Academic literature on the topic 'Government Code and Cypher School'
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Journal articles on the topic "Government Code and Cypher School"
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Denniston, A. G. "The government code and cypher school between the wars." Intelligence and National Security 1, no. 1 (January 1986): 48–70. http://dx.doi.org/10.1080/02684528608431841.
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Grey, Christopher, and Andrew Sturdy. "The 1942 Reorganization of the Government Code and Cypher School." Cryptologia 32, no. 4 (October 2, 2008): 311–33. http://dx.doi.org/10.1080/01611190802114411.
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Jeffery, Keith. "The government code and Cypher school: A memorandum by lord Curzon." Intelligence and National Security 1, no. 3 (September 1986): 454–58. http://dx.doi.org/10.1080/02684528608431869.
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Monckton, Linda. "Bletchley Park, Buckinghamshire: the architecture of the Government Code and Cypher School." Post-Medieval Archaeology 40, no. 2 (September 2006): 291–300. http://dx.doi.org/10.1179/174581306x160080.
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Ferris, John. "Whitehall's black chamber: British cryptology and the government code and cypher school, 1919–291." Intelligence and National Security 2, no. 1 (January 1987): 54–91. http://dx.doi.org/10.1080/02684528708431876.
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Clarke, William F. "GOVERNMENT CODE AND CYPHER SCHOOL ITS FOUNDATION AND DEVELOPMENT WITH SPECIAL REFERENCE TO ITS NAVAL SIDE." Cryptologia 11, no. 4 (October 1987): 219–26. http://dx.doi.org/10.1080/0161-118791862045.
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Brunt, Rodney M. "Special documentation systems at the Government Code and Cypher School, Bletchley park, during the Second World War." Intelligence and National Security 21, no. 1 (February 2006): 129–48. http://dx.doi.org/10.1080/02684520600568444.
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Smith, Christopher. "Bletchley Park and the Development of the Rockex Cipher Systems: Building a Technocratic Culture, 1941–1945." War in History 24, no. 2 (March 30, 2017): 176–94. http://dx.doi.org/10.1177/0968344515613539.
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In 1943 Britain’s security experts began to investigate the development of new cipher machine technologies. This resulted in the creation of the initial projects to construct the Rockex family of cipher systems. The development of the systems marked a major step in the building of a technocratic culture within Britain’s primary wartime cryptanalysis agency, the Government Code and Cypher School housed at Bletchley Park. This article explores the evolution of Bletchley Park’s wartime technocratic culture and utilizes the Rockex project as a case study; moreover it establishes the importance of the project as a catalyst of further institutional cultural change.
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Wei, Liu Xiang. "Design and Implementation of China HowNet Knowledge Map Generation Module Literature." Computer and Information Science 11, no. 3 (July 29, 2018): 89. http://dx.doi.org/10.5539/cis.v11n3p89.
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Based on the analysis of the construction technology of the existing literature knowledge map, a China HowNet (CNKI) method for automatic generation of literature knowledge map. This paper according to the qualification to collect related data of the web page; Second original web data analysis, and design knowledge map structure; By determining the entity, after extracting properties and associated knowledge; And knowledge to the automatic mapping for secondary image database of Cypher code; Finally build the direction of our school language information processing of CNKI, included the literature of knowledge map. Automatic and efficient knowledge map construction in the evolution of discipline has great practical significance, methods and conclusions of this paper can provide literature research, the researchers in the field of knowledge map building and information visualization to provide enlightenment and reference.
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Gupta, R., NA Ingle, N. Kaur, R. Haloi, and BK Roy. "Oral Health Status and Treatment Needs Among Government and Private Primary School Teachers in Mathura City." Journal of Oral Health and Community Dentistry 9, no. 1 (January 2015): 10–15. http://dx.doi.org/10.5005/johcd-9-1-10.
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ABSTRACT Objectives To assess the oral health status and treatment needs among Government and Private primary school teachers in Mathura city. Materials and Methods This cross-sectional study was conducted upon 650 primary school teachers who were randomly selected from the 5 zones of Mathura city. The oral health status and treatment needs were recorded using standard WHO proforma 1997 (modified). Results The mean DMFT was found to be higher in Government school teachers than the Private school teachers. It was seen that among Government school teachers, 12.6 percent and among the Private school teachers 18.5 percent had healthy periodontal tissue (code 0). Majority of the school teachers both from Government and Private schools showed the prevalence of shallow pockets. Conclusion In conclusion the results of the study showed the increased prevalence of gum diseases, periodontitis and dental caries in Government schoolteachers as compared to Private schoolteachers. Regular dental check- ups and practice of routine oral hygiene procedures will enable them to lead a healthier life.
Dissertations / Theses on the topic "Government Code and Cypher School"
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Tyler, John. "A Pragmatic Standard of Legal Validity." Thesis, 2012. http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10885.
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American jurisprudence currently applies two incompatible validity standards to determine which laws are enforceable. The natural law tradition evaluates validity by an uncertain standard of divine law, and its methodology relies on contradictory views of human reason. Legal positivism, on the other hand, relies on a methodology that commits the analytic fallacy, separates law from its application, and produces an incomplete model of law.
These incompatible standards have created a schism in American jurisprudence that impairs the delivery of justice. This dissertation therefore formulates a new standard for legal validity. This new standard rejects the uncertainties and inconsistencies inherent in natural law theory. It also rejects the narrow linguistic methodology of legal positivism.
In their stead, this dissertation adopts a pragmatic methodology that develops a standard for legal validity based on actual legal experience. This approach focuses on the operations of law and its effects upon ongoing human activities, and it evaluates legal principles by applying the experimental method to the social consequences they produce. Because legal history provides a long record of past experimentation with legal principles, legal history is an essential feature of this method.
This new validity standard contains three principles. The principle of reason requires legal systems to respect every subject as a rational creature with a free will. The principle of reason also requires procedural due process to protect against the punishment of the innocent and the tyranny of the majority. Legal systems that respect their subjects' status as rational creatures with free wills permit their subjects to orient their own behavior. The principle of reason therefore requires substantive due process to ensure that laws provide dependable guideposts to individuals in orienting their behavior.
The principle of consent recognizes that the legitimacy of law derives from the consent of those subject to its power. Common law custom, the doctrine of stare decisis, and legislation sanctioned by the subjects' legitimate representatives all evidence consent.
The principle of autonomy establishes the authority of law. Laws must wield supremacy over political rulers, and political rulers must be subject to the same laws as other citizens. Political rulers may not arbitrarily alter the law to accord to their will.
Legal history demonstrates that, in the absence of a validity standard based on these principles, legal systems will not treat their subjects as ends in themselves. They will inevitably treat their subjects as mere means to other ends. Once laws do this, men have no rest from evil.
Books on the topic "Government Code and Cypher School"
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Smith, Michael. The emperor's codes: The breaking of Japan's secret ciphers. New York: Arcade Pub., 2001.
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The emperor's codes: The breaking of Japan's secret ciphers. New York: Arcade Pub., 2001.
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The emperor's codes: Bletchley Park and the breaking of Japan's secret ciphers. London: Bantam, 2000.
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Illinois. 23 Illinois Administrative Code 151: Administrative rules for the school construction and school maintenance grant programs. Springfield: Illinois State Board of Education, Finance Center, School Construction and Facility Services Division, 2000.
Find full textBook chapters on the topic "Government Code and Cypher School"
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Smith, Christopher. "The Organisation of the Government Code and Cypher School." In The Hidden History of Bletchley Park, 15–39. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137484932_2.
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Smith, Christopher. "On-Duty Life at the Government Code and Cypher School." In The Hidden History of Bletchley Park, 70–98. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137484932_4.
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Kornicki, Peter. "Japan Must Fight Britain." In Eavesdropping on the Emperor, 1–20. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197602805.003.0001.
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After the Anglo-Japanese Alliance came to an end in 1923, and especially in the 1930s, relations between Britain and Japan gradually worsened. This had been predicted privately by Lt.-Gen. Sir Ian Hamilton in Britain but publicly by Hector Bywater and publicly in Japan by Ishimaru Tōta, whose books were translated into English. Although the War Office made no linguistic preparations for war, GC&CS (the Government Code & Cypher School) had begun working on Japanese naval codes in the 1920s and for this purpose hired former members of the British consular service in Japan, who had a good knowledge of Japanese, along with Eric Nave, a brilliant Australian linguist and cryptographer working for the Royal Australian Navy. The outbreak of war in Europe in 1939 created a need for linguists to work as censors, and this brought the famous translator Arthur Waley and a retired naval captain with a good knowledge of Japanese, Oswald Tuck, back to work.
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Kornicki, Peter. "Hush-Hush." In Eavesdropping on the Emperor, 21–46. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197602805.003.0002.
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The Bedford Japanese School was the brainchild of Colonel John Tiltman of the Government Code & Cypher School, which had moved to Bletchley Park in 1939. Tiltman considered that a crash course aimed at classicists from Oxford and Cambridge might produce the linguists urgently needed at Bletchley Park, and he chose Oswald Tuck, a retired naval captain, as the teacher. The first course began in February 1942 and lasted for less than 6 months. Although Tiltman had not expected it to produce more than a handful of suitable linguists, the course was an unqualified success, and the graduates of the first course were employed all over the world as codebreakers and linguists. This was largely due to Tuck’s pedagogical skills, personal charm and shrewd understanding of how the course could be pared down to the minimum. In all eleven courses were run, and Tuck was helped by Eric Ceadel, who had completed the first course.
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Greenberg, Joel. "The Enigma machine." In The Turing Guide. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198747826.003.0018.
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Shortly after the end of the First World War, the German Navy learned that its encrypted communications had been read throughout the hostilities by both Britain and Russia. The German military realized that its approach to cipher security required a fundamental overhaul, and from 1926 different branches of the military began to adopt the encryption machine known as Enigma. By the start of the Second World War a series of modifications to military Enigma had made the machine yet more secure, and Enigma was at the centre of a remarkably effective military communications system. It would take some of the best minds in Britain—and before that, in Poland—to crack German military Enigma. The exact origins of the encryption machine that played such an important role in the Second World War are not entirely clear. In the early 1920s patent applications for a wheel-based cipher machine were filed by a Dutch inventor, Hugo Koch, as well as by a German engineer, Arthur Scherbius. In 1923, a company called Chiffrienmaschinen AG exhibited a heavy and bulky encryption machine at the International Postal Congress in Bern, Switzerland. This machine had a standard typewriter keyboard for input, and its design followed Scherbius’s original patent closely. Scherbius had named his machine ‘Enigma’, and this ‘Model A’ was the first of a long line of models to emerge. Models B, C, and D soon followed, and by 1927 Model D was selling widely for commercial use. A number of governments purchased Enigma machines in order to study them, and Edward Travis—the deputy head of Britain’s signals intelligence unit, the Government Code and Cypher School—bought one on behalf of the British government in the mid-1920s. In 1925, the German Navy decided to put Enigma into use the following year, despite having rejected one of Scherbius’s previous encryption mechanisms in 1918. Meanwhile, the German Army began to redesign Enigma, with the intention of strengthening its security. By 1928, Model G was in use, and in June 1930 Model I (Eins) became the standard version, deployed first by the army, then the navy in October 1934, and the air force in August 1935.
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Batey, Mavis. "Breaking machines with a pencil." In The Turing Guide. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198747826.003.0019.
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Dilly Knox, the renowned First World War codebreaker, was the first to investigate the workings of the Enigma machine after it came on the market in 1925, and he developed hand methods for breaking Enigma. What he called ‘serendipity’ was truly a mixture of careful observation and inspired guesswork. This chapter describes the importance of the pre-war introduction to Enigma that Turing received from Knox. Turing worked with Knox during the pre-war months, and when war was declared he joined Knox’s Enigma Research Section at Bletchley Park. Once a stately home, Bletchley Park had become the war station of the Secret Intelligence Service (SIS), of which the Government Code and Cypher School (GC&CS) was part. Its head, Admiral Sir Hugh Sinclair, was responsible for both espionage (Humint) and the new signals intelligence (Sigint), but the latter soon became his priority. Winston Churchill was the first minister to realize the intelligence potential of breaking the enemy’s codes, and in November 1914 he had set up ‘Room 40’ right beside his Admiralty premises. By Bletchley Park’s standards, Room 40 was a small-scale codebreaking unit focusing mainly on naval and diplomatic messages. When France and Germany also set up cryptographic bureaux they staffed them with servicemen, but Churchill insisted on recruiting scholars with minds of their own—the so-called ‘professor types’. It was an excellent decision. Under the influence of Sir Alfred Ewing, an expert in wireless telegraphy and professor of engineering at Cambridge University, Ewing’s own college, King’s, became a happy hunting ground for ‘professor types’ during both world wars—including Dillwyn (Dilly) Knox (Fig. 11.1) in the first and Alan Turing in the second. Until the time of Turing’s arrival, mostly classicists and linguists were recruited. Knox himself had an international reputation for unravelling charred fragments of Greek papyri. Shortly after Enigma first came on the market in 1925, offering security to banks and businesses for their telegrams and cables, the GC&CS obtained two of the new machines, and some time later Knox studied one of these closely.
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Budiansky, Stephen. "Colossus, Codebreaking, and the Digital Age." In Colossus. Oxford University Press, 2006. http://dx.doi.org/10.1093/oso/9780192840554.003.0011.
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The paths that took men and women from their ordinary lives and deposited them on the doorstep of the odd profession of cryptanalysis were always tortuous, accidental, and unpredictable. The full story of the Colossus, the pioneering electronic device developed by the Government Code and Cypher School (GC & CS) to break German teleprinter ciphers in the Second World War, is fundamentally a story of several of these accidental paths converging at a remarkable moment in the history of electronics—and of the wartime urgency that set these men and women on these odd paths. Were it not for the wartime necessity of codebreaking, and were it not for particular statistical and logical properties of the teleprinter ciphers that were so eminently suited to electronic analysis, the history of computing might have taken a very different course. The fact that Britain’s codebreakers cracked the high-level teleprinter ciphers of the German Army and Luftwaffe high command during the Second World War has been public knowledge since the 1970s. But the recent declassification of new documents about Colossus and the teleprinter ciphers, and the willingness of key participants to discuss their roles more fully, has laid bare as never before the technical challenges they faced—not to mention the intense pressures, the false steps, and the extraordinary risks and leaps of faith along the way. It has also clarified the true role that the Colossus machines played in the advent of the digital age. Though they were neither general-purpose nor stored-program computers themselves, the Colossi sparked the imaginations of many scientists, among them Alan Turing and Max Newman, who would go on to help launch the post-war revolution that ushered in the age of the digital, general-purpose, stored-program electronic computer. Yet the story of Colossus really begins not with electronics at all, but with codebreaking; and to understand how and why the Colossi were developed and to properly place their capabilities in historical context, it is necessary to understand the problem they were built to solve, and the people who were given the job of solving it.
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Turing, Alan. "Letters on Logic to Max Newman (c.1940)." In The Essential Turing. Oxford University Press, 2004. http://dx.doi.org/10.1093/oso/9780198250791.003.0008.
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At the outbreak of war with Germany in September 1939, Turing left Cambridge to take up work as a codebreaker at Bletchley Park, the wartime headquarters of the Government Code and Cypher School (see ‘Enigma’, below). In the early months of 1940, Turing received a letter from the Cambridge mathematician M. H. A. Newman, his teacher, colleague, and friend. Turing replied on 23 March, writing from his lodgings at the Crown Inn (situated in the small village of Shenley Brook End): ‘Dear Newman, Very glad to get your letter, as I needed some stimulus to make me start thinking about logic.’ This was to be the first of five letters that Turing wrote to Newman during the seventeen months before Newman too left Cambridge for Bletchley Park. In his first letter Turing agreed (presumably at Newman’s request—Newman’s letters seem not to have been preserved) to ‘let [Newman] in on . . . the tricks of the conversion calculus’. The conversion calculus, or ‘λ-calculus’, is due to Alonzo Church, with whom Turing studied in Princeton from 1936 to 1938 (see the introduction to Chapter 3). Turing’s letters consist for the most part of detailed remarks on the conversion calculus, often elucidating material from what Turing calls ‘Church’s notes’—a substantial typescript entitled ‘Mathematical Logic’ which was in circulation at Princeton and elsewhere and which Newman was evidently reading. Their correspondence on Church’s work issued in their joint paper ‘A Formal Theorem in Church’s Theory of Types’, which was submitted to Church’s Journal of Symbolic Logic in May 1941 and published in March 1942. The paper was written while Turing played a leading role in the battle to break Naval Enigma (see ‘Enigma’ and Chapters 5–8). Turing would spend his occasional nights off duty ‘coming in as usual . . . , doing his own mathematical research at night, in the warmth and light of the office, without interrupting the routine of daytime sleep’. The two most interesting items of the correspondence, which are printed here, contain substantial passages in which Turing departs from his commentary on Church’s work and expounds his own views.
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Turing, Alan. "Memorandum to OP-20-G on Naval Enigma (c.1941)." In The Essential Turing. Oxford University Press, 2004. http://dx.doi.org/10.1093/oso/9780198250791.003.0013.
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The document that forms this chapter was written by Alan Turing and sent to the US Navy codebreaking unit, OP-20-G, in Washington, DC, probably to the celebrated cryptanalyst Mrs Agnes Driscoll. It is undated, but was probably dispatched in the autumn of 1941. Turing solved the indicating system of the principal Naval Enigma cipher, Heimisch (codenamed ‘Dolphin’ by the Government Code and Cypher School (GC & CS)), at Bletchley Park by the end of 1939. Typically, he thought Dolphin ‘could be broken because it would be so interesting to break it’ (see ‘Enigma’, p. 257).Hut 8 at Bletchley Park solved some wartime Naval Enigma signals in May and June 1940. Internal evidence shows that Turing wrote his outstanding Treatise on the Enigma around autumn 1940.GC&CS read Dolphin traffic currently, using captured keys, in June and July 1941. The resulting data provided enough cribs and other information to break Dolphin signals cryptanalytically from August onwards, within 24 to 36 hours of their transmission. Mrs Driscoll was assigned to attack Naval Enigma, with two assistants, around October 1940. However, the US Navy was then intercepting only a small proportion of the Naval Enigma signals being transmitted, and was unable to make any progress against Dolphin, especially since it could not reconstruct the wiring of Enigma’s wheels. It did not even fully understand the wheels’ noncyclometric motion, which considerably complicated any solution of Naval Enigma, in particular, since each of the special Kriegsmarine wheels VI to VIII had two notches. Notching made the wheel motion irregular, especially when a doubly notched wheel was in the middle or right-hand position. Using two doubly notched wheels could reduce Enigma’s period from its normal 16,900 (26´25´26) to 4,056 (24´13´13). In February 1941, following lengthy negotiations between the US Army and Navy, a four-man team led by Abraham Sinkov visited GC & CS. (Sinkov was accompanied by Leo Rosen, also from the US Army’s Signal Intelligence Service, and Lt. Robert Weeks and Lt. Prescott Currier, both from OP-20-G.)
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Turing, Alan. "Lecture on the Automatic Computing Engine (1947)." In The Essential Turing. Oxford University Press, 2004. http://dx.doi.org/10.1093/oso/9780198250791.003.0015.
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On 8 December 1943 the world’s first large-scale special-purpose electronic digital computer—‘Colossus’, as it became known—went into operation at the Government Code and Cypher School (see ‘Computable Numbers: A Guide’, ‘Enigma’, and the introduction to Chapter 4). Colossus was built by Thomas H. Flowers and his team of engineers at the Post Office Research Station in Doll is Hill, London. Until relatively recently, few had any idea that electronic digital computation was used successfully during the Second World War, since those who built and worked with Colossus were prohibited by the Official Secrets Act from sharing their knowledge. Colossus contained approximately the same number of electronic valves (vacuum tubes) as von Neumann’s IAS computer, built at the Princeton Institute of Advanced Study and dedicated in 1952. The IAS computer was forerunner of the IBM 701, the company’s first mass-produced stored-programme electronic computer (1953). The first Colossus had 1,600 electronic valves and Colossus II, installed in mid-1944, 2,400, while the IAS computer had 2,600. Colossus lacked two important features of modern computers. First, it had no internally stored programmes (see ‘Computable Numbers: A Guide’). To set up Colossus for a new task, the operators had to alter the machine’s physical wiring, using plugs and switches. Second, Colossus was not a general-purpose machine, being designed for a specific cryptanalytic task (involving only logical operations and counting). Nevertheless, Flowers had established decisively and for the first time that large-scale electronic computing machinery was practicable. The implication of Flowers’s racks of electronic equipment would have been obvious to Turing. Once Turing had seen Colossus it was, Flowers said, just a matter of Turing’s waiting to see what opportunity might arise to put the idea of his universal computing machine into practice. Precisely such an opportunity fell into Turing’s lap in 1945, when John Womersley invited him to join the Mathematics Division of the National Physical Laboratory (NPL) at Teddington in London, in order to design and develop an electronic stored-programme digital computer—a concrete form of the universal Turing machine of 1936.
Conference papers on the topic "Government Code and Cypher School"
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Alade, Idowu Mojeed. "In Quest for Sanctity and Inviolability of Human Life: Capital Punishment in Herodotus Book 1." In 27th iSTEAMS-ACity-IEEE International Conference. Society for Multidisciplinary and Advanced Research Techniques - Creative Research Publishers, 2021. http://dx.doi.org/10.22624/aims/isteams-2021/v27p33.
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It is a common knowledge that workers both in the public and private sector spends their wages on critical needs such as rent, school fees, food, transportation, recharge cards and healthcare (moller,2004). They are also predominantly expose to economic risk, natural risk, health risk, life cycle risks, policy based and institutional risks, social and political risk (Geneva, ILO-STEP). Various government including Nigeria, historically have been able to introduce some forms of ad-hoc interventions programmes such as mortgage rent reduction, reduction in taxes, cancellation or postponement of loan payment and other form of direct subsidies (Townsend, 1994). Majority of these measures are privileges and not “right” in most developing countries including Nigeria (Sigma, 2005; UNDP 2003). Practiced in almost all ancient and traditional societies, with debates for and against, among lawgivers and philosophers, Capital punishment, also known as death penalty, was a part of the Athenian Greek law code as early as the time of Draco during the 7th Century BC. The debates and controversies continue until date. Is it just, unjust or a false justice? As at the year 2018, according to Amnesty International,1 55 countries of modern civilized world retain death penalty while a certain number have completely abolished it. Herodotus, the ancient Greek historian, in his Histories, record many instances of state sanctioned capital punishments. This paper, an attempt to accentuate the unjust nature of capital punishment and support its complete universal abolition, identifies three references to death penalty in Herodotus Book 1: combing, impaling and stoning. Book I of Herodotus was context analysed and interpreted with evidence from other relevant literary and historical sources. Arguments for death penalty include serving as deterrent to potential offenders and some sort of justice for the victims and family, especially in the case of murder; and the state, in the case of treason and other capital offences. Findings, however, revealed that capital punishment seldom curb potential criminals and might embittered and encouraged grievous crimes while discoveries of errors in judgment, among other reasons, could make death sentences unjust. The paper concluded by recommending prevention of such crimes necessitating capital punishments and proffered making greater efforts towards total abolition. Keywords: Capital punishment, Herodotus, Herodotus Histories, Justice, Death penalty.