work as a group and become team players. Self-esteem in children and in adults develops from a need to feel important, a want to belong and a feeling of accomplishment. Team leadership and team player are two words that carry weight in this area. These methods of help, help children learn to take control of situations as a leader and accomplish a difficult task with a group. The action takes on a positive effect ofShow MoreRelatedFacebook And Its Negative Effect On Its Users1216 Words   |  5 PagesFacebook and Its Negative Effect On Its Users Facebook, the number one online based networking. Nowadays, everyone must have heard of or used the application. But only few people realize the negative impact Facebook leaves on users. Such as privacy, attitude, and behavior. In 2004, Mark Zuckerberg who recently dropped out of Harvard University, in order to chase a dream of creating the world social networking. And the young guy s ambition did pay off. 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