Inter Organizational Systems Essay Example | Topics and Well Written Essays - 1000 words

Inter Organizational Systems - Essay Example ers has grown tremendously since the initial startup by the United States department of Defense in 1969, growth in Internet has expanded creating new ways in which people interact and do business. There is a lot of information obtainable on the internet; the information available on websites is used to serve different audiences, some of it may be helpful for research while other is mere opinions. Therefore, it is upon the viewer to determine how useful the materials they are seeking on the web are to them. Human beings have a natural liking for beautiful objects; in the virtual world the developers of websites realize this inherent human weakness or strength, they utilize it develop a usable and an attractive website. This website http://www.ladpss.org/ is going to be used in evaluating the attractiveness and user-friendliness of a website. An attractive website is one that has a proper layout; it is free from unnecessary advertisements, offers multilingual pages, offering alternative versions of study in formats such as frames or texts amongst other features (Buchanan, 2004). The conventional evaluation technique for attractiveness include the following, First, astute use of color, this should be reflected in color balancing, whereby, pastel colors should have low saturation levels. Secondly, symmetry and style this implies use of curved shapes which attracts more than rectangles. Third, structure, consistent layout and usage of deepening field -layers this stimulates interest in the user, in addition, background image with low saturated color gives depth to the foreground. Choice of media to attracts attention whereby audio and video gives an exciting sensation and increase alertness. Finally, using design of unusual or abstract arouses the users’ imagination (Sutcliffe, 2002). A user-friendly website is defined on user interaction concerning the ease of finding the website through usage of search engines, the time the user takes to find the information

The Consequence of Communication Failure Essay Example for Free

The Consequence of Communication Failure Essay In the history and evolution of professional communication practices, there are several instances that have greatly impacted our understanding of the necessity for clear and effective technical communication. Few, however, have had such eye-opening impact that they continue to be discussed decades after their occurrence. Two such incidents to have reached this height are concerning the Three Mile Island nuclear plant and the Challenger shuttle launch. (Martha Cooper. Three Mile Island. 1979. The Washington Post. Web. 3 July 2012) (Martha Cooper. Three Mile Island. 1979. The Washington Post. Web. 13 July 2012) In March of 1979, the Three Mile Island (TMI) nuclear power plant of Middleton, PA faced near meltdown. People feared an unseen enemy: radiation. B. M. Dunn had some vital information to the possibility of this incident prior to its occurring. Dunn relayed this information to D. F. Hallman. Hallman’s memo and the involvement of those who did or did not receive it have been under a microscope since this historical event. On January 28, 1986, another incident of failed communication occurred. The Challenger space shuttle was set to launch and indeed it did, but it did not make it to the intended destination as it exploded in mid-air. Prior to the launch, Roger Boisjoly had made efforts to address an issue of a possible equipment malfunction that had been pointed out by. Unfortunately, nothing was done to ensure the avoidance of this malfunction. In both instances, catastrophe could have been prevented. There were attempts made to address serious concern on both parts. There remains no question that something more could have been done. However, a question of great weight and of ongoing discussion is whether that missing link lies in the communication processes, the documents themselves, or the actions of those involved in the chain of communication. A Matter of Nuclear Proportion In a relatively short memo written by D. F. Hallman, manager of Plant Performance Services at TMI, he relays the concerns of B. M. Dunn. A problem with the practices and procedures of the Three Mile Island nuclear plant is addressed. Dunn is the manager of the Emergency Core Cooling System Analysis department of Babcock Wilcox (BW), the same company that designed the nuclear reactor for the Three Mile Island power plant. (Mathes) Short, Sweet, and to the Point? Quite frankly, this memo leaves much to be desired, given the weight of the situation. In its entirety, it is a few brief paragraphs addressing the situation and a few questions that need to be answered promptly. It is somewhat formal yet lacks the urgency in tone necessary to move the reader to action. There are, however, some references attached that provide the information in more detail. These attachments aside, Hallman seems to have minimal concern for the efficiency of the actions required. (Hallman) Upon some background research, it is clearly seen that Hallman was not the proper person for Dunn to contact with such vital information. For a decision such as this one, the concerns should have been sent to another department, one with the authority, ability and experiential knowledge to understand the gravity of the situation. Can one blame Hallman for not knowing? Could it be that he was aware of the proper destination of such information and failed to relay it there? Some questions are left unanswered. A Matter of Astronomical Consequence (Associated Press. Space Shuttle Challenger Wreckage Entombment; About. com; Web. 13 July 2012) (Associated Press. Space Shuttle Challenger Wreckage Entombment; About. com; Web. 13 July 2012) Roger Boisjoly wrote a memo addressing his concern with the possibility of O-rings that were vital in the safe launch of the Challenger space shuttle. Boisjoly was an engineer for Morton Thiokol, the manufacturer of those very O-rings. His memo was well written, with a clear layout and was directed to the proper recipient for effective action in such circumstances. The subject matter is clearly stated in the heading. After proper notation of the parties involved, Boisjoly writes with clarity of intent and the necessary tone to relay the seriousness of such a scenario. Textbook Effective In this memo, he does well to stress the fact that he believed this O-ring corrosion may lead to a â€Å"catastrophe of the highest order loss of human life. How else could one covey such urgency? Boisjoly admits an â€Å"honest and very real fear† that if immediate action was not taken to solve the problem with these O-rings, this entire shuttle mission stands in â€Å"jeopardy of losing a flight along with all the launch pad facilities. † The choice of words seems very intentional and appropriately weighty given the possible outcome. (Boisjoly) So what was done with this information? Apparently, it was merely dismissed as being non-crucial to flight success. The morning of the shuttle launch was particularly cold and this played a major factor in the performance or failure of these O-rings but this too was addressed by Boisjoly. Could he have done more to ensure that necessary action was taken to address the situation? Concluding Thoughts It seems very clear that from these two examples of communication one stands as lackadaisical or complacent and the other effectively and appropriately written. It may very well be that Hallman was not the appropriate recipient for the previous memos. It may also be said that Dunn was responsible for insuring the proper destination of this information. Whatever the case, this memo written by Hallman was ineffective both in composition and in handling. In contrast, Boisjoly wrote clearly and effectively. Why is it that the proper actions were still not taken? The bottom of this question may not ever be reached but it is a clear example of the need for serious handling of information—for both the writer and the reader. Without these two factors, we may have yet to see the worst examples of failed communication.

Proficient Key Tree Structure for Secure Dynamic Groups

Proficient Key Tree Structure for Secure Dynamic Groups Secure Group Communication ensures forward secrecy and backward secrecy of the data. It is the responsibility of the Group Center (GC) to disallow new members to have access to previous data called backward secrecy and existing members who have left the group to have further access to data called forward secrecy. Forward and backward secrecy can be ensured by updating the keys whenever a join/leave request is handled. This process is called as re-keying. The tree structure is appropriate for maintaining keys. Most of the schemes use binary tree structure for maintaining keys. The Key tree structure uses three kinds of keys such as Traffic Encryption Key (TEK), Key Encryption Key (KEK) and Individual Key (IK). TEK is the top level key called Group key, KEKs are the intermediate level keys called subgroup keys and IKs are the leaf level keys. Figure 3.1 shows the binary tree with 3-levels, which keeps keys at all levels. Based on the number of levels in the binary tree, the height of the tree (H) is calculated. Therefore the height H is 3 since there are three levels in the binary tree. Multicast group members are inserted into the tree only at leaf level. The number of nodes is 2n+1-1 and group members are 2n where ‘n’ is the number of levels in the tree. Here, there are eight members in the multicast group and are represented by M1 to M8. The top level key K0 is the TEK, K1 to K6 are KEKs and IK1 to IK8 are the member’s private keys. Figure 3.1 3-level Binary Tree In the key tree based group key management, the Key Centre (KC) delivers new keys to the group members by encrypting them with older keys. Then, the group members have to decrypt the encrypted keys with their old keys. All these encryption and decryption computations amplify the load on KC, resulting in delay to espouse the group key. It also increases power consumption to acquire the new group key. All keys must be stored in the memory of communication devices and group members have to accumulate the group keys in a secure memory like Universal Subscriber Identity module (USIM) to safeguard from various kinds of attacks and intrusions. Also, each program requires memory to reserve their secure keys. Since the memory space is limited, the number of keys to be stored must also be minimised. Keeping these constraints in sight, this work suggests the proficient key tree structure, considering the efficiencies of computation and storage costs. 3.1 PROFICIENT KEY TREE STRUCTURE (PKS) The proficient key tree structure consists of two parts in which the lower part constitutes of binary trees to minimise the communication cost and the upper part consists of flat trees up to 2 levels to alleviate the key computation and key storage costs. The TEK is directly connected to the KEKs on the top part of the tree so that it is a subset of the level homogeneous tree. Figure 3.2 Proficient Key Tree Structure with 1 flat level Figure 3.2 shows the proficient key tree with 1flat level and 1 binary level. A Flat tree is used for reducing the computation and storage costs. From the binary key tree, one TEK, 6 KEKs and 8 IKs are stored for 8 members at three levels. Compared to the 3-level binary key tree, l-flat level PKS maintains all 8 members at 2 levels and it requires 1 TEK, 4 KEKs and 8IKs. The number of KEK is reduced if flat tree is used. This reduces key storage and key computation costs. In case of 2 flat levels and 1 binary level, 1 KEK, 16 KEKs and 32 IKs are maintained for 32 members at 3 levels. Figure 3.3 shows the proficient key tree with 2 flat and 1 binary level. Joining and Leaving are two important operations in a multicast group. Figure 3.3 Proficient Key Tree Structure with 2 flat levels and 1 binary level If the member M24 wants to leave the group, some key updates are required for maintaining confidentiality and integrity of data. The keys K0, K3 and K16 should be updated as a part of re-keying process. The Key Centre selects a key for encryption of the new key and this new key must be kept secret from the leaving member. This ensures the property of forward secrecy. 3.1.1 Batch Re-keying When multiple members want to leave from the multicast group, the key updates are done as a batch called batch re-keying (Li et al 2001). In batch re-keying, the interval for which key server waits, is termed as re-key interval. The entire join and leave requests are collected during this re-key interval to generate new keys. Moreover, it also constructs a re-key message and multicasts it. Batch re-keying improves efficiency because the number of re-key messages to be signed is reduced. One message is signed for a batch of requests unlike one for each. Batch re-keying takes advantage of the possible overlap of new keys for multiple re-key requests. 3.1.2 Join Operation When a new member (Ui) wishes to join the group, the member has to send a request. In addition to the information of existing group members, the Key Distribution Center requires the new level K’ to insert the member into the tree (Figure 3.4). If the performance of the joining member is worst, then the new level K’ should be smaller than the level of present key tree structure (K). The following steps are followed to join the member in the multicast group. Step 1: Receive join request from the new member to the multicast group Step 2: Determine the level of the current tree, K and new level required K’ Step 3: If K’ is greater than or equal to K, check whether the tree is complete Step 4: If the tree is a complete tree, broadcast the remove key message that are on the same level K Step 5: If K’ is less than K, set K as K’ and check whether the tree is complete. Step 6: If the tree is complete, broadcast remove key messages that are on a higher level than or same level as K’ else broadcast that are on a higher level than K’. Figure 3.4 Key tree updates when user joins From the first part of the Figure 3.4, eight members are on the leaf level and the height of the lower part of the tree K is 2. If the member U9 joins into the tree, it is inserted at the leaf level. It requires one more level since the tree is complete. Therefore, the new level K’ is 3. In order to make the tree into a PKS tree, it needs to maintain the same level and the flat level is to be introduced. Therefore, the existing key tree structure is to be updated and it looks like the second part of the Figure 3.4. K1 and K2 are removed and the top level node is directly connected to K3, K4, K5 and K6 nodes after adding the new member at the leaf level. Figure 3.5 Join Operation in the PKS tree If K’ is greater than or equal to K, the KC need not to change the key tree level, excluding the case when the present key tree is a complete K-level PKS. In case of complete PKS, the key tree structure needs one more level to accommodate new members and to do so, KC should broadcast the remove key message to exterminate the KEKs in level K as in Figure 3.5. If K’ is less than K, it indicates that the height of PKS needs to be lowered from K+1 to K’+1 in order to support the new member. As lowering the height increases the communication cost depends on KC whether to accept the new join request or not. If such addition increases the communication cost, then Key Centre can reject the request. If the tree is complete PKS, KC has to broadcast the remove key message for removing the KEKs on same or higher level than K’. 3.1.3 Leave Operation If a group member wants to leave, it has to send a ‘Leave Request’ to the Key Centre. After receiving the request from the member(s), KC has to update the subgroup keys to maintain confidentiality and secrecy of communication. After updating the group keys, it may be a case that the height of the tree is changed due to the empty positions created as a result of leaving members. In such scenarios, height is recalculated for the tree structure’s lower part i.e. K†. In addition to this, if a group member leaves the group then the height of the tree is updated. Thus, a newly required level K’ is determined by considering the memory space and computation power of the remaining members. The following steps are followed to leave the member into the multicast group. Step 1: Receive a leave request from the member Step 2: Update new KEKs Step 3: Recalculate the height of the changed tree, K’’ Step 4: Determine a new required level K’ Step 5: If both K’’ and K’ are not equal and heightening the level of the tree, create levels from K’’+1 to K’. Figure 3.6 Key tree updates when a user leaves From the Figure 3.6, the member U9 wants to leave the multicast group. K is 2 and the height of the lower part of the changed key tree K† is 1. If K† is smaller than K, the KC decides to heighten the height of the tree. If it so, it generates new KEKs on level two. If K† is equal to K’ then the height of the changed key tree is same as the height of key tree which is required for communication. In this scenario, no changes will be done in the height of the key tree structure. If K† Figure 3.7 Leave operation in the PKS tree 3.2 PERFORMANCE METRICS The performance of the PKS tree structure is evaluated in different aspects of costs such as Key computation, Key storage. 3.2.1 Key Computation Cost In a key tree structure, three keys are considered. They are group key (TEK), subgroup key (KEK) and Individual Keys (IK). As the level in a key tree structure increases, the number of keys for the group or member also increases. The depth of a binary tree equals to the integer part of log2n, where‘n’denotes the number of nodes on the balanced tree. The PKS tree maintains two types of levels. They are the flat levels (fl) and binary levels (bl). The height (H) of the tree is the number of flat and binary levels, i.e., H=fl+bl. Each member has one key on each level. Therefore, the number of key computations is same as the height of the key tree. 3.2.2 Key Storage Cost Key storage cost is defined as the number of keys stored by each member in the multicast group and KC. Each member has to store one key on each level. Therefore, it is the height of the tree ‘fl+bl’ for the PKS tree and ‘bl’ for the binary tree. 3.3 SUMMARY Proficient tree based re-keying algorithm is proposed so that it reduces the number of re-keying operations per join/leave request. The Proficient Key Tree Structure has two parts in which the lower part constitutes of binary trees to minimise the communication cost and the upper part consists of flat trees to alleviate the key computation and key storage costs. The time efficiency of all key tree structures is based on the height of the trees. The height is the number of binary levels of the binary tree and the height of the PKS tree is based on the number of flat and binary levels. It is concluded that the time efficiency of the PKS tree is less than the binary tree since the height of PKS is lesser than the binary key tree for the specified number of members in the multicast group. Thus, the proficient key tree structure for re-keying is proposed in this chapter. It gives the complete picture about joining and leaving of users in the multicast group and the key computations during re-keying operations. Multilevel encryption and decryption using graceful codes are discussed in the following chapter.

Old And New Imperialism :: Imperialism History Essays

  Ã‚  Ã‚  Ã‚  Ã‚  There were two different time periods where Imperialism occurred. The first wave of imperialism, called the 'Old' Imperialism, lasted from around 1500 - 1800. The 'New' Imperialism lasted from around 1870 - 1914. The three main differences that we will discuss today are the differences in economics, politics, and the motive behind all of this.   Ã‚  Ã‚  Ã‚  Ã‚  The new and the old waves of imperialism were very much different through economics. The old economics was pretty much all about trading, they imply bought the wares brought to them by the native merchants. They didn?t have much of a money system; it was sort of a trade system. Also in old imperialism they had trade commerce on much of the coast in South America as well as Islands near Asia and England. So the wave of old imperialism was all about trading. However, the new imperialism had a different economic idea. They didn?t just want the goods of native merchants; they wanted special types of predicts. They would move into countries to get their products. Instead of having trade centers along coasts, they would set up plantations, docks, and factories in other countries. They also got as much money as they could out of people; it was all about getting money in the new imperialism unlike that of the old imperialism.   Ã‚  Ã‚  Ã‚  Ã‚  The new and old waves of imperialism also differed politically. In new imperialism, they wanted to dominate politically, they wanted their politics to dominate and rule everything. They wanted to dominate in order to secure their investments. Although in old imperialism the people didn?t care so much to have political power everywhere, they just wanted someone to rule them and keep trade going in the countries that they are living in.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  The motive in the new wave of imperialism and in the old wave of imperialism had a great difference. Old imperialism?s motives was mainly about bringing civilization to other countries, and teach them how to live. They just wanted glory, gold, and they wanted the satisfaction of thinking they did something good in Gods eyes. But the new motive is completely different. In the new wave of imperialism they wanted to take over already largely populated areas.

African American and Haitian Heritage Essay

There are many different beliefs and values with the African American Culture compared to the Haitian Culture relating to child bearing and pregnancy. Both of the cultures have history of having large families in the rural areas, which was viewed as a necessary necessity because of the economic pressures each culture went though. The African American choice of birth control was oral contraceptives compared to the Haitians who used a variety of contraception methods such as the â€Å"birth control pill, female sterilization, injections, and condoms† Kemp (2012) states. The Haitians are mostly Catholic which makes them unwillingly to engage in conversations about pregnancy, and their fertility practices. Compared to African Americans who willingly to speak to older family members about their behavior during their pregnancy, or will help guide them with many of the practices and beliefs of a pregnant women. The African Americans view and belief on abortion is that many oppose abortion because of their â€Å"religious or moral beliefs†, and others oppose abortion because of moral, cultural, or â€Å"Afrocentric beliefs† WHO (2011) states. These beliefs will cause a delay in decision which makes abortions unsafe, compared to the Haitian Culture who does not talk about abortion openly, it is considered a women’s issue. Pregnancy is not considered a disease, or a â€Å"health problem, many Haitian women seek no prenatal care†, work fulltime until delivery, and celebrate their pregnancy as a time of joy. Haitian women also â€Å"do not eat spices†, but are encouraged to eat vegetables, and red fruits to increase the fetus blood Kemp (2012) claims. Compared to the African American women who seek prenatal care early in their pregnancy, also they respond to being pregnant as any other women in an ethnic group. Furthermore each one of the cultures has views, and beliefs that they follow during their pregnancy. The â€Å"Haitian women historically would walk, squat, or sit†, during labor, practice natural childbirth, but since migrating most Haitian women have adopted other practices. The fathers do not participate in delivery, but other female families members offer support Kemp (2012) states. The African American women have many beliefs or myths they believe in during their pregnancy. â€Å"Pica is the eating of a nonnutritive substance† such as soap, needles, dirt, and etc., this practice will help ease pain during delivery, and reduce nausea Galanti (2012) states. Furthermore African American women believe in many beliefs because it will cause harm to them and the unborn baby, during delivery they believe it is ok to be vocal. In addition during delivery African American women will have granny midwives deliver their unborn baby, and others will arrive at the Hospital in advanced labor to reduce the time spent there. Emotional support is provided by other women especially their mother, because men believe it is a private issue between women. The Haitian women believe that postpartum is a crucial period of childbearing, immediately after birth they will dress warmly to become more healthy, and clean. After delivery Haitian women believe that their â€Å"bones are open which makes them stay in bed 2-3 days postpartum† Galanti (2012) states so the bones can close. Another postpartum practice is the â€Å"three baths†, the first three days the mother will bathe in hot boiled water that will have leaves, bought or picked from the field. Then for the next three days the mother will bathe in water and leaves warmed by the sun. At the end of the third week the mother takes the third bath which is cold, Haitian women also avoid white foods during this period. Compared to the â€Å"African American women during postpartum period family support is needed to care for them six to eight weeks† after delivery Galanti (2012) states. Babies were not named until after they were known to survive, and the placenta has a spirit of its own which has to be buried after birth to avoid having a connection to the baby. Increased â€Å"vaginal bleeding is a sign of a sickness†, and tea is believed to have healing powers Kemp (2012) states. References Galanti, G. (2012) â€Å"Cultural Diversity in Health Care† African American. Retrieved on January 27, 2013 from www.ggalanti.org Kemp, C. (2012) â€Å"Haitians† Retrieved on January 27, 2013 from www.baylor.edu World Health Organization (2011) World Global Cultures† Retrieved on January 27, 2013 from www.who.org

A Separate Peace: Destroyed Everything Essay

In the 1940’s, World War II had a huge impact on the everyday lives of Americans. Many people had to sacrifice money, supplies, food and even lives to contribute to the war effort. However, the characters in John Knowles’ â€Å"A Separate Peace† appear to be sheltered from the influences of the international conflicts as a result of attending an all-boys boarding school. The novel focuses on the friendship between Finny and Gene, two friends who bonded during the carefree summer sessions at the Devon School. When the winter approaches, the students find themselves having to deal with stricter administration and rules. The new order and increasing impact of the war causes the students to stress and worry. In an effort to relieve the misery, Finny decides to organize a winter carnival for the pupils. Although the festivities of the winter carnival suggest that the boys have been successful in creating a separate peace, Knowles’ use of war imagery in describi ng the setting, prizes, and the boy’s behavior suggests that this peace is illusory. Although the setting of the carnival seems serene at first, a closer look at the descriptive language reveals that the Devon school is in a war-like state. The brutal winter causes the students to have a depressing view of their school life. The despair that the cold weather has brought with it causes Gene to loathe winter, he compares it to a â€Å"corrupt†¦conqueror† who’s presence has â€Å"destroyed everything†. In spite of getting ready for a carnival, Gene still finds it hard to return to the pleasant mood that he had felt during the summer semester. The difference between winter and summer signify the difference between times of war and times of peace. Like the winter season, the war appears to demolish everything, including the feeling of happiness. On the day of the festival, the students still cannot get rid of his glum attitude. Knowles describes the Saturday of the carnival to be â€Å"battleship gray†. Through the use of foreshadowing, th e author reveals the tension among the boys. Even though the students manage to get along at first, the sullen weather hints to the clash that will take place later on. As the activities are taking place, Gene shows amazement at the fact that everyone appears to be so careless and unrestrained. The narrator feels that the carnival had allowed the students to be liberated from the â€Å"gray encroachments of 1943†. The carnival permitted the students to have one day of freedom from the strict administrations at the school. However, Gene automatically connects the warm feeling to the horrific war. He realizes that the lack of restraint on the students is only temporary; they will soon have to return back to their normal lives after the carnival. This is similar to the way the peaceful life at the Devon school is only for the time being, the boys will eventually have to face the reality of the war when they graduate. Despite Finny’s effort to recreate the lighthearted summer life by organizing the winter carnival, he is unsuccessful because the school is not the friendly haven it once was. The rewards offered at the winter carnival reflec t the boys’ loss of innocence as they struggle to become men. At school, the students are taught to prepare themselves to fight in the war. This is the reason why one of the sought after prizes is a â€Å"set of York barbells†. It reveals the desires of the young men to serve their country. The teenagers all want to become great soldiers and to do so, they must start training as early as possible. Knowles shows that the characters are growing up and are accepting of their future in the war. The winnings also exposes that the adolescents are no longer the innocent kids they once were. A piece of hair â€Å"cut under duress† that once belonged to the â€Å"professional town belle† was placed on the prize table. The fact that the boys are after locks of hair from a prostitute means that they are going through hormonal changes and are testosterone-driven. As a result of not knowing how to deal with these developments, the students resort to taking forceful actions to fulfill their desires. Gene’s classmate, Brinker goes through great lengths to get awards which include doing irresponsible things. However, he does not show remorse for these actions. Brinker places the money from the â€Å"Headmaster’s Discretionary Benevolent Fund† on the prize table with â€Å"silent dignity†. As the kids grow older, they begin to act unethically and show a disregard for authority. As they lose their innocence, their moral compass also disintegrates. Although they are struggling to become adults, they end up acting immature and childish. The prizes appear to be normal on the surface but the deeper meaning reveals the teens’ malicious behavior. The normally well-behaved students act unruly and aggressively suggesting that they are taking on the demeanor of soldiers they are destined to become. During the planning of the carnival, the boys take on roles that parallel military positions. Brinker naturally played the part of the commander, he â€Å"super vises the transfer† and walks around â€Å"giving orders† to other students. The boys are acting more and more like soldiers as they grow older. When they get together, they operate as if they were actually in the military. The violent nature of the boys becomes evident when Knowles points out that the designated trumpet player, Chet, blew the â€Å"barbaric call of a bullfight†. The author is comparing the students to bulls, both are wild and brutal. The boys are no longer civil and friendly with each other; they have turned against their classmates. Like many real soldiers, the boys appear to be obsessed with violence and cannot contain their craving to fight. Though the carnival starts off good-naturedly and fun, it soon turns ugly when the cider-fueled boys show their savage behavior. They break â€Å"apart into a riot† and explode â€Å"like a bomb†. Despite Finny’s intention of having a jovial carnival, they young men ruin this chance by unexpectedly acting out. They could not hold back their destructive ways any longer, and the carnival gave them the perfect opportunity to break out. As it is in the war, peace at the Devon School is not possible and violence is inevitable. Chapter 9 ends with a telegram from Leper, a former student who had enlisted in the army, informing Gene that he has escaped from the military. This shocks the students back to reality as they come to the understanding that the war is real and that they are unprepared for such dangers. Using war-centered word choice, John Knowles makes it very clear that the feeling of peace that the characters feel is deceptive and short lived. Therefore, all the boys can do is wish for the war to end so they can find a real and permanent peace.