Civil War Battles essays

Civil War Battles essays Civil War Battles- Bull Run, Shiloh and Vicksburg The American Civil War- 1861 to 1895. A terrible four years. Four years of victory, defeat and death. Though, without it where would the United States of America be? Pulled apart or reconstructed and as one? When asked what is the Civil War people are most likely to say a war fought between the north and the south. Then when asked why they say because the north and the south had opposite views on subjects. Their answers are right. However when asked what happened in Vicksburg or Shiloh or even Bull Run few know. First Manassas or Bull Run was and important battle for the Yanks. If they beat the confederates Lees defense strategy would be ruined. Each side had there own strategy. McDowell strategy was to overwhelm Beauregard (confederate leader) at Manassas and have Patterson pin Johnstons force. McDowell was happy because he had a 3to 2 lead. McDowell lead his troop to Centreville, where the army would think about their attack on Beauregards troop. where strong but the Confederates stronger. With 24,000 men, the Confederates had less than the Union with 35,000 men. However, only 18,572 of the Union where in battle and 18,053 of the Confederates. They used 49 cannons each and the rest fought with their rifles. Each of them lost many people during the fighting. In one day the Union army had 460 killed, 1,124 wounded and 1,312 captured or missing, thats a total of 2, 896. On the other hand the Confederate army had 387 killed, 1,582 wounded and 13 captured or missing, thats a total of 1,982. The battle was fought with great honor. However most of the honor went to the Confederates. They won the battle and it was just one of their many victories Shiloh Tennessee, April 6, 1962- a town becomes a battlefield where hundreds will be wounded or captured or even die. ...

Free Essays on Summary

The International Astronomical Union Circular #6837 released by Brian Marsden on March 11 was published to report the findings Marsden’s group had come across. Marsden stated in the publication that â€Å"the chance of an actual collision is small†¦but one is clearly not out of the question† (Marsden). Marsden’s group has supposedly come across evidence that supported that the asteroid 119XF11 could possibly collide with the earth. Just one day later, evidence dismissing the report was found and published. I think the scientists should not have published their original data, which showed the small possibility of the asteroid 1197XF11 colliding with the earth. Their theories should not have been published without months, maybe years of lose observation of the asteroid and its orbit. A closer investigation of the asteroid showed that there was no chance at all that the asteroid would collide with the earth. If the astronomers had waited to further investigate their â€Å"discovery,† they would have known that there were pictures of the asteroid taken in 1990, pictures which provided hard evidence that the asteroid would in fact not collide with the earth. The sad thing is, the day after the report’s publication, this news broke out. The astronomers had caused a media frenzy over nothing. The media had a field day with the astronomer’s report of the possibility of an asteroid colliding with the earth’s atmosphere. The media always blows its reports of pain and suffering out of proportion, so the bare thought of our human race sharing the same fate the dinosaurs were believed to have had is bound to be over exaggerated. I think a lot pf people overreacted, and I think they should have. Most of us have heard the theories of the dinosaurs’ extinction being caused by a meteor collision with earth. The thought of the same fate for mankind in 2028 would scare almost anyone. The media also has a great effect o... Free Essays on Summary Free Essays on Summary The International Astronomical Union Circular #6837 released by Brian Marsden on March 11 was published to report the findings Marsden’s group had come across. Marsden stated in the publication that â€Å"the chance of an actual collision is small†¦but one is clearly not out of the question† (Marsden). Marsden’s group has supposedly come across evidence that supported that the asteroid 119XF11 could possibly collide with the earth. Just one day later, evidence dismissing the report was found and published. I think the scientists should not have published their original data, which showed the small possibility of the asteroid 1197XF11 colliding with the earth. Their theories should not have been published without months, maybe years of lose observation of the asteroid and its orbit. A closer investigation of the asteroid showed that there was no chance at all that the asteroid would collide with the earth. If the astronomers had waited to further investigate their â€Å"discovery,† they would have known that there were pictures of the asteroid taken in 1990, pictures which provided hard evidence that the asteroid would in fact not collide with the earth. The sad thing is, the day after the report’s publication, this news broke out. The astronomers had caused a media frenzy over nothing. The media had a field day with the astronomer’s report of the possibility of an asteroid colliding with the earth’s atmosphere. The media always blows its reports of pain and suffering out of proportion, so the bare thought of our human race sharing the same fate the dinosaurs were believed to have had is bound to be over exaggerated. I think a lot pf people overreacted, and I think they should have. Most of us have heard the theories of the dinosaurs’ extinction being caused by a meteor collision with earth. The thought of the same fate for mankind in 2028 would scare almost anyone. The media also has a great effect o...

Case 1.2 Study Example | Topics and Well Written Essays - 250 words

1.2 - Case Study Example Norvasc treats high blood pressure while nebulizer QID administration treats illnesses related to the respiratory system. Coumadin administration treats heart attacks, strokes and blood clots in the veins. These medical conditions occur in old age. Dr. Jenkins’ evaluation is, however, subjective, in this case. He concluded Ms. Gerry’s prescription based on age and not on medical tests. Dr. Jenkins conducted a physical exam on Ms. Gerry and noticed her short left leg. He, however, states that she has equal bilateral pedal pulses. The scenario is objective since pedal pulse evaluation does not involve counting the pulses but just the equality in both the lower extremities. Dr. Jenkins ultimately defines Ms. Gerry’s problem as present with osteopenia and a post placement of a dynamic hip screw within her proximal left femur. The x-ray scan conducted after surgery reveals a near anatomical alignment of the intertrochanteric femoral neck failure as analyzed by Dr. Jenkins. Dr. Jenkins prescribes a plan of a dosage containing vitamin k to decrease pro-time, bucks’ traction and open reduction. He also recommends internal fixation of the patients left hip if cleared for

Aristotles Views Essay Example | Topics and Well Written Essays - 750 words

Aristotles Views - Essay Example However, since man is not capable of being a god, they are capable of becoming beasts, and for Aristotle, this is the worst kind of beast (Clayton). Webster dictionary defines self-sufficient as sufficient for one's self without external aid or cooperation and having an overweening confidence in one's own ability or worth; hence, haughty; overbearing (http://www.webster-dictionary.net). Independence of a person from his society makes him arrogant, in Aristotle's words; a beast. In applying the thought created by Aristotle in the life of Achilles, it is proper to have short profile on Achilles. "Achilles was the son of the mortal Peleus and the Nereid Thetis and he was the mightiest of the Greeks who fought in the Trojan War" (Hunter, Achilles). He was the hero in Homer's Iliad, which was a famous narration of the War of Troy. Achilles was prophesied to be the only person who can help to defeat Troy. Without his help, Troy will continue to be dominated by the current kind Priasm and his dynasty, his son Hector and Paris (Hunter, Achilles). He had an amazing background as he was told to have been made immortal by his mother, leaving only his heel as the vulnerable part of his body. It was indeed through this part of his body which he was hit by Paris (the brother of Hector, an enemy which he has killed), was wounded and killed. Achilles was described as having "the greatest fighting ability" so that once got "disenfranchised from the rest of his fellow warriors and refused to fight for the Achaeans" (http://www.123helpme.com). With all this strength, both physically and in terms of power, Achilles had the air not to need anyone. His strength was sufficient for his own safety, and because he was feared he was did not feel threatened by anyone. To anyone who goes against him, his might is enough for revenge. The rage of Achilles was simply unquenchable until it makes the enemy pays. He also had problems with his fellow soldiers as he was characterized by arrogance, anger and rage. When he was wronged by Agamemnon, by taking Briseis, the war-prize in exchange for Chrysies, Achilles refused to fight for the Greeks anymore, despite several offers of handsome reparation (Hunter). This act has made him look selfless and proud, divesting him of the nobility of a true hero (Mega Essays LLC). In that way Achilles displayed the character described by Aristotle in "having no need for others and is self-sufficient". Achilles was seen to be driven more by pride and anger rather than love for people, and with this some consider him inferior to Hector, the latter died in fighting for his people and his family, was seen to be a loving husband and was more of a patriot (Mega Essays LLC). Achilles then was more of the beast as described by Aristotle. We will also take a look at another character in Homer's work: Odysseus of the epic poem Odyssey. Odysseus was a "legendary Greek king of Ithaca" (Wikimedia Foundation, Inc.). He also had a role in the epic poem, Iliad. Unlike Achilles, Odysseus was described to be wiser, had better relationship with his fellow soldiers thus being more influential and had the character of a real

An analysis of Information Security Governance in the Universities in Zimbabwe Essay Example for Free

An analysis of Information Security Governance in the Universities in Zimbabwe Essay Abstract The complexity and criticality of information security and its governance demand that it be elevated to the highest organizational levels. Within a university setup, information assets include student and personnel records, health and financial information, research data, teaching and learning materials and all restricted and unrestricted electronic library materials. Security of these information assets is among the highest priorities in terms of risk and liabilities, business continuity, and protection of university reputations. As a critical resource, information must be treated like any other asset essential to the survival and success of the organization. In this paper the writer is going to discuss the need for implementing Information Security Governance within institutions of higher education. Further than that, a discussion on how to best practice Information Security governance within the universities in Zimbabwe followed by an assessment on how far the Zimbabwean universities have implemented Information Security Governance. A combination of questionnaires and interviews is going to be used as a tool to gather data and some recommendations are stated towards the end of the paper. Introduction Governance, as defined by the IT Governance Institute (2003), is the â€Å"set of responsibilities and practices exercised by the board and executive management with the goal of providing strategic direction, ensuring that objectives are achieved, ascertaining that risks are managed appropriately and verifying that the enterprise’s resources are used responsibly.† Information security governance is the system by which an organization directs and controls information security (adapted from ISO 38500). It specifies the accountability framework and provides oversight to ensure that risks are adequately mitigated as well as ensuring that security strategies are aligned with business and consistent with regulations. To exercise effective enterprise and information security governance, boards and senior executives must have a clear understanding of what to expect from their enterprise’s information security programme. They need to know how to direct  the implementation of an information security programme, how to evaluate their own status with regard to an existing security programme and how to decide the strategy and objectives of an effective security programme (IT Governance Institute, 2006). Stakeholders are becoming more and more concerned about the information security as news of hacking, data theft and other attacks happen more frequently than ever dreamt of. Executive management has been showered with the responsibility of ensuring an organization provides users with secure information systems environment. Information security is not only a technical issue, but a business and governance challenge that involves adequate risk management, reporting and accountability. Effective security requires the active involvement of executives to assess emerging threats and the organization’s response to them (Corporate Governance Task Force, 2004). Furthermore the organizations need to protect themselves against the risks inherent in the use of information systems while simultaneously recognizing the benefits that can accrue from having secure information systems. Peter Drucker (1993) stated: â€Å"The diffusion of technology and the commodification of information transforms the role of information into a resource equal in importance to the traditionally important resources of land, labor and capital.† Thus as dependence on information system increases, the criticality of information security brings with it the need for effective information security governance. Need for Information Security Governance within universities. A key goal of information security is to reduce adverse impacts on the organization to an acceptable level of risk. Information security protects information assets against the risk of loss, operational discontinuity, misuse, unauthorized disclosure, inaccessibility and damage. It also protects against the ever-increasing potential for civil or legal liability that organizations face as a result of information inaccuracy and loss, or the absence of due care in its protection. Information security covers all information processes, physical and electronic, regardless whether they involve people and technology or relationships with trading partners, customers and third parties. Information security addresses information protection, confidentiality, availability and integrity throughout the life cycle of the information and its use within the organization. John P. Pironti (2006) suggested that among many reasons for information security  governance, the most important one is the one concerned with the legal liability, protection of the organization’s reputation and regulatory compliance. With the university setup, all members of the university community are obligated to respect and, in many cases, to protect confidential data. Medical records, student records, certain employment-related records, library use records, attorney-client communications, and certain research and other intellectual property-related records are, subject to limited exceptions, confidential as a matter of law. Many other categories of records, including faculty and other personnel records, and records relating to the universitys business and finances are, as a matter of university policy, treated as confidential. Systems (hardware and software) designed primarily to store confidential records (such as the Financial Information System and Student Information System and all medical records systems) require enhanced security protections and are controlled (strategic) systems to which access is closely monitored. Networks provide connection to records, information, and other networks and also require security protections. The use of university information technology assets in other than a manner and for the purpose of which they were intended represents a misallocation of resources and, possibly, a violation of law. To achieve all this in today’s complex, interconnected world, information security must be addressed at the highest levels of the organization, not regarded as a technical specialty relegated to the IT department. Information security is a top-down process requiring a comprehensive security strategy that is explicitly linked to the organization’s business processes and strategy. Security must address entire organization’s processes, both physical and technical, from end to end. Hence, Information security governance requires senior management commitment, a security-aware culture, promotion of good security practices and compliance with policy. It is easier to buy a solution than to change a culture, but even the most secure system will not achieve a significant degree of security if used by ill-informed, untrained, careless or indifferent personnel (IT Governance Institute, 2006). In an interview the executive director and information security expert on IT Governance and cyber security with the IT Governance and Cyber Security Institute of sub-Saharan Africa, Dr Richard Gwashy Young has this to say â€Å"†¦remember in  Zimbabwe security is regarded as an expense not an investment† (Rutsito, 2012). Benefits of Information Security Governance Good information security governance generates significant benefits, including: The Board of directors taking full responsibility for Information security initiatives Increased predictability and reduced uncertainty of business operations by lowering information security-related risks to definable and acceptable levels Protection from the increasing potential for civil or legal liability as a result of information inaccuracy or the absence of due care. The structure and framework to optimize allocation of limited security resources Assurance of effective information security policy and policy compliance A firm foundation for efficient and effective risk management, process improvement, and rapid incident response related to securing information A level of assurance that critical decisions are not based on faulty information Accountability for safeguarding information during critical business activities. Compliances with local and international regulations will be easier Improved resource management, optimizing knowledge, information security and information technology infrastructure The benefits add significant value to the organization by: Improving trust in customer/client relationships Protecting the organization’s reputation Decreasing likelihood of violations of privacy Providing greater confidence when interacting with trading partners Enabling new and better ways to process electronic transactions like publishing results online and online registration. Reducing operational costs by providing predictable outcomes—mitigating risk factors that may interrupt the process The benefits of good information security are not just a reduction in risk or a reduction in the impact should something go wrong. Good security can improve reputation, confidence and trust from others with whom business is conducted, and can even improve efficiency by avoiding wasted time and effort recovering from a security incident (IT Governance Institute, 2004). Information Security Governance Outcomes Five basic outcomes can be expected to result from developing an effective governance approach to information security: Strategic alignment of information security with institutional objectives Reduction of risk and potential business impacts to an acceptable level Value delivery through the optimization of security investments with institutional objectives Efficient utilization of security investments supporting organization objectives Performance measurement and monitoring to ensure that objectives are met Best practices The National Association of Corporate Directors (2001), recognizes the importance of information security and recommends four essential practices for boards of directors. The four practices, which are based on the practicalities of how boards operate, are: Place information security on the board’s agenda. Identify information security leaders, hold them accountable and ensure support for them. Ensure the effectiveness of the corporation’s information security policy through review and approval. Assign information security to a key committee and ensure adequate support for that committee. It is critical that management ensure that adequate resources are allocated to support the overall enterprise information security strategy (IT Governance Institute, 2006). To achieve effective information security governance, management must establish and maintain a framework to guide the development and maintenance of a comprehensive information security programme. According to Horton, et al (2000), an information security governance framework generally consists of: An information security risk management methodology; A comprehensive security strategy explicitly linked with business and IT objectives; An effective security organizational structure; A security strategy that talks about the value of information both protected and delivered; Security policies that address each aspect of strategy, control and regulation; A complete set of security standards for each policy to ensure that procedures and guidelines comply with policy; Institutionalized monitoring processes to ensure compliance and provide feedback on effectiveness and mitigation of risk; A process to ensure  continued evaluation and update of security policies, standards, procedures and risks. This kind of framework, in turn, provides the basis for the development of a cost-effective information security program me that supports an organization’s goals and provides an acceptable level of predictability for operations by limiting the impacts of adverse events. In his article Kaitano (2010), pointed some characteristics of good corporate governance coupled with good security governance. These include and not limited to: Information security being treated as and organization wide issue and leaders are accountable. Leads to viable Governance, Risk and Compliance(GRC) Milestones It is risk-based and focuses on all aspects of security Proper frameworks and programs have been implemented It is not treated as a cost but a way of doing business Roles, responsibilities and segregation of duties are defined It is addressed and enforced by policy Adequate resources are committed and Staff are aware and trained It is planned, managed, measurable and measured It is reviewed and audited The overall objective of the programme is to provide assurance that information assets are protected in accordance with their value or the risk their compromise poses to an organization. The framework generates a set of activities that supports fulfillment of this objective. Principles for information security within the University In their article titled Information Security Policy: Best Practice Document, Hostland et al (2010) pointed out some guiding principles for information security within a university setup. The following are some of the principles they mentioned: 1. Risk assessment and management The universitys approach to security should be based on risk assessments and should be continuously done and the need for protective measures evaluated. Measures must be evaluated based on the universitys role as an establishment for education and research and with regards to efficiency, cost and practical feasibility. An overall risk assessment of the  information systems should be performed annually. Risk assessments must identify, quantify and prioritize the risks according to relevant criteria for acceptable risks. Risk assessments should be carried out when implementing changes impacting information security. Some recognized methods of assessing risks like ISO/IEC 27005 should be employed. Risk management is to be carried out according to criteria approved by the management at University. Risk assessments must be approved by the management and if a risk assessment reveals unacceptable risks, measures must be implemented to reduce the risk to an acceptable level. 2. Information security policy The Vice Chancellor should ensure that the information security policy, as well as guidelines and standards, are utilized and acted upon. He must also ensure the availability of sufficient training and information material for all users, in order to enable the users to protect the universitys data and information systems. The security policy should be reviewed and updated annually or when necessary, in accordance with principles described in ISO/IEC 27001. However, all important changes to universitys activities, and other external changes related to the threat level, should result in a revision of the policy and the guidelines relevant to the information security. 3. Security organization The Vice Chancellor is responsible for all government contact. The university should appoint CSO (Chief Security Officer). Each department and section should also be responsible for implementing the units information security. The managers of each unit must appoint separate security administrators. The Registrar Academics has the primary responsibility for the information security in connection with the student registry and other student related information. The IT Director has executive responsibility for information security in connection with IT systems and infrastructure. The Operations manager has executive responsibility for information security in connection with structural infrastructure. He also has overall responsibility for quality work, while the operational responsibility is delegated according to the management structure. The Registrar Human Resources also has executive responsibility for information security according to the Personal Data Act and is the controller on a daily basis of the personal information of the  employees. The Registrar Academics and Research Administration have also executive responsibility for research related personal information. Universitys information security should be revised on a regular basis, through internal control and at need, with assistance from an external IT auditor. 4. Information security in connection with users of Universitys services Prior to employment security responsibility and roles for employees and contractors should be described. A background check is should also be carried out of all appointees to positions at the university according to relevant laws and regulations. A confidentiality agreement should be signed by employees, contractors or others who may gain access to sensitive and/or internal information. IT regulations should be accepted for all employment contracts and for system access for third parties. During employment, the IT regulations for the universitys information security requirements should be in place and the users responsibility for complying with these regulations is to be emphasized. The IT regulations should be reviewed regularly with all users and with all new hires. All employees and third party users should receive adequate training and updating regarding the Information security policy and procedures. Breaches of the Information security policy and accompanying guidelines will normally result in sanctions. Universitys information, information systems and other assets should only be utilized for their intended purpose. Necessary private usage is permitted. Private IT equipment in the universitys infrastructure may only be connected where explicitly permitted. All other use must be approved in advance by the IT department. On termination or change of employment, the responsibility for termination or change of employment should be clearly defined in a separate routine with relevant circulation forms. The universitys assets should be handed in at the conclusion of the need for the use of these assets. University should change or terminate access rights at termination or change of employment. A routine should be present for handling alumni relationships. Notification on employment termination or change should be carried out through the procedures defined in the personnel system. 5. Information security regarding physical conditions IT equipment and information that require protection should be placed in secure physical areas. Secure areas should have suitable access control to  ensure that only authorized personnel have access. All of the Universitys buildings should be secured according to their classification by using adequate security systems, including suitable tracking/logging. Security managers for the various areas of responsibility should ensure that work performed by third parties in secure zones is suitably monitored and documented. All external doors and windows must be closed and locked at the end of the work day. On securing equipment, IT equipment which is very essential for daily activities must be protected against environmental threats (fires, flooding, temperature variations). Information classified as sensitive must not be stored on portable computer equipment (e.g. laptops, cell phones, memory sticks). If it is necessary to store this information on portable equipment, the information must be password protected and encrypted in compliance with guidelines from the IT department. During travel, portable computer equipment should be treated as carry-on luggage. Fire drills should also be carried out on a regular basis. 6. IT communications and operations management Purchase and installation of IT equipment and software for IT equipment must be approved by the IT department. The IT department should ensure documentation of the IT systems according to universitys standards. Changes in IT systems should only be implemented if well-founded from a business and security standpoint. The IT department should have emergency procedures in order to minimize the effect of unsuccessful changes to the IT systems. Operational procedures should be documented and the documentation must be updated following all substantial changes. Before a new IT system is put in production, plans and risk assessments should be in place to avoid errors. Additionally, routines for monitoring and managing unforeseen problems should be in place. Duties and responsibilities should be separated in a manner reducing the possibility of unauthorized or unforeseen abuse of the universitys assets. Development, testing and maintenance should be separated from operations in order to reduce the risk of unauthorized access or changes, and in order to reduce the risk of error conditions. On system planning and acceptance, the requirements for information security must be taken into consideration when designing, testing, implementing and upgrading IT systems, as well as during system changes. Routines must be developed for  change management and system development/maintenance. IT systems must be dimensioned according to capacity requirements and the load should be monitored in order to apply upgrades and adjustments in a timely manner as it is especially important for business-critical systems. Written guidelines for access control and passwords based on business and security requirements should be in place. Guidelines should be re-evaluated on a regular basis and should contain password requirements (frequency of change, minimum length, character types which may/must be utilized) and regulate password storage. All users accessing systems must be authenticated according to guidelines and should have unique combinations of usernames and passwords. Users are responsible for any usage of their usernames and passwords. Data Gathering A structured questionnaire adapted and modified from previous questionnaires used by Corporate Governance Task Force, (2004) was used as the main instrument to gather data. Of the total 13 universities in Zimbabwe, 9 managed to participate in this research. The questionnaires were completed by the Executive Dean, IT Director, Operations Manager or Chairperson for the department. Section I: Organizational Reliance on IT The first section was designed to help in determining the institution’s reliance on information technology for business continuity. Table 1: Characteristics of Organization Questions Scores/Frequency 0 1 2 3 4 Dependence on information technology systems and the Internet to conduct academic, research, and outreach programs and offer support services 9 Value of organization’s intellectual property stored or transmitted in electronic form 2 7 The sensitivity of stakeholders (including but not limited to students, faculty, staff, alumni, governing boards, legislators, donors, and funding agencies) to privacy 2 3 4 Level of regulation regarding security (international, federal, state, or local regulations) 1 4 3 1 Does your organization have academic or research programs in a sensitive area that may make you a target of violent physical or cyber attack from any groups? 5 1 2 1 Total score 1 9 6 7 22 Scoring: Very Low = 0; Low = 1; Medium = 2; High = 3; Very High = 4 Section II: Risk Management: This section assesses the risk management process as it relates to creating an information security strategy and program. Table 2: Information Security Risk Assessment Questions Scores/Frequency 0 1 2 3 4 Does your organization have a documented information security program? 2 5 2 Has your organization conducted a risk assessment to identify the key objectives that need to be supported by your information security program? 2 4 3 Has your organization identified critical assets and the functions that rely on them? 2 2 5 Have the information security threats and vulnerabilities associated with each of the critical assets and functions been identified? 2 4 2 1 Has a cost been assigned to the loss of each critical asset or function? 1 3 3 2 Do you have a written information security strategy? 2 4 2 1 Does your written information security strategy include plans that seek to cost-effectively reduce the risks to an acceptable level, with minimal disruptions to operations? 4 2 2 1 Is the strategy reviewed and updated at least annually or more frequently when significant changes require it? 2 3 3 1 Do you have a process in place to monitor federal, state, or international legislation or regulations and determine their applicability to your organization? 2 2 3 2 1 Total 10 16 26 14 16 Scoring: Not Implemented = 0; Planning Stages = 1; Partially Implemented = 2; Close to Completion = 3; Fully Implemented = 4 Section III: People This section assesses the organizational aspects of the information security program. Table 3: Information Security Function/Organization Questions Scores/Frequency 0 1 2 3 4 Do you have a person that has information security as his primary duty, with responsibility for maintaining the security program and ensuring compliance? 4 3 1 1 Do the leaders and staff of your information security organization have the necessary experience and qualifications? 5 2 2 Is responsibility clearly assigned for all areas of the information security architecture, compliance, processes and audits? 3 4 1 1 Do you have an ongoing training program in place to build skills and competencies for information security for members of the information security function? 2 2 3 2 Does the information security function report regularly to institutional leaders and the governing board on the compliance of the institution to and the effectiveness of the information security program and policies? 2 3 3 1 Are the senior officers of the institution ultimately responsible and accountable for the information security program, including approval of information security policies? 3 4 2 Total 16 17 14 7 0 Scoring: Not Implemented = 0; Planning Stages = 1; Partially Implemented = 2; Close to Completion = 3; Fully Implemented = 4 Section IV: Processes This section assesses the processes that should be part of an information security program. Table IV: Security Technology Strategy Questions Scores/Frequency 0 1 2 3 4 Have you instituted processes and procedures for involving the security personnel in evaluating and addressing any security impacts before the purchase or introduction of new systems? 2 3 3 1 Do you have a process to appropriately evaluate and classify the information and information assets that support the operations and assets under your control, to indicate the appropriate levels of information security? 1 2 3 2 1 Are written information security policies consistent, easy to understand, and readily available to administrators, faculty, employees, students, contractors, and partners? 2 3 3 1 Are consequences for noncompliance with corporate policies clearly communicated and enforced? 1 3 2 3 1 Do your security policies effectively address the risks identified in your risk analysis/risk assessments? 2 3 4 Are information security issues considered in all important decisions within the organization? 3 2 3 1 Do you constantly monitor in real time your networks, systems and applications for unauthorized access and anomalous behavior such as viruses, malicious code insertion, or break-in attempts? 1 3 3 1 1 Is sensitive data encrypted and associated encryption keys properly protected? 2 3 2 1 1 Do you have an authorization system that enforces time limits and defaults to minimum privileges? 2 2 2 3 Do your systems and applications enforce session/user management practices including automatic timeouts, lock out on login failure, and revocation? 2 3 2 2 Based on your information security risk management strategy, do you have official written information security policies or procedures that address each of the following areas? Individual employee responsibilities for information security practices 4 3 1 1 Acceptable use of computers, e-mail, Internet, and intranet 2 3 2 2 Protection of organizational assets, including intellectual property 2 2 3 2 Access control, authentication, and authorization practices and requirements 1 2 3 1 2 Information sharing, including storing and transmitting institutional data on outside resources (ISPs, external networks, contractors’ systems) 2 1 3 2 1 Disaster recovery contingency planning (business continuity planning) 1 1 3 4 Change management processes 2 3 2 2 Physical security and personnel clearances or background checks 1 3 3 2 Data backups and secure off-site storage 1 1 3 4 Secure disposal of data, old media, or printed materials that contains sensitive information 2 3 4 For your critical data centers, programming rooms, network operations centers, and other sensitive facilities or locations: 2 3 4 Are multiple physical security measures in place to restrict forced or unauthorized entry? 1 2 3 3 Is there a process for issuing keys, codes, and/or cards that require proper authorization and background checks for access to these sensitive facilities? 2 1 3 3 Is your critical hardware and wiring protected from power loss, tampering, failure, and environmental threats? 1 4 4 Total 17 45 58 50 47 Scoring: Not Implemented = 0; Planning Stages = 1; Partially Implemented = 2; Close to Completion = 3; Fully Implemented = 4 Discussion As shown by the total scores on Table 1, a majority of the university has a very high reliance on the IT in their services. This is depicted by the structure and characteristics of the university. Information risk assessment and management leaves a lot to be desired by the universities. Most the universities have partially implemented such programs. A large number of employees in the IT departments of most universities do no have sufficient skills to implement good information security governance. Most universities lack the leaders who have the rightful know how on the subject. In addition  to that, there is no a representative in the council who will be an IT expert, hence most leaders lack interest and initiatives on information security. Due to lack of full responsibility of information security by the leaders, to implement processes for information security might also be a challenge especially to the IT department as normally is the department given the responsibility. Conclusion There is a need for institutions to start focusing on proper information security governance. For a start organization such as the Government, the Computer Society of Zimbabwe, Zim Law Society, POTRAZ, ICAZ, IIAZ, Zimbabwe Institute of Management and other industry governing bodies should put their heads together and define the appropriate legislations that mandates information security governance either by referring to existing international frameworks (PCI-DSS, SOX, COSO, ITIL, SABSA, Cobit FIPS, NIST, ISO 27002/5, CMM, ITG Governance Framework) or by consulting local information security and business professionals to come up with an information security governance framework. As the Zimbabwean economy is slowly sprouting, the art of information security governance in the universities should also take a leap. The adoption information security governance will ensure that security will become a part of any university and thus customers confidence will be boosted. References Drucker, P. ‘Management Challenges for the 21st Century’, Harpers Business , 1993. Corporate Governance Task Force, Information Security Governance: Call to Action, USA, 2004. IT Governance Institute, Board Briefing on IT Governance, 2nd Edition, USA, 2003, www.itgi.org. IT Governance Institute, Information Security Governance: Guidance for Boards of Directors and Executive Management, 2nd Edition, USA, 2006. ISO/IEC 38500: Corporate Governance of Information Technology, 2008. IT Governance Institute, COBIT 4.0, USA, 2005, www.itgi.org IT Governance Institute, COBIT ® Security Baseline, USA, 2004, www.itgi.org National Association of Corporate Directors, ‘Information Security Oversight: Essential Board Practices’, USA, 2001 John P. Pironti,  Ã¢â‚¬Å"Information Security Governance: Motivations, Benefits and Outcomes,† Information Systems Control Journal, vol. 4 (2006): 45–8. 21. Rutsito, T. (2005) ‘IT governance, security define new era’ The Herald, 07 November. Kaitano, F. (2010) ‘Information Security Governance: Missing Link In Corporate Governance’ TechZim. http://www.techzim.co.zw/2010/05/information-security-governance-missing-link-in-corporate-governance [accessed 02 May 2013]. Horton, T.R., Le Grand, C.H., Murray, W.H., Ozier, W.J. Parker, D.B. (2000). Information Security Management and Assurance: A Call to Action for Corporate Governance. United States of America: The Institute of Internal Auditors. Hostland, K, Enstad, A. P, Eilertsen, O, Boe, G. (2010). Information Security Policy: Best Practice Document. Corporate Governance Task Force, (2004). Information Security Governance: Call to Action, USA

Reticence :: essays research papers

Reticence THIS MORNING there was a dead cat in the harbor, a black cat that was floating on the surface of the water. It was straight and stiff and was drifting slowly along the side of a boat. From its mouth dangled a decomposed fish head with a piece of broken line about two inches long coming out of it. At the time I had simply imagined that this fish head was what remained of the bait from a discarded fishing line. The cat must have leaned into the water to catch the fish and, as he grabbed it, the hook caught in his mouth and he lost his balance and fell. The water of the harbor was very dark where I was standing, but from time to time I suspected there was a procession of fish, mullets and wrasse, passing silently below my eyes, while on the bottom, among the pebbles and algae, thousands of wriggling fry worked over the gutted remains of a decomposing eel. Before setting off again, I lingered a moment longer on the pier staring at the dead cat still drifting in the harbor in a very slow back and forth movement, first to the left, then to the right, following the imperceptible ebb and flow of the current at the surface of the water. I had arrived in Sasuelo at the end of October. It was already autumn and the tourist season was coming to an end. A taxi dropped me off one morning, bag and baggage, on the village square. The driver helped me undo my son's stroller from the roof-rack of the car, an old 504 diesel that he left running and that continued to hum slowly in place. Then he pointed in the direction of the only hotel in the area, that I was familiar with since I had already stayed there. I left my bags near a bench and set off in the direction of the hotel with my son who was installed in his stroller in front of me and paying no attention to anything around him, absorbed as he was in the contemplation of a toy seal that he turned over and over in his hands examining all its seams and releasing for the occasion an imperturbable burp as naturally as a prince. At the entrance of the hotel flowers lined a little flight of steps at the top of which opened double French doors, and I took the stroller in my arms to climb the steps. Reticence :: essays research papers Reticence THIS MORNING there was a dead cat in the harbor, a black cat that was floating on the surface of the water. It was straight and stiff and was drifting slowly along the side of a boat. From its mouth dangled a decomposed fish head with a piece of broken line about two inches long coming out of it. At the time I had simply imagined that this fish head was what remained of the bait from a discarded fishing line. The cat must have leaned into the water to catch the fish and, as he grabbed it, the hook caught in his mouth and he lost his balance and fell. The water of the harbor was very dark where I was standing, but from time to time I suspected there was a procession of fish, mullets and wrasse, passing silently below my eyes, while on the bottom, among the pebbles and algae, thousands of wriggling fry worked over the gutted remains of a decomposing eel. Before setting off again, I lingered a moment longer on the pier staring at the dead cat still drifting in the harbor in a very slow back and forth movement, first to the left, then to the right, following the imperceptible ebb and flow of the current at the surface of the water. I had arrived in Sasuelo at the end of October. It was already autumn and the tourist season was coming to an end. A taxi dropped me off one morning, bag and baggage, on the village square. The driver helped me undo my son's stroller from the roof-rack of the car, an old 504 diesel that he left running and that continued to hum slowly in place. Then he pointed in the direction of the only hotel in the area, that I was familiar with since I had already stayed there. I left my bags near a bench and set off in the direction of the hotel with my son who was installed in his stroller in front of me and paying no attention to anything around him, absorbed as he was in the contemplation of a toy seal that he turned over and over in his hands examining all its seams and releasing for the occasion an imperturbable burp as naturally as a prince. At the entrance of the hotel flowers lined a little flight of steps at the top of which opened double French doors, and I took the stroller in my arms to climb the steps.

J&J Automotive Sales

1. Explain how you think the stereotype of used-car dealers developed. Stereotyping is like Building what is not thought to be said about the product, assuming that the used cars certainly will break down and others see it like purchasing used cars is not sensible because of maintaining it will be more expensive instead others will buy a brand new car. 2. What, if anything, can Joe do to counter this stereotype? Joe, say’s that building a good relationship with all his customers is compulsory, and He should be concerned about their Sensitivity and to be aware of their needs and wants for purchasing a suitable car, knowing what is the need of the customer is knowing what is the best car fit to their need. It is also showing concern for them. Joe will spend extra time in his work to achieve great customer satisfaction and high quality. He will also find a way to interact with his customers for future needs. 3. In what ways might this stereotype be beneficial to Joe? To potential customers? Stereotyping could be helpful if it can give Joe a positive effect to increase his sales and customers. To have more potential customers positive stereotyping is helpful; because the sooner customers are satisfied with their own needs the more the effect will encourage their friends to see them that the used car they bought to Joe is good as new but absolutely not as expensive as buying a brand new car. 4. AutoNation is #93 on the 2003 Fortune 500. It has created a huge business by exploiting the public’s perception of used-car dealers. What do you think they have done to change the stereotype? One of the largest retailers in America is Auto Nation, I think what they need to do is to change the awareness of their product to the public. They are more clear to their product and they are setting series of tests and doing over – all set-up to their used cars so that buyers will certainly be satisfied. AutoNation builds its integrity for the public to be aware of how safe and secure their vehicles are that they purchased. Testing others to try their products to know what is slowing their system down, I think they are testing their critics in front of the public to try their product and tell to the public the problem and the perception of the public to that experience will have make it a positive effect Also if the used car will encounter some problems. On this Case Base on the class debate the idea of awareness is people only see what is on the outside and in that scene they are assuming or inferring what is the behavior of an individual only to find out they are wrong.

A Rationale for teaching the Foundation Subjects within Early Years and Primary Education

The underlying basis for the inclusion of foundation subjects within early years and primary education might not be immediately apparent, particularly for first year students studying towards qualified teacher status. This essay will, therefore, unfold the reasons for this inclusion whilst including specific reference to the enclosure of history teaching.The National Curriculum (NC), introduced in 1988 and currently undergoing revision, consists of the core subjects: English, mathematics and science; compulsory at all key stages, and the foundation subjects: art, design technology (DT), geography, history, information and communication technology (ICT), modern foreign languages (MFL), music, personal, social and health education (PSHE) and physical education (PE); most of which are compulsory at one or more of the key stages (DfE, 2013).It is also important to remember that Religious Education is included within the basic curriculum and is legally bound to be taught, however children can forego the subject at their parents request. Since 2008 the Early Years Foundation Stage (EYFS) has become integrated within all childcare providers, except mother and toddler groups, nannies and short-term crà ¨ches, and covers the welfare and development of children (BBC). This essay will not only demonstrate a rationale for the inclusion of foundation subjects in both the EYFS and NC, but also examine how history is developed into children’s learning through both stages.Boys and Spink (2008) believe the foundation subjects and RE ‘have the potential to be the most powerful, most meaningful and most relevant areas of learning for all learners’ (p. xii). Hoodless (2008) develops this further with history, stating â€Å"the most significant reason for teaching history in primary schools is that it motivates children and captures their imaginations† (p. 2). Both statements reflect on the importance of teaching history and other foundation subjects, ye t focuses on extra-curricular benefits.History can lead to many cross-curricular links and it has been suggested by Davies and Redmond (1998) that teaching history in isolation ‘would be a horrible waste of universal discipline’ (p. 39). Looking at time-lines in history can help to develop mathematical skills, whereas art can be pulled in by the associations with drawing or painting ancient artefacts. Fines (2013) also believes in the importance of history due to its cross-curricular abilities, he says â€Å"history can contribute to learning across the whole spectrum of the curriculum and does so effectively† (p.6).As a core subject, mathematics is something that, when applicable, should always be integrated into a child’s learning. However, as a foundation subject itself, art is a skill which helps to develop children’s creativity and imagination, thus making art a valuable attribute that should be included when possible. Furthermore, childrenâ₠¬â„¢s art work is often used as displays within schools; this way of celebrating work is a great way of boasting children’s confidence as well as giving them a sense of reward.This is vital for motivation, enthusiasm and inspiration which will encourage children to get involved in further learning and therefore learn more effectively (NASP, 2003). The NC is currently undergoing revision, due for implementation into schools in September 2014. Government says the review comes from the need to catch up with the world’s best education systems. Prime Minister, David Cameron says this â€Å"revolution in education† is vital for the country's economic affluence and that it should be written by experts and not restricted to ministers' â€Å"personal prejudices† (BBC, 2013).According to The Guardian (2013) changes will be welcome across the Key Stages (KS). However, it claims that for KS1, history will not differ too much from the previous NC and that ‘the m ore noticeable changes are in KS2’. Both Key Stages will see a new stress in the importance of chronological understanding. This is a result of the 2011 Ofsted report in which it states â€Å"although pupils in primary schools generally had good knowledge†¦their chronological understanding and their ability to make links across the knowledge they had gained were weaker† (p. 5).Ofsted (2011) claimed that this was due to ‘many primary teachers not having adequate subject knowledge’ (p. 4). This developed the need for the curriculum to ensure that pupils study an overview as well as in-depth topics. The old curriculum (2000) states that pupils should be taught the knowledge, skills and understanding through: a local history study; three British history studies; a European history study; a world history study (p. 106). Whereas the Programmes of Study for the revised curriculum (2013) shifts towards how history fits together and how events from one time pe riod can affect another, maintaining that  teaching should combine overview with in-depth studies to aid pupils understanding on chronology (p. 3).In Ofsted-registered settings, children from birth to 5 years old work towards the EYFS as opposed to the NC. With regards to history, much of what this age range will learn comes from the ‘Knowledge and Understanding of the World’ aspect of the Early Learning Goals. It is expected that by the end of the foundation stage, children will ‘talk about past and present events in their own lives and in the lives of family members’ (DfE, 2012, p.9) The EYFS understands that it would be unrealistic for such young children to fully comprehend the defined body of factual information that is history, however a development of finding out about changes and passage of time is not (O’Hara and O’Hara, 2001, p. 18). There are many story books that can reveal to young children a language that identifies a concept o f ‘long ago’. Stories such as ‘When Grandma Was Young’ (Humphrey, 2000), ‘Elmer and Grandpa Eldo’ (Mckee, 2001) and ‘My Granny is a Pirate’ (Mcdermid and Robins, 2012) can invoke interest with early years children and inspire them to become inquisitive about the past.It has been suggested that time means nothing to young children. However learning to ask and answer questions through story reading will enhance their concept history. Therefore continuing to do so through the Early Learning Goals will prepare children, entering at primary level, to appreciate the importance of history (Lunn and Bishop, 2004). It is important to remember to children do not stop learning history when they finish their time at primary school. Maintained secondary schools follow the NC which maintains that all children will continue to learn history by means of the KS3 History Programmes of Study (2013).Therefore it is important to prepare children for mo re challenging and precise history learning. New topics shall be introduced so it is important children have the skills to ‘identify significant events, make connections, draw contrasts, and analyse trends’ (p. 72). It is, furthermore, defined that pupils will ‘pursue historically valid enquiries including some they have framed themselves’ (p. 72). This indicates towards children becoming independent critical thinkers, a valuable quality to have in adult life, this alone is a fundamental reason for the inclusion of history in the NC (DfE, 2013).Hoodless (2008) believes that history offers a range opportunities to overcome barriers in learning, with specific reference to gender, class and ethnic and cultural backgrounds. She believes that there are many ways to teach history to make it inclusive to everyone and says that â€Å"inclusive practise involves treating each individual with respect, included them equally in whatever is taking place and responding appropriately to their different needs† (p. 140). She argues that history education can reach individuals in different ways because of the many approaches and strategies used to teach it.For example, a child who struggles to read can be given visual sources to aid their learning rather than long pieces of text, thus benefitting the child more (p. 135). Another underlying reason for teaching history is because of the opportunities it can give to children from minority ethnic and cultural backgrounds. Although sensitivity must be empathised, using cases of past civilisations to stimulate an identification of how prejudgments, such as racism, sexism or any other type of discrimination, arose can then contribute to eliminating them (p.139).Boys and Spink (2008) expands on this by proposing that the history curriculum should be ‘culturally relevant to all pupils’ (p. 71). The United Kingdom has become a diverse multicultural society over the years. Consequently, Boys a nd Spink (2008) suggest that the NC study unit ‘Britain since 1948’ provides an opportunity to explore the Commonwealth immigration (p. 71). Exploring such a topic will provide children with an understanding of different culture’s arrivals into the United Kingdom which they might otherwise not ever be educated on.As part of the Professional Standards for qualified teacher status (QTS), teachers are expected to demonstrate that they are able to plan opportunities for children to learn in out-of-school environments (DfE, 2013, p. 8). Such settings as, museums, theatres, school visits, fieldwork and employment-based locations can all be used as a means for enriching children’s learning. From birth children are trying to make sense of their multi-sensory environment, making them active learners. To limit children’s learning to the classroom would be a shameful waste of the valuable resources that are on offer to enhance their education.Out-of-school lea rning helps to develop skills including decision-making, group work and critical thinking, all of which are key attributes to have. Hoodless et al. (2003) takes this further by saying that ‘the sensory experiences help all kinds of learner to remember and learn from the locality and its inhabitants’ (p. 136). Outside learning can be restricted to the school’s boundaries or the close localities and still offer the same benefits. The school itself can be studied for design elements that can be analysed to identify the age of the building.Taking a short walk out the school grounds can provide a wealth of people, building and landscapes that children can learn from. It is important to remember, however, the risk assessments that need to be carried out in order for these events to take place. In many cases consent from the parent will need to be given in order to take children out of school. It is also essential to prepare clearly structured learning objectives in ord er to achieve greatly from out-of-school learning and make the most of the time dedicated to such pedagogy (Hoodless, 2003, p.137-140).Furthermore, with the threatened return of rickets in children recently, giving them more chances to study outside could prevent this. The Telegraph (2013) reported that the increase has come from children spending ‘too much time indoors on computers and gaming consoles’ which is why incorporating outdoor study into children’s learning will benefit them entirely. Finally, multiple reviews of the foundation subjects within the curriculum only reflect on the commitment for enriching children’s learning that government have (Boys and Spink, 2008, p.xii). Foundation subjects influence cross-curricular and out-of-school learning, making them more appealing and beneficial for children. Additionally, Johnston (2002) talks of how young children [in the EYFS] develop knowledge of how the world works by exploring the world around the m. She says â€Å"the wider their informal experiences, the broader and deeper will be their understandings† (p. 24). This suggests that the integration of foundation learning within the EYFS is the source of children’s initial understanding of the world they live in.The need to develop a sense of history learning in the EYFS has been addressed by looking at the importance of invoking interest about the past. Furthermore, Ofsted (2011) found that history was a ‘popular and successful subject, which many pupils enjoyed’ (p. 5). This statement alone could be the rationale for teaching history in primary schools. A subject that can captivate students and encourage them to learn more is an underlying reason for that subject to be taught. A Rationale for teaching the Foundation Subjects within Early Years and Primary Education The underlying basis for the inclusion of foundation subjects within early years and primary education might not be immediately apparent, particularly for first year students studying towards qualified teacher status. This essay will, therefore, unfold the reasons for this inclusion whilst including specific reference to the enclosure of history teaching.The National Curriculum (NC), introduced in 1988 and currently undergoing revision, consists of the core subjects: English, mathematics and science; compulsory at all key stages, and the foundation subjects: art, design technology (DT), geography, history, information and communication technology (ICT), modern foreign languages (MFL), music, personal, social and health education (PSHE) and physical education (PE); most of which are compulsory at one or more of the key stages (DfE, 2013).It is also important to remember that Religious Education is included within the basic curriculum and is legally bound to be taught, however children can forego the subject at their parents request. Since 2008 the Early Years Foundation Stage (EYFS) has become integrated within all childcare providers, except mother and toddler groups, nannies and short-term creches, and covers the welfare and development of children (BBC). This essay will not only demonstrate a rationale for the inclusion of foundation subjects in both the EYFS and NC, but also examine how history is developed into children’s learning through both stages.Boys and Spink (2008) believe the foundation subjects and RE ‘have the potential to be the most powerful, most meaningful and most relevant areas of learning for all learners’ (p. xii). Hoodless (2008) develops this further with history, stating â€Å"the most significant reason for teaching history in primary schools is that it motivates children and captures their imaginations† (p. 2). Both statements reflect on the importance of teaching history and other foundation subjects, yet f ocuses on extra-curricular benefits.History can lead to many cross-curricular links and it has been suggested by Davies and Redmond (1998) that teaching history in isolation ‘would be a horrible waste of universal discipline’ (p. 39). Looking at time-lines in history can help to develop mathematical skills, whereas art can be pulled in by the associations with drawing or painting ancient artefacts. Fines (2013) also believes in the importance of history due to its cross-curricular abilities, he says â€Å"history can contribute to learning across the whole spectrum of the curriculum and does so effectively† (p.6).As a core subject, mathematics is something that, when applicable, should always be integrated into a child’s learning. However, as a foundation subject itself, art is a skill which helps to develop children’s creativity and imagination, thus making art a valuable attribute that should be included when possible. Furthermore, childrenâ€℠¢s art work is often used as displays within schools; this way of celebrating work is a great way of boasting children’s confidence as well as giving them a sense of reward.This is vital for motivation, enthusiasm and inspiration which will encourage children to get involved in further learning and therefore learn more effectively (NASP, 2003). The NC is currently undergoing revision, due for implementation into schools in September 2014. Government says the review comes from the need to catch up with the world’s best education systems. Prime Minister, David Cameron says this â€Å"revolution in education† is vital for the country's economic affluence and that it should be written by experts and not restricted to ministers' â€Å"personal prejudices† (BBC, 2013).According to The Guardian (2013) changes will be welcome across the Key Stages (KS). However, it claims that for KS1, history will not differ too much from the previous NC and that ‘the more noticeable changes are in KS2’. Both Key Stages will see a new stress in the importance of chronological understanding. This is a result of the 2011 Ofsted report in which it states â€Å"although pupils in primary schools generally had good knowledge†¦their chronological understanding and their ability to make links across the knowledge they had gained were weaker† (p. 5).Ofsted (2011) claimed that this was due to ‘many primary teachers not having adequate subject knowledge’ (p. 4). This developed the need for the curriculum to ensure that pupils study an overview as well as in-depth topics. The old curriculum (2000) states that pupils should be taught the knowledge, skills and understanding through: a local history study; three British history studies; a European history study; a world history study (p. 106).Whereas the Programmes of Study for the revised curriculum (2013) shifts towards how history fits together and how events from one time period can affect another, maintaining that  teaching should combine overview with in-depth studies to aid pupils understanding on chronology (p. 3). In Ofsted-registered settings, children from birth to 5 years old work towards the EYFS as opposed to the NC. With regards to history, much of what this age range will learn comes from the ‘Knowledge and Understanding of the World’ aspect of the Early Learning Goals. It is expected that by the end of the foundation stage, children will ‘talk about past and present events in their own lives and in the lives of family members’ (DfE, 2012, p.  9)The EYFS understands that it would be unrealistic for such young children to fully comprehend the defined body of factual information that is history, however a development of finding out about changes and passage of time is not (O’Hara and O’Hara, 2001, p. 18). There are many story books that can reveal to young children a language that identifies a concept o f ‘long ago’. Stories such as ‘When Grandma Was Young’ (Humphrey, 2000), ‘Elmer and Grandpa Eldo’ (Mckee, 2001) and ‘My Granny is a Pirate’ (Mcdermid and Robins, 2012) can invoke interest with early years children and inspire them to become inquisitive about the past.It has been suggested that time means nothing to young children. However learning to ask and answer questions through story reading will enhance their concept history. Therefore continuing to do so through the Early Learning Goals will prepare children, entering at primary level, to appreciate the importance of history (Lunn and Bishop, 2004). It is important to remember to children do not stop learning history when they finish their time at primary school. Maintained secondary schools follow the NC which maintains that all children will continue to learn history by means of the KS3 History Programmes of Study (2013).Therefore it is important to prepare children for mo re challenging and precise history learning. New topics shall be introduced so it is important children have the skills to ‘identify significant events, make connections, draw contrasts, and analyse trends’ (p. 72). It is, furthermore, defined that pupils will ‘pursue historically valid enquiries including some they have framed themselves’ (p. 72). This indicates towards children becoming independent critical thinkers, a valuable quality to have in adult life, this alone is a fundamental reason for the inclusion of history in the NC (DfE, 2013).Hoodless (2008) believes that history offers a range opportunities to overcome barriers in learning, with specific reference to gender, class and ethnic and cultural backgrounds. She believes that there are many ways to teach history to make it inclusive to everyone and says that â€Å"inclusive practise involves treating each individual with respect, included them equally in whatever is taking place and responding appropriately to their different needs† (p. 140). She argues that history education can reach individuals in different ways because of the many approaches and strategies used to teach it.For example, a child who struggles to read can be given visual sources to aid their learning rather than long pieces of text, thus benefitting the child more (p. 135). Another underlying reason for teaching history is because of the opportunities it can give to children from minority ethnic and cultural backgrounds. Although sensitivity must be empathised, using cases of past civilisations to stimulate an identification of how prejudgments, such as racism, sexism or any other type of discrimination, arose can then contribute to eliminating them (p.  139).Boys and Spink (2008) expands on this by proposing that the history curriculum should be ‘culturally relevant to all pupils’ (p. 71). The United Kingdom has become a diverse multicultural society over the years. Consequently, Bo ys and Spink (2008) suggest that the NC study unit ‘Britain since 1948’ provides an opportunity to explore the Commonwealth immigration (p. 71). Exploring such a topic will provide children with an understanding of different culture’s arrivals into the United Kingdom which they might otherwise not ever be educated on.As part of the Professional Standards for qualified teacher status (QTS), teachers are expected to demonstrate that they are able to plan opportunities for children to learn in out-of-school environments (DfE, 2013, p. 8). Such settings as, museums, theatres, school visits, fieldwork and employment-based locations can all be used as a means for enriching children’s learning. From birth children are trying to make sense of their multi-sensory environment, making them active learners. To limit children’s learning to the classroom would be a shameful waste of the valuable resources that are on offer to enhance their education.Out-of-school learning helps to develop skills including decision-making, group work and critical thinking, all of which are key attributes to have. Hoodless et al. (2003) takes this further by saying that ‘the sensory experiences help all kinds of learner to remember and learn from the locality and its inhabitants’ (p. 136). Outside learning can be restricted to the school’s boundaries or the close localities and still offer the same benefits. The school itself can be studied for design elements that can be analysed to identify the age of the building.Taking a short walk out the school grounds can provide a wealth of people, building and landscapes that children can learn from. It is important to remember, however, the risk assessments that need to be carried out in order for these events to take place. In many cases consent from the parent will need to be given in order to take children out of school. It is also essential to prepare clearly structured learning objectives in order to achieve greatly from out-of-school learning and make the most of the time dedicated to such pedagogy (Hoodless, 2003, p.  137-140).Furthermore, with the threatened return of rickets in children recently, giving them more chances to study outside could prevent this. The Telegraph (2013) reported that the increase has come from children spending ‘too much time indoors on computers and gaming consoles’ which is why incorporating outdoor study into children’s learning will benefit them entirely. Finally, multiple reviews of the foundation subjects within the curriculum only reflect on the commitment for enriching children’s learning that government have (Boys and Spink, 2008, p.  xii).Foundation subjects influence cross-curricular and out-of-school learning, making them more appealing and beneficial for children. Additionally, Johnston (2002) talks of how young children [in the EYFS] develop knowledge of how the world works by exploring the world around them. She says â€Å"the wider their informal experiences, the broader and deeper will be their understandings† (p. 24). This suggests that the integration of foundation learning within the EYFS is the source of children’s initial understanding of the world they live in.The need to develop a sense of history learning in the EYFS has been addressed by looking at the importance of invoking interest about the past. Furthermore, Ofsted (2011) found that history was a ‘popular and successful subject, which many pupils enjoyed’ (p. 5). This statement alone could be the rationale for teaching history in primary schools. A subject that can captivate students and encourage them to learn more is an underlying reason for that subject to be taught.

The Ethical Codes of Science essays

The Ethical Codes of Science essays In the last few years, our American colleagues research workers in differentparticular/ spheres of knowledge are developing increased activity in ethical aspect. There are various initiatives, which serve as a clear expression of this. Special regulatory bodies such as Office of Scientific Integrity ReviewOSIR/, Office of Inspector GeneralOIG/ are created in order to monitor the research process following the accepted standards for integrity and responsibility of conduct of research.* Some universities and research institutions develop educational programmes, whose purpose is to inform and concentrate the attentions of the participants students and young research workers on the ethical problems. For example, the session of ethics, entitled Etiquette and Ethics in Science at the University of California, San Francisco, is organized largely around real cases of ethically difficult situation that researchers have encountered in the course of a scientific career. At the University of California, Los Angeles, interest in the issue of scientific ethics have led to the creation of a Center on Scientific Ethics. Central work of the center has been the preparation of an extensive bibliography and the collection of case studies.* But even greater interest has been provoked by the more and more increasing activity of creating and announcing the ethical codes of the different scientific communities. This practice is gradually being adopted in our country as well, which makes it necessary to know the original. The ethical code can be announced by: an educational institutionUniversity Policy on Integrity of Research, University of California, San Diego; professional organisation The Institute of Electrical and Electronics Engineers/, but in most cases the code is announced by the researchersrs who are members of the respective science field American Society for Biochemistry and Molecular Biolo...

6 Things to Know When Picking a Family Reunion Location

6 Things to Know When Picking a Family Reunion Location The ideal family reunion site is one which is accessible and affordable for the majority of the people you want to attend. Its a place where everyone can be comfortable and enjoy their time together. When choosing a location for your family reunion, there are some important things to consider. Distance Will the family reunion be just one day, an entire weekend, or a full week? If youre planning a short reunion, most people probably wont be as willing to travel long distances to attend. Select a location close to a majority of family members - possibly a neighborhood park, a family members home, or a local hotel or restaurant. Longer gatherings, especially special one-time reunions, may warrant a more elaborate location such as a cruise, dude ranch, or family resort. Convenience How far will guests have to travel to get to your reunion location? If a number of them will have to travel by air, consider holding your family reunion in an area convenient to a major airport. A location thats accessible and easy to find means that more people will likely attend. Accessibility Do you have people with limited mobility attending your reunion? Elderly relatives in wheelchairs or young children in strollers? Make sure that the location you choose will comfortably accommodate everyone who will attend. Children need safe, supervised areas in which to play, and seniors will welcome comfortable seating and nearby restrooms. Affordability Cost - including rental fees, food, and parking fees - is a significant factor for most family reunions. Make sure that the location you choose fits into your budget, as well as that of your relatives. Many facilities offer group discounts and package deals for family reunions. Accommodations If your reunion is held in a setting that doesnt include overnight accommodations, make sure that a sufficient number of affordable rooms in local homes and hotels are available nearby. Features and Activities What attractions and activities does the reunion site and nearby area provide? Recreational activities such as boating, swimming, golf, and camping can be fun when incorporated into a family reunion. People attending from outside the area may enjoy a location with nearby museums, historic sites, amusement parks, sports facilities, and other attractions. Find a location that makes your reunion less of a meeting and more of a destination. When choosing your location, be sure to ask about facilities such as parking, restrooms and, for outdoor reunions, alternatives in case of rain. To help with the legwork, dont be afraid to make use of local travel bureaus and chambers of commerce. Since they like to bring people to their area, they are usually more than happy to help you with location ideas, lodging and dining listings, and recreation and sightseeing opportunities.

SOCIETY & EDUCATION IN JAPAN Essay Example | Topics and Well Written Essays - 750 words

SOCIETY & EDUCATION IN JAPAN - Essay Example With the knowledge of how his children liked toys, he told them that outside the house there were carts full of play toys that they have always wanted to have. Due to their eagerness to play with the toys, the rich mans children rushed out of the house and did not find the carts that their father had told them. Alternatively, he gave them a much better cart. A cart full of precious stones that were pulled by white bullocks is what their father gave them. The imperative thing is that the children were saved from the flaming house. From the parable, the father is used to represent the Buddha and the perceivable beings are the small children in the house. The house on fire represents the real world burning with sicknesses, old age and death among other things. Buddhas teachings are like those of the father in the parable who makes his kids move out while playing their favorite games in a burning house to a more advanced pleasure, Nirvana. The parable also talks of carts of toys being pulled by goat, deer, and ox that represents the early teachings of Buddhism. The last cart discussed, which is pulled by white bullocks to the Lotus Sutra that when followed correctly leads to the Buddha hood. The language used in the parable is a simple ad mostly direct, and there is a lot of symbolism used in this parable as teaching aids. The Buddha, as utilized in the parable illustrates the use of various things to assist others. In the parable, the word is used to mean a different thing totally. It shows a father calling his sons and daughters who are playing in a burning house, but they fail to move out of the house. The father is the used to use a trick to get his busy playing kids out of the house on fire. Thus, the word simply means different ways of achieving the same spiritual goal. From the parable, the way, which the word has been used, is appropriate. The father tries to use all the methods so as to save

The BP Oil Spill in the Gulf of Mexico in 2010 Research Paper

The BP Oil Spill in the Gulf of Mexico in 2010 - Research Paper Example In particular, this paper includes discussion and evaluation of different aspects of BP Oil Spill to identify ethical issues related to it and lessons that can come from it. Alongside these factors, there are also the numerous risks that each business faces, whether it is through competition, emerging firms, varying economic factors or the fluctuating exchange rates of currencies that account for a major part of the company’s business. To understand risk, one has to acknowledge what it means in true business. In the world of commerce, it mean that there is an existing probability that a particular step or decision leads to an undesirable impact, such as loss of valuable resources, or failure to accomplish the desired goal (Great Britain, pp.1). It exists in all businesses, and dealing with them is the main part of an entrepreneur’s job, even if the degree of risk involved can vary from business to business. This variation is the main reason why ethics are not receiving the same amount of importance as before in several businesses, who seem accustomed to following unethical procedures in their businesses. During the earlier part of the last century, businesses faced higher risks due to the manual nature of the work they did. This does not exist currently, however, where risk can be measured quite accurately due to the technologies present. British Petroleum (BP) is one of the highest-ranking companies in the world, which started as a local oil company. Nowadays, BP is famous worldwide for its success as an oil and gas company providing its service globally. A few years ago, it executed one of its large projects names ‘Deepwater Horizon’, on the Gulf of Mexico (Miller, et. al., pp. 15-97). This led to the oil spill and explosion, which happened on April 20, 2010, a disaster, which the world remembers as the BP Deepwater Horizon oil spill (Miller, et. al., pp. 15-97). Some major victims of this spill were marine creatures who had their h omes and habitats destroyed by the spilled oil in the sea. The cause of this spill was the failure to keep the gas pressure in the well under control, which further led to the blowout preventer malfunctioning, resulting in the disastrous oil spill. After a conflagration, the rig was swallowed by the sea, leading to the oil seeping out, and continuing for three straight months before the company was able to seal the well and stop it. Several millions of barrels of oil spilled into the Gulf, killing several human beings, marine animals and destroying a famed tourist location and the homes of thousands of marine animals (Miller, et. al., pp. 15-97). Observations In particular, BP Oil Spill resulted in a number of unethical outcomes that affected the human society environmentally, economically, as well as socially. One significant adverse impact that the spill had was ecological damage killing an unimaginable amount of marine life, including animals, plants, and corals, and it was mainl y â€Å"whales, dolphins, turtles, beach mice, birds, fish, corals, and many others† (King, pp. 3-10) who became victim to the spill. The cause of this was when the operators lost control of the gas pressure in the well. This led to a massive leaking of gas into the water, which decreased the oxygen level in