Tuesday, December 24, 2019

The Tragedy Of Edgar Allan Poe Essay - 1783 Words

Edgar Allan Poe is one of the leading figures of American literature. He is known as a poet and a critic, but is most famous as the first master of the short story form, especially tales of the mysterious and gruesome. In Poe’s poems, like his tales, his characters are tortured by nameless fears and longings. Today Poe is acclaimed as one of America’s greatest writers, but in his own unhappy lifetime he knew little but failure. Poe had an unstable family life. The insecure place he held at home interfered with his emotional stability. He was born as the son of actors. â€Å"The two were not notably talented; they played minor roles in third-rate theatrical companies.† (Buranalli 7) Between them they barely managed to make a living. Poe was the†¦show more content†¦Allan had from time to time engaged in extra-marital relations. Some of his natural children were then living in Richmond and the knowledge of this, in one way or another, seemed to have become known to his wife. Her sorrow was great. When Edgar learned of his foster father’s affairs, he took sides with his mother. Mr. Allan was cold to Poe and it was seldom that they got along. Poe was eager to escape the Allan house, and was relived when he was sent off to the University of Virginia. His foster father provided him with considerably less than the amount necessary to pay his way. In order to maintain his position he began to gamble heavily, this only led him to greater debt. By the end of the year he owed 2,500 dollars. He was nervous and unstable, and he began to drink. Mr. Allan’s pride and thrift could not tolerate such conduct. Without delay, he pulled Poe out of the University and set him to work at a lowly, routine job in his counting house. Poe despised his job and his foster father, so he left home. After this point the only time Poe communicated with his foster father was when he needed money or needed to be bailed out of a difficult situation. Mr. Allan reluctantly helped him, until the death of Mrs. Allan. When Mrs. Allan died his foster father remarried and disowned Poe. Although Poe had no support from his (foster) family, he still made a success of himself. He was praised in his time, as he is now, but he was never paid much for hisShow MoreRelatedEdgar Allan Poe had a life full of tragedies. He is best known for his mysterious and macabre900 Words   |  4 PagesEdgar Allan Poe had a life full of tragedies. He is best known for his mysterious and macabre stories and is considered the inventor of the detective fiction genre. He is one of the first well-know writers that tried to earn a living writing alone, which resulted in a financially difficult career. His works have been printed since 1827 and include classic histories as â€Å"The Tell-Tale Heart†, â€Å"The Raven†, and â€Å"The Fall of the House of Usher†. Edgar Allan Poe was born in Boston, Massachusetts, on JanuaryRead MoreEdgar Allan Poe Biography. By. Alyssa Marshall.1260 Words   |  6 Pages Edgar Allan Poe Biography By Alyssa Marshall Mrs. Guinn English III March 6, 2017 Abstract Edgar Allan Poe was a writer in the â€Å"Gothic Era†, many of his stories genres are horror like â€Å" The Masque of The Red Death†, mystery such as â€Å" The Fall of The House of Usher†, lost love as in â€Å" The Raven†, and obsession such as â€Å" The Pit and The Pendulum†. Edgar’s poemsRead MoreAn Analysis Of Edgar Allan Poe s The Black Cat 1650 Words   |  7 PagesBrittany White Mrs. Bey English 1101 1 April 2015 A Day in the Life Edgar Allan Poe is a very talked about writer. He has a dark, mysterious, gothic writing style. Poe was a troubled man that struggled in a lot of different areas in his life. It is believed that all of Edgar Allan Poe’s short stories were connected to his tragic life events. â€Å"The Black Cat† is one of Edgar’s well-known short stories. It is about a man that endured a series of tragic events. This man was very feminine and his lackRead MoreThe Life and Writings of Edgar Allen Poe853 Words   |  4 Pagessentiment (Poe). This quote shows how Edgar Allan Poe’s perspective was very different compared to other writers during that time. Poe was an American short story writer, poet, critic, and editor who was famous for his cultivation in mystery and macabre. His success in his works may or may not have been because of his emotional and mental problems. Edgar Allan Poe was a writer whose works represent his own unique style, how his emotional instability af fected him, and what happened in his life. Poe hasRead MoreLiterary Critics Of Edgar Allan Poe1693 Words   |  7 PagesEdgar Allan Poe is credited to be one of the best writers, editors, and literary critics of all time. His poetry and short stories are what majority of people recognize him for. His long and intriguing stories about mystery and the macabre are just some examples of his classic writings. At first, Edgar Allan Poe was referred to as the inventor of the modern detective story and a specialist in the science fiction genre. It was not until later in his life that people began to acknowledge him as oneRead MoreThe Mysterious Life of Edgar Allan Poe1660 Words   |  7 Pagestons of different genres. But, some people like a story that is short and to the point; Edgar Allan Poe is an author who can provide that. Although he had a rough life, Poe worked very hard to become the skillful author that is known today. Some people like horror stories and others like romances. Edgar Allan Poe is a widely accepted poet and author. He is known for his sullen horror stories and all of the tragedies in his life. Two of his most known stories are â€Å"The Tell-Tale Heart† and â€Å"The Fall ofRead MoreTragedies Influence Poes Works749 Words   |  3 PagesIntroduced by tragedies early in his life, Edgar Allan Poe became one of the most successful writers, poets, and storytellers to ever live. Edgar Allan Poe had the intelligence to do anything he wanted to do, however, the pain of losing his loved ones always seemed to drive him towards a pen and paper. His emotions never failed to show through his writings, which helped the story line touch the readers. Poe became very close to several different women but each would die shortly after he came to loveRead MoreEdgar Allan Poe- the Similarities Between Life and Poetry1380 Words   |  6 Pagesexponents of this was Edgar Allan Poe. He was able to captivate an audience and almost hypnotise them with his use of language and rhythm. However, his tragi c life affected the themes behind his poems, which have been described as early gothic literature. His ‘weapon of choice,’ was the theme of lost love and loneliness. These themes are perhaps best reflected in his two most famous poems ‘The Raven’ and ‘Annabel Lee.’ Tragedy is the theme which governed most of Edgar Allan Poe’s life. Born in 1809Read MoreEdgar Allan Poe s `` Rough Early Life ``1108 Words   |  5 PagesFebruary 2017 Edgar Allan Poe Have you ever wondered the reasons behind why some horror stories are so sinister? Have you ever read a horror story and told yourself that it would not happen in real life? Have your ever thought that you had a rough life growing up? Poe did not live to see his name really get the big praise it does now for his horror. Most of Poe’s life was filled with death of loved one’s and sadness which made him turn to writing poems and short stories. Edgar Allan Poe’s rough earlyRead MoreMysteries in the Life of Edgar Allan Poe1277 Words   |  5 PagesEdgar Allan Poe There are many mysteries about the life of Edgar Allan Poe. While many are just legends, our dear poets life has many different tales. There are endless stories, and little truths. While it may be hard finding the stories in the writer’s life, they are not impossible. Edgar Allan Poe’s life was anything but easy. Most of his life was spent heartbroken and alone. He was a man gifted with amazing talent but the world failed to recognize his talents until after his death. Many believe

Sunday, December 15, 2019

Opposition to the break with Rome Free Essays

In my opinion I feel that the views of B and C regarding the enforcement of the reformation differentiate reasonably. Source B suggests that the enforcement was made majorly rapid and describes a lot of the events to take place on the same day, all described as extreme and significant. The execution of Elizabeth Barton, the Nun of Kent helped Henry show what the consequences may have been if more threatening action arose. We will write a custom essay sample on Opposition to the break with Rome or any similar topic only for you Order Now Along with the execution of the Nun of Kent along with Friars Observants, monks and a secular priest was the highly significant treason act. This was a radical act which gave Henry exceeding power which only added to his enforcement over the reformation. As well as this came the propaganda campaign urging people to side with the Royal Supremacy. Over all B depicts the enforcement of the reformation to be obtrusive, vicious and swift. It is more or less illustrating Henry to have bombarded the public with executions, acts and oaths to make un till his support for the Royal Supremacy seemed strong enough, however from historical evidence this is far from the case. Source C on the other hand describes the enforcement of the reformation to be subtle and over a long period of time. It appears as though over the years it has slowly grown until it finally reached the status of a reformation. It explains that adjustments were made slowly and progressively as to not cause an up roar or major disturbance. This can be said true as the break with Rome lasted over such a long period and involved the activities of Henry gradually stretching the Pope’s patience beginning with simple proposals yet building up to his separation with the English Church, his name being erased from the service books and all memory of him as head of the church being removed. The public â€Å"ate their reformation† as it was disguised in pleasant sweet wrappers. Through propaganda the piecemeal reformation was not seen as significant un till the enforcement was solid and there was no questions left to be made. This differs with the views o B in that B describes the reformation to be majorly rested upon â€Å"This day†. Hasty actions which led to the finalized reformation, the final break with Rome, unlike C where support was first gained and power was enforced, like a slow trickling tap it will eventually fill up the bath although it will go unheard and unnoticed. On a level the two sources are similar in that they still both reflect some resilience, and retaliation to the radical changes being enforced. Source B â€Å"God, if it be his pleasure, have mercy on their souls† suggests that there were people who were taking note of Henrys actions and acquiring an opposing view although their statuses did not allow them to disagree with the King publically. C, â€Å"the Conservative people of England would find a wholesale Reformation distasteful† also suggests that if the public would have been more conscious of Henrys full intentions, the laid back manner of the majority of the public would have been much less common. Both the sources seem to propose that the enforcement of the Reformation was purposeful, it was not only Henrys desire for a divorce, and the break with Rome was in Henrys full intentions. I think that although the two sources agree about the reaction to the reformation and the progressive build up of more radical, noticeable movements, they differ on how they deliver the enforcement of the reformation, B depicting it on quick ferocious accounts whereas C reflecting it more as a slow creeping hold over the public. B) I think that overall Henry and Cromwell were very successful in containing the opposition to the beak with Rome, there was very little opposition that actually raised itself and any major threats were dealt with effectively to conclude in Henry with the aid of Cromwell succeeding with the break with Rome. Source A agrees on the terms that Henry and Cromwell successfully obtained opposition. â€Å"I trust that the blessed King† shows the awareness of Henrys actions against the Catholic Pope however the source still supports Henrys â€Å"malice against the bishop of Rome† ad still describes the belief left in the King. This source implies opposition was successfully obtained as the source still shows full support towards Henry. The use of â€Å"bishop of Rome† instead of Pope also highlights the fact that this source sides with Henry and his path towards the break with Rome and the willingness of the source (and writer) to follow his lead. Source C also shows support towards the statement in question B. â€Å"The meal was more manageable† suggests that any opposition did not arise due to Henry and Cromwell’s cleverly schemed tactics of feeding implications towards the break with Rome in â€Å"tiny morsels† so that no opposition took notice as there did not appear to be any radical or extreme movements being made which was also likely to of been disguised even more so by the aid of propaganda so highly favoured by Henry and Cromwell. This too diverted the public’s attention away from the slowly growing reformation onto less offensive topics. How to cite Opposition to the break with Rome, Papers

Saturday, December 7, 2019

Graham Greene The Third Man Essay Example For Students

Graham Greene The Third Man Essay AuthorHenry Graham Greene was born on 2 October 1904 in Berkhamsted in England and was one of six children. At the age of eight he went to the Berkhamsted school. As a teenager he was under so immense pressure that he got psychological problems and suffered a nervous breakdown. In 1922 he was enrolled on the Balliol College, Oxford and in 1926 after graduation he started to work for the London Times as sub-editor and for the Nottingham Journal as journalist, where he met his later wife Vivien Dayrell-Browning. In February 1926 before marring his wife he was received into the Roman Catholic Church, which had influenced him and his writings. In 1929 his first novel The Man Within was published, but his popularity wasn?t sealed before Stamboul Train (Orient Express) was published in 1932. In 1935 he became the house film critic for The Spectator. In 1938 he published Brighton Rock and wrote The Lawless Roads and The Power and the Glory. In 1941 within the World War Two he began to spy v oluntarily for the British Foreign Office in Sierra Leone and resigned in 1943 because of being accused of collusion and traitorous activities that never substantiated. He spent the rest of the war travelling widely and produced on his experiences he made The Heart of the Matter in 1948. In 1950 The Third Man was published which was written as a film treatment. So the book became famous after the movie had been released in 1949 and Greene states: ?The Third Man was never to be read but only to be seen?. In 1975 he separated from his wife and on 3 April 1991 he died in Vevey, Switzerland. The novelMain CharactersRollo Martins alias Buck Dexter, English author of cheap westerns Harry Lime, old school friend and idol of Martins Colonel Calloway, English police officer and observer narrator Anna Schmidt, actress and Limes girl-friend, feigns to be Austrian but is Hungarian Dr. Winkler, Limes doctor and present doctor at the accident Colonel Cooler, a friend of Lime Herr Koch, Limes care taker and witness of Limes accident PlotRollo Martins travels after the World War II to the into four zones divided Vienna to visit his old school friend Harry Lime, who had invited him to Austria to report on international refugees. When arriving, Martins finds out that his friend was run over by car and died. At Limes funeral he meets Colonel Calloway who states that Lime was the worst racketeer in Vienna who would have been arrested if he had not been killed. At a literary discussion he starts his own inquiry at first with Kurtz who explains the accident but Martins is not satisfied, he thinks Lime was murdered. Visiting Schmidt, she tells the same as Cooler did, but mentions that even the driver was a friend of Lime. After that, he visits the doctor to question him, but gets no information. At Limes apartment he meets Koch who reveals that he is a witness who did not give evidence. He claims that there was a third man whom he could not identify. Cooler also tells the same story as Kurtz and askes him about the third man, but he has not seen a third man. Schmidt and he decide to question Koch again. As they arrived, Koch was murdered. After this Calloway makes an inquiry about Cooler, Kurtz, Dr. Winkler and Koch. Martins tells him about the third man, then Calloway informs him about Limes rackets: In those days, only military hospitals were supplied with Penicilin in Austria. As a result Penicillin was stolen and sold to Australian doctors for much money. The consequences were that it causes venereal diseases and meningitis. Then he showed evidences that Lime, Kurtz, Cooler, Winkler and Harbin were involved. So Martins gets disillusioned and disappointed about Lime and he wants to leave Vienna, but he cannot because of the Austrian police. Both think that Kurtz or third man killed Lime, so he tries to find third man. After the inquiry he visits Schmidt and tells her all about Lime and as leaving her, he meets the third man who is Lime. He pursues him to an iron kiosk where he vauished, so he informs Calloway. In the meantime Schmidt was to be arrested by the four powers because of her papers. Martins and Calloway find a door in the kiosk with stairs to the sewer system, which was used for smuggling. Knowing that Lime is alive, Martins makes an appointment with him at the Prater?s Great Wheel where he realises that Limes character totally changed, that he became a man with no scruples anymore, that he betrays and uses persons, but that he still has certain principles. At Calloway`s office, he is informed that Harbin was in Limes?s coffin and that Winkler and Cooler will be arrested, but not Lime and Kurtz. Martin makes another appointment with Lime. At the meeting, Lime realises the trap and flees. The police and Martins persecutes him through the sewer system and in the end Martins wounds and shoots Lime. Intention: The novel is about friendship and betrayal. Martins betrays Lime and Lime betrays Schmidt and himself, only Schmidt rema ins loyal. The characters also use each other, so that there cannot be a happy ending. The ?good? Martin is assimilated in the end to the ?evil? Lime, because even the good is responsible for the death of three persons and maybe in the end Martins sees Lime as a rival against Schmidt, because throughout the book Schmidt loves Lime but not Martins. The investigation of the protagonist does not find an individual culprit, but reveals political crimes in which children the victims are. .ufb889874cda79daf6a2d296b0244f38f , .ufb889874cda79daf6a2d296b0244f38f .postImageUrl , .ufb889874cda79daf6a2d296b0244f38f .centered-text-area { min-height: 80px; position: relative; } .ufb889874cda79daf6a2d296b0244f38f , .ufb889874cda79daf6a2d296b0244f38f:hover , .ufb889874cda79daf6a2d296b0244f38f:visited , .ufb889874cda79daf6a2d296b0244f38f:active { border:0!important; } .ufb889874cda79daf6a2d296b0244f38f .clearfix:after { content: ""; display: table; clear: both; } .ufb889874cda79daf6a2d296b0244f38f { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ufb889874cda79daf6a2d296b0244f38f:active , .ufb889874cda79daf6a2d296b0244f38f:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ufb889874cda79daf6a2d296b0244f38f .centered-text-area { width: 100%; position: relative ; } .ufb889874cda79daf6a2d296b0244f38f .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ufb889874cda79daf6a2d296b0244f38f .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ufb889874cda79daf6a2d296b0244f38f .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ufb889874cda79daf6a2d296b0244f38f:hover .ctaButton { background-color: #34495E!important; } .ufb889874cda79daf6a2d296b0244f38f .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ufb889874cda79daf6a2d296b0244f38f .ufb889874cda79daf6a2d296b0244f38f-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ufb889874cda79daf6a2d296b0244f38f:after { content: ""; display: block; clear: both; } READ: Post Plowden Legacy Essay

Saturday, November 30, 2019

Macbeth Play Essays - Characters In Macbeth, English-language Films

Macbeth Play Born in 1564 in Stratford, England, William Shakespeare is renowned for his 37 plays. He began by writing comedies such as The Comedy of Errors and Love's Labors lost, and continued by writing plays based on English history and tragedies. One of his most famous tragedies, written in 1605, was Macbeth. Shakespeare's Macbeth reveals the universal themes of death, of ambition, and of guilt. Shakespeare reveals the theme of death in his tragedy, Macbeth. At the end of the first Act, Lady Macbeth expresses her desire to become completely numb to the pain and suffering of others so that she may have the will to participate in the murder of King Duncan. She says to herself, "...fill me to the toe topfull of direst cruelty! make thick my blood ; stop up the access and passage to remorse...(Act one, scene five)" Macbeth recklessly kills Duncan between the first and second scenes in Act two. In the third Act, Macbeth hires three men to murder his former companion, Banquo, and his son; though they only succeed in killing Banquo. Later, the same three murderers are hired to kill the family of Macduff. The final murder of the play is ironically of Macbeth. Many innocent people are killed throughout the play until the antagonist is eliminated. Shakespeare's Macbeth reveals the theme of ambition. When at first Macbeth receives the prophecies of the witches, he is confused and in disbelief. But after some careful thought he motivates himself to take hold of the crown. When Lady Macbeth hears of the prophecies through the letter sent by her husband, she also becomes determined to assume the role as queen. She and Macbeth carefully plan the murder of King Duncan in order to eliminate an obstacle in achieving their ultimate goal of becoming royalty. Macbeth eventually becomes so intent on gaining the crown and eventually becoming king that he returns to the witches for more information about what he hopes to be his prolonged royal destiny. "I call upon you, in the name of your art- whatever be the source-to answer me! (Act four, scene one)" Macbeth's ambition is what encourages him to commit all of the murders of what he believes to be obstacles on his road to success. Shakespeare's Macbeth reveals the theme of guilt. After the murder of King Duncan tin the second Act, Macbeth appears to be extremely frightened and fearful of what might happen to him. He imagines that he hears a voice saying "Glamis hath murdered sleep, and therefore Cawdor shall sleep no more: Macbeth shall sleep no more! (Act two, scene two)" While the three hired murderers are hunting down Banquo, Macbeth has a feast for all of his friends. After the murderers have succeeded in their task, Macbeth imagines that he sees the ghost of Banquo. These hallucinations show signs of a guilty conscience. At the end of the play, Lady Macbeth commits suicide by hanging herself because of the heavy burdens she bears and her overpowering guilt. Macbeth deals with his guilt through several different hallucinations and Lady Macbeth simply ends her life when the stress is too much to bear. The themes of death, of ambition, and of guilt are all apparent in Shakespeare's Macbeth. The theme of death is revealed through the many reckless attempts at murder that take place throughout the play. Ambition is an important theme because the entire play is based on Macbeth's struggle to be and remain King. Guilt mostly becomes apparent through Macbeth's hallucinations. They are all considered to be universal themes because not only did they apply to situations in Shakespeare's lifetime, but they also occur today. Not many people go through as much as a week without experiencing one of these emotions, much less all of them.

Tuesday, November 26, 2019

Free Essays on A Brief History of the Black Panther Party

The Black Panther Party for Self-Defense was founded in October, 1966, in Oakland, California by Huey P. Newton and Bobby Seale. The name was shortened to the Black Panther Party (BPP) and it began spreading eastward through the Black urban ghetto-colonies across country. In the summer of '68, David Brothers established a BPP branch in Brooklyn, New York, and a few months later Lumumba Shakur set up a branch in Harlem, New York. i joined the Harlem BPP in the fall of '68 and served as its Finance Officer until arrested on April 2, 1969 in the Panther 21 Conspiracy case which was the opening shot in the government's nationwide attack on the BPP. Moving westward, Police Departments in each city made military raids on BPP offices or homes in Philadelphia, Chicago, Newark, Omaha, Denver, New Haven, San Diego, Los Angeles, and other cities, murdering some Panthers and arresting others. After i and most other Panther 21 members were held in jail and on trial for two years, We were all acquitted of all charges and released. Most of us returned to the community and to the BPP but by then COINTELPRO had taken its toll. The BPP was rife with dissension, both internal and external. The internal strife, division, intrigue, and paranoia had become so ingrained that eventually most members drifted or were driven, away. Some continued the struggle on other fronts and some basically cooled out altogether. The BPP limped on for several more years, then died what seemed a natural death. History will be the ultimate judge of the BPP's place in the Black Liberation Movement (BLM). But in these troubled times Afrikan people in the U.S. need to investigate both the positive and negative aspects of the BPP's history in order to learn from those hard lessons already paid for in blood. In particular We need to learn the reasons for the BPP's rapid rise to prominence, the reason for its ability to move so many Afrikans and other nationalities, and th... Free Essays on A Brief History of the Black Panther Party Free Essays on A Brief History of the Black Panther Party The Black Panther Party for Self-Defense was founded in October, 1966, in Oakland, California by Huey P. Newton and Bobby Seale. The name was shortened to the Black Panther Party (BPP) and it began spreading eastward through the Black urban ghetto-colonies across country. In the summer of '68, David Brothers established a BPP branch in Brooklyn, New York, and a few months later Lumumba Shakur set up a branch in Harlem, New York. i joined the Harlem BPP in the fall of '68 and served as its Finance Officer until arrested on April 2, 1969 in the Panther 21 Conspiracy case which was the opening shot in the government's nationwide attack on the BPP. Moving westward, Police Departments in each city made military raids on BPP offices or homes in Philadelphia, Chicago, Newark, Omaha, Denver, New Haven, San Diego, Los Angeles, and other cities, murdering some Panthers and arresting others. After i and most other Panther 21 members were held in jail and on trial for two years, We were all acquitted of all charges and released. Most of us returned to the community and to the BPP but by then COINTELPRO had taken its toll. The BPP was rife with dissension, both internal and external. The internal strife, division, intrigue, and paranoia had become so ingrained that eventually most members drifted or were driven, away. Some continued the struggle on other fronts and some basically cooled out altogether. The BPP limped on for several more years, then died what seemed a natural death. History will be the ultimate judge of the BPP's place in the Black Liberation Movement (BLM). But in these troubled times Afrikan people in the U.S. need to investigate both the positive and negative aspects of the BPP's history in order to learn from those hard lessons already paid for in blood. In particular We need to learn the reasons for the BPP's rapid rise to prominence, the reason for its ability to move so many Afrikans and other nationalities, and th...

Friday, November 22, 2019

Analysis Memorandum

Analysis Notes Summary This is an analysis note that recommends using the Microsoft Access database in the security department infrastructure. Many security administrators rely heavily on using Microsoft Excel spreadsheets to track employees, security breaches, inspection plans, and training. Spreadsheets are an effective means of performing complex calculations, but spreadsheets are also limited to show the quality of the relationship between the security data associated with a particular field and the query. The following documents provide some suggestions for drafting predictive legal analysis. The form of proposal of the Memorandum of Understanding of the Ministry of Justice, the structure of the working draft, the sample memorandum of understanding and the advanced sample memorandum show the facts of the traditional structure emphasizing specific legal problems and their answers followed by merely legal significance I will. The resolution of de facto legal issues depends on - an d the applicable legal rules, the facts applied to the case, and the arguments about the possible refutation of key analysis items. One of the most difficult parts of writing a legal memorandum is to reach a defensive conclusion when the law is uncertain or applicable to your facts. Since the purpose of the memo is to answer the raised legal question, you can not just leave there saying that the law is not clear. You must believe that your research and analysis skills will allow you to provide reasonable answers. The discussion section is in the center of the memo. It interprets and analyzes the law and provides a place to apply it to your facts (the term integration will let you guide you through this section). For each individual legal issue included in the Memorandum, the discussion section should be divided into separate sections; subheadings are useful here. The discussion of each question should include an introduction, an explanation of applicable legal rules, application of rules to legal issues, and conclusions on the problem.

Wednesday, November 20, 2019

Enterprise Networking and Security Assignment Example | Topics and Well Written Essays - 3000 words

Enterprise Networking and Security - Assignment Example 1 Introduction It has been concluded by some experts that the year 2012 is considered to be the worst year in terms of computer network security breaches (Schirick 2012). Likewise, the year that has not even passed the half year mark, some of the foremost companies were sufferers of network security breaches resulting in massive losses (Schirick 2012). However, the news buzz only highlights Sony and Citibank to be victims of network security breaches, as these companies are popular among the public. The other sides of the picture highlights organizations of all sizes are affected by the consequences of network security breaches. Likewise, it can be concluded that network security risks are continuously evolving, modifying and growing at a rapid pace. Organizations normally install a firewall and even intrusion detection systems that triggers alerts of any suspicious activity, as these two components only covers the technical domain and not the human and physical domain. The current n etwork scenario is utilizing a Virtual Private Connection that is connecting one or more sites. However, the VPN connection is also entitled to allow internet traffic on the same dedicated line from the Internet Service Provider. Moreover, the current network only utilizes a single firewall that is located at the main campus of the university. It concludes that the rest of the two remote sites are only protected via a simple Network address translation function that is incorporated in a DSL modem. Moreover, there are no advanced security appliances such as Intrusion detection systems for analyzing and monitoring any suspicious activity that may possibly become a threat to the University’s computer network. Moreover, there is no patch management for updating security patches in the workstations connected to the network. There are no indications of hardening servers for instance, email server, application server, centralized server and database server must be hardened and needs physical protection as well. 2 Security Vulnerabilities The current network security vulnerabilities will be accessed in three categories i.e. logical security, internal security and external security. As far as logical security is concerned, we can see that the fig 1.1 demonstrates a firewall, Microsoft Internet Security and Acceleration (ISA) server and a domain controller with Microsoft Active Directory. The three categories for network vulnerabilities are categorized as below: 2.1 Logical Vulnerabilities The current logical controls for protecting information assets within the network are active Microsoft Active directory, ISA server and a Firewall. The Microsoft active directory is not primarily a security control, as it does not mitigate any risks associated with viruses, worms, Trojans, phishing, spam, denial of service attacks etc. however, it provides a secure administration of user profiles and File sharing features. File sharing threats are spreading on a rapid pace, as every now and then, new file sharing technologies are getting being developed and in demand. Controls will not only provide value from all network based services, but will also augment productivity for the organization in terms of revenue, customer loyalty and competitive advantage. Workgroup based environment is not centralized. For instance,

Tuesday, November 19, 2019

Top Cinema & Sound term paper Essay Example | Topics and Well Written Essays - 2000 words

Top Cinema & Sound term paper - Essay Example In this regard Ridley Scott’s Prometheus is a classic example. Prometheus is a science fiction genre movie released in 2012. Its stellar cast comprising of Charlize Theron, Noomi Rapace, Michael Fassbender and Idris Elba, mind blowing visual aesthetics and acoustics, and unusual directorial dynamics make it truly a worthwhile watch. This paper examines Prometheus from numerous perspectives including direction, sound design, visual effects and salient mise-en-scene features. Prometheus is set in late 21st century (year 2093) and therefore, a futuristic ambience is evident in the entire movie. A team of scientists embark on an expedition in Prometheus to a distant world, an Earth-sized moon LV223 orbiting around a gigantic planet, to find clues about the origin of mankind or the creator of human race called the Engineer. Eventually, the movie transforms into a battle for survival of mankind. Visual effects make the impact of a sci-fi movie extremely strong Prometheus is truly a stylistic movie in this aspect with its stunning visuals and CGI effects. The film is Scott’s first full 3D directorial attempt but it appears as if he is an expert in this domain. Scott’s finesse on the art becomes apparent right from the first frame where an inhuman character is shown seeding the Earth with life. The scene’s captivating impact has been enhanced by the cold and white atmosphere and audience instantly understand the theme of the movie. Sci-Fi genre is not about showcasing marvels of technology but about embodying it and employing a forward reach in both narration and technology (Whittington 115). In Prometheus the amalgamation of VFX and realism is brilliant as it ultimately creates a believable aura without bombarding the audience with excessive high-tech gadgetry and animation (Lambert 7). Prometheus has more than 1400 3D VFX or visual effects but the subtlety of VFX gets proven from

Saturday, November 16, 2019

Economic Data Collection and Analysis Essay Example for Free

Economic Data Collection and Analysis Essay From analysing the Data on the Scatter Plot the relationship between the GDP and the Population of Great Britain from 1999-2009 appears to be a moderate positive correlation relationship. Both variables are increasing at a similar rate and following a similar pattern which would indicate this relationship. This relationship would tend to be a positive one as more people are available to the work. Question 3 The correlation relationship between the GDP and the Population represents a strong positive correlation at 0.897922049. This indicates that the two indicators have a close relationship and any change in either of the indicators will be represented by a similar change in the other. This figure is close to 1 which would indicate a perfectly positive correlation relationship. This would indicate that Population was a perfect indicator for Great Britain’s GDP. Question 4 The correlation of determination indicates a variation of 80.6%. This means that 80.6% of variation in Great Britain’s GDP can be accounted to the nation’s Population variation. This is a large percentage and represents the strong relationship between Great Britain’s population and GDP. This figure indicates a proportion of the total variation in the dependent variable, population that is explained by the variation in the independent variable GDP. This figure is easier interpreted compared to the correlation relationship due to its percentage format. Question 5 The Slope of these two indicators is 77.038. This figure means that for every addition to Great Britain’s population, GDP will increase by  £77.03. This Figure represents further the close relationship between Great Britain’s population and GDP. The intercept coefficient of these indicators is -3375.39. This figure indicates that if Great Britain’s population dropped to zero that the nation’s GDP would also fall to this figure. Question 6 Using the Ordinary Least Squares technique I plotted the regression line for this scatter diagram. Using this method the regression line is best fit to this scatter diagram. This regression is in accordance with the data represented in Question 3 and Question 4 shown above. This regression line expresses the relationship between the two variables and estimates the value of the dependent variable, GDP based on a selected value of the independent variable population. Based on the population of Great Britain the standard error of the GDP in the Nation is 41.55%. This indicates how precise the estimation of GDP is depending on the population of Great Britain. Part 2: Question 2: The Data from the scatter plot would indicate the relationship between the Unemployment and Gross National Saving in the United States from 1999-2009 was a negative correlation relationship. This relationship would be negative due to the loss of income expeirenced as workers become unemployed. Question 4: The correlation coefficient represents a strong relationship between unemployment and GNS in the United States from 1999-2009 at -0.857874442. This correlation indicates that both of these indicators are closely linked and influential towards each other. This relationship is a strong negative correlation as forecasted above. Question 5: The correlation of determination stands at 73.5%. This indicates a close relationship between the unemployment and GNS in the United States from 1999-2009. This figure means that 73.5% of the variation in Gross National Saving can be accounted for by the variation in unemployment in the United States during the same period. The percentage format of this figure makes it easier to comprehend. Question 6: The slope of this correlation stands at -1.32 which would imply that the law of diminishing marginal returns is applying. This means that for every additional person in unemployment the GNS will fall. The intercept coefficient of these indicators is 22.143. This figure indicates that if unemployment were to fall to zero that Gross National Savings would change to this figure.

Thursday, November 14, 2019

The Easter Vigil Mass Essay -- Process Descriptive Religion Essays

The Easter Vigil Mass   Ã‚  Ã‚  Ã‚  Ã‚  The Easter Vigil is celebrated on the eve of the resurrection of our savior, Jesus Christ. Easter is the holiest and most important event in the Christian religion. The Easter Vigil Mass is celebrated in a deep, spiritual, solemn way. Although different Churches and Christian orders may have minute differences in some of the rituals during the mass, but the overall feeling in the Easter Vigil liturgy is of solemnity and holiness. The ceremony begins in almost complete darkness and is slowly lighted by the flames of the congregation's candles paralleling Jesus symbolically lighting the world we live in. Also all Easter Vigil liturgies include four parts, the Service of Lights, the Liturgy of the Word, Celebration of the Rites of Initiation, and Liturgy of the Eucharist. The Service of Light is composed of three parts. The Service of Light opens the Mass. The first part of this ceremony is the lighting of the Paschal Candle. The minister sprinkles the candle with holy water and blesses the fire. The minister carves the letter for the Greek word "Alpha" on the top of the cross, and the Greek letter for the word "Omega" below the cross. These letters symbolize the beginning and the end of the life of Christ. The Paschal Candle is then lit and brought to the front of the Church as the Catholics cry out in harmony, "The Light of Christ!" The harmony of the Christian community's hymns and songs illustrate the events we are celebrating...

Monday, November 11, 2019

Aboriginal Health in Canada: Historical, Cultural, and Epidemiological Perspectives Essay

The Canadian native aboriginals are the original indigenous settlers of North Canada in Canada. They are made up of the Inuit, Metis and the First nation. Through archeological evidence old crow flats seem to the earliest known settlement sites for the aboriginals. Other archeological evidence reveals the following characteristics of the Aboriginal culture: ceremonial architecture, permanent settlement, agriculture and complex social hierarchy. A number of treaties and laws have been enacted amongst the First nation and European immigrants throughout Canada. For instance the Aboriginal self-government right was a step to assimilate them in Canadian society. This allows for a chance to manage cultural, historical, economic, political and healthcare of the indigenous people communitiesCITATION Asc11 p 21 l 1033 ( Asch 21). The aboriginal people of Canada make up 4.3 percent of the total country population. This population is evenly spread amongst recognized 700 first nation bands that have divergent language and culture. The aboriginal population plays a great role in upholding Canada’s cultural heritage. History of Assimilation The history of assimilation of the Canadian Aboriginals trace back to the 18th century when Canada was still under the French rule. The call then was the urge to the Aboriginals to get assimilated into the Canadian culture. The attempts for assimilation climaxed in the early 20th Century that led to the eventual integration of the Aboriginals into the Canadian culture. It is believed that Canada was in violation of the human rights when they forced the aboriginals to get assimilated into a Eurocentric society. â€Å"There were instances of children being forced from homes into Christian schools. CITATION Asc11 p 22 l 1033 ( Asch 22)† This was violation of human rights. Different laws like the Indian Act and other treaties played an outstanding role in shaping Aboriginal relationship in Canada. The Indian Act led to a huge conflict of interest following its effect on the Indians living in Canada during its implementation. The Indian Act was a mechanism that strengthened the eviction of Indians ad also a means of displacing Indians from their tribal lands. On the onset of the 19th Century, land hungry Canadian settlers clustered in the coastal south of Canada and slowly moved into the neighboring statesCITATION Ngu11 p 238 l 1033 (Nguyen 238). Since most of the tribes occupying that area were the Indians, the Canadian settlers petitioned the Canadian government to remove them as they perceived them as an obstacle to expansion towards the west. The rationale for the Indian Act was that the southeast Indian tribes had no attachment to any particular land. However, this rationale ignored the fact the Indian tribes had vast crops of corn and lived in set tlements. Those who benefited from the Indian Act are the Canadian settlers who had immense hunger for Indian land. The Canadian Settler lured the Indian tribes into signing the treaty by guaranteeing them peace and integrity within the Indian territories. They primarily assured them that their lucrative fur trade would continue without any interruption. This in return improved Canada economy as it gave Canadian settlers access to southern lams that were rich in cotton. In addition, it also boosted Canada and global economy as it accelerated the industrial revolution. Canada was able to pay back its debts to its global partners through the improved efficiencies in cotton production and transportation for the large country. In general, Canadian citizens gained through improved living conditionsCITATION Not94 p 78 l 1033 (Notzke 78). There were many problems with the Indian Act. The treaty had many flaws and was based on indigenous foundations. Consequently, as the aboriginals lost their land, so did Canada lose its native culture? There was a substantial increase in slavery due to increased crop production and introduction of slave states occupied by aboriginals. The Act allowed the government to control most aspects of Native American life: resources, land, band administration and education. This treaty was based on the argument that Indians were stereotypes, barbaric, hostile and wandering people. The Act was a tragedy that caused thousands of aboriginals to leave behind their homes, crops and livestock and homes that had spiritual significance to them. This act spelt the end of aboriginal rights to live in Canada under their own traditional laws. The aboriginals were forced to concede and assimilate the law of Canada or leave their native lands. Forced to move out of their homelands, the aboriginals ended up in Oklahoma. Any attempts by the Indians to file for petitions turned futile as none of the courts ruled in their favor. The Government sent troops to force them out without giving them a chance to gather their belongings. The Canadian settlers tricked the Native Americans out of their land with false promises that they would live on their land in exchange for protected ownership of the remaining landCITATION Asc11 p 43 l 1033 ( Asch 43). Aboriginal Issues The forcefully introduction of the Western culture to the aboriginal people led to a cycle of physical, social and economic destruction of these people. Some of these issues include poverty and spiritual destruction as seen in modern day. The root cause of poverty amongst the Aboriginals started in as soon as they were relocated from their native land. The distribution of wealth among individuals in the world clearly shows the looming inequality with some people at the top of the income economy structure while some at the bottom. This translates into poor health, poverty, low levels of education, starvation and reduced levels of life expectancies. As soon as they left the reserves for the urban centers the aboriginal people were met with a new type of discrimination of racism that alienated them further hence condemning them to poverty levelsCITATION Fri02 p 29 l 1033 (Friesen and Friesen 29). â€Å"Statistical evidence show that half of the Aboriginal populis in Canada live below p overty†CITATION You06 p 83 l 1033 ( Young, Herring and Waldram 83). However there have been tremendous efforts by the Canadian public who have offered help to the growing Aboriginal people through initiatives that are meant to remove them from poverty Healthcare The arrival of the European settlers into Canada brought several foreign diseases that had a devastating effect on the Aboriginal people. Due the traditional society setting of the Aboriginal people healthcare was left for those who were felt to be deserving the chance the White settlers. The aboriginal medicine was way inferior to the newly developed medicine. With the growing racism in Canada the aboriginals lacked access to the requisite health that they needed. Federal and jurisdictional disputes have denied the Aboriginal people the necessary access to health care. There have been several reported incidences of infectious diseases that spread fast amongst the Aboriginal people. Employment The white settlement into the native’s lands resulted in the Aboriginals having a feeling of distrust and hate towards the white settlers. The white settlers on the other hand treated the Aboriginals with some kind of distrust and loathe and hence could not trust them with job opportunities. This resulted in an increased rate of unemployment amongst the Aboriginals. The increasing case of poor health was also contributory to the unemployment levels of Aboriginals. â€Å"From a 2001 Canadian statistic record, it revealed that the chances of Aboriginal youth getting employment opportunities was twice low in comparison to other Canadian youths†CITATION You06 p 173 l 1033 ( Young, Herring and Waldram 173). This highlights the plight of the aboriginal youths as regards to availability of employment opportunities for them. Community Problems Lack of Awareness on the disease and its effects on the lives of Aboriginals are the leading causes of the high rate of disease amongst Aboriginals. As a result of this, there have been numerous large scale campaigns raising awareness on this. The Canadian government’s vision is to discuss healthcare countrywide through the media. The lack of trust of the system and how it works is also contributory to woes the aboriginal people face. They do not trust the judicial system and the employment sector this leads to them falling as victims of the system. The distribution of wealth among individuals in the world clearly shows the looming inequality with some people at the top of the income economy structure while some at the bottomCITATION Ngu11 p 230 l 1033 (Nguyen 230). This translates into poor health, poverty, low levels of education, starvation and reduced levels of life expectancies. As soon as they left the reserves for the urban centers the aboriginal people were met with a new type of discrimination of racism that alienated them further hence condemning them to poverty levels. Conclusion It is critical for the Canadian government to step up its efforts in an endeavor of saving the aboriginal communities from extinction. Given their rich cultural background they could contribute positively to the economy in form of tourism. References Asch, Michael. Aboriginal and Treaty Rights in Canada. UBC Press, 2011. Young, T Kue, Ann Herring and James Burgess Waldram. Aboriginal Health in Canada: Historical, Cultural, and Epidemiological Perspectives. University of Toronto Press, 2006 . Cook, Eung-Do and Darin Flynn. â€Å"Aboriginal Languages in Canada.† Contemporary Linguistic Analysis (2008): 318-333. Friesen, Virginia and John W Friesen. Aboriginal Education in Canada: A Plea for Integration. Brush Education, 2002. Nguyen , Mai. â€Å"Closing the Education Gap: A Case for Aboriginal Early Childhood Education in Canada, A Look at the Aboriginal Headstart Program.† CANADIAN JOURNAL OF EDUCATION (2011): 229-248. Notzke, Claudia. Aboriginal Peoples and Natural Resources in Canada. Captus Press, 1994. Source document

Saturday, November 9, 2019

Ben and Biff’s

In Arthur Miller’s play, Death of a Salesman, the character Biff is the son of Willy Loman, the protagonist. The character Ben is Willy’s brother. They are very different but they share some similarities. Biff is real, in the sense that he appears in the play in the present, while Ben is a hallucination and a product of Willy’s delusions, appearing in an alternate time-line. Biff is Willy’s hope for the future and a symbol of his own lost hopes and dreams. Ben is a paragon of success and a standard for which Willy strives.Barron’s Booknotes says of Ben, â€Å"From the moment we see Ben he turns out to be a highly idealized figure, for Willy’s memory turns him into a god,† (Miller, Williams, Paul 1984 p 21). Both characters further the plot but Ben is more purely a rhetorical device that helps to drive the play by allowing the audience a glimpse inside the mind of Willy Loman in a way that would be difficult otherwise. Both Biff and Ben are adept at taking Willy’s mind off his own problems.He goes into a sort of hallucinatory trance and speaks to both characters when he is troubled. Sometimes these conversations are rehashes of conversations past and sometimes they are conversations carried on as Willy wishes they had been. Willy remembers conversations with his brother that never happened. He believes that his brother is the success that he is not and the success that he wants his son to be so he wants Ben to explain the secrets of making a fortune.Both Ben and Biff are amoral and have virtually no social values. Biff is willing to steal and goes out of his way to take a pen as a sort of trophy to show he is superior to someone to whom he actually is subservient. Ben knocks down his nephew Biff in a fight and then tells him that is ok to cheat and do anything necessary to win against a stranger. â€Å"Ben, patting Biff’s knee: Never fight fair with a stranger, boy. You’ll never get out of th e jungle that way,† (Act I p 49).Biff’s mother does not like this advice but Biff obviously believes that it is a good motto to live by. His father, Willy, then instructs him to steal material from a construction site. Biff and Ben both seem to think that the end justifies whatever means is used to achieve their goals. Ben shows that he is proud of Biff for being a thief. He praises Biff for having the courage to steal from the construction site, showing he is not afraid. Biff comes to realize his father is a failure at life and his idea of how to achieve dreams is not logical.Biff is more like his Uncle Ben, who treats him as the person he really is and not like the image that he wants to create, as his father does, living on imagined past glory. The characters of Biff and Ben are used by Miller to allow Willy to vent his rage and frustration. They both give Willy Loman an opportunity to address the audience. It shows he is losing his grasp of reality, of course, but m ore so, it gives Miller the opportunity to advance the themes of the play in a direct way. He is not ‘dime-a-dozen’, he is Willy Loman, Miller has him say.Ben and Biff both say things to Willy that makes Linda, his wife, try to protect him. â€Å"Linda, frightened of Ben and angry at him: Don’ t say those things to him. (He is doing) well enough to be happy right here. Right now,† (Act II p 8). They say things that she doesn’t want Willy to have to deal with. Both Ben and Biff are characters that have a close relationship with Willy even though Willy doesn’t really know either of them. He is lost in his own world. Ben is more the realist than is Willy. He is a man who does not live in the past.He grabs what he wants and makes it his own. Biff at last loses his rose-colored glasses and accepts his uncle’s view of the life. He sees that he is more like his uncle than he realized and that he is nothing like his father. He at last understa nds that his father is a loser and a tragedy. References Miller, A. , Weales, G. Death of a Salesman New York: Penguin Group 1977 Miller, A. , Williams, L. and Paul, K. Arthur Miller’s Death of a Salesman (Barron’s Booknotes) Hauppauge, N. Y. : Barron’s Educational Series, Inc. Copyright 1984

Thursday, November 7, 2019

Ancient egypt and india comparasion Essay Example

Ancient egypt and india comparasion Essay Example Ancient egypt and india comparasion Essay Ancient egypt and india comparasion Essay The gender structure of ancient Egypt and India is different in many different ways. Most of these things change as time goes by but back then most of them are really different. In Egypt women were granted more freedom while in India women were like propertys and were controlled by completing every men in their family. (Anne Wallace Sharp, S. Gambits) In India if a woman husband die, she is not allowed to remarry and can not be independent. (S. Gambits) While in Egypt remarrying is totally normal and fine. If a marriage isnt working well in Egypt, the two needs to solve it quietly and the wife would go back to her parents home. (Anne Wallace) The hot weather in Egypt caused everyone including men and women to shave their head and wear wigs. (Anne Wallace) The weather in India is not that bad so they all still have their own hair and women really liked to accessories. (S. Gambits) Man of higher Verna in India is allowed by law to take any woman he wished. He can also sell is wife and children if he wanted or needed to. Assortment. Com) Women in Egypt are treated with respect and they were as equal as men. (Anne Wallace) There are many things that are similar between ancient India and Egypt too. Men spends most of their time out of the house doing field work or business in both India and Egypt. As for the women they were all expected to bear a child and keep the house running. At a young age girls were taught that their lives would center around their homes and families. Anne Wallace) Men are highly respected because of course they are men. All women loves to be pretty now and back then. They all own gold Jewelries and accessories themselves with the best items. (Anne Wallace) That is Just the wealthy though because the peasants have to work in fields and do all the house work. Men are highly respected in both places because they do all the hard work and the family depended on them. Both boys and men are to work in the fields for the peasants. (Anne Wallace, escorted. Com)

Monday, November 4, 2019

Auditing assignment Essay Example | Topics and Well Written Essays - 500 words

Auditing assignment - Essay Example Given the Current Asset of $178 million and Current Liabilities of $277 million the current ratio of the company is less than one highlighting the weakness in the liquidity position (Forest Enterprises Australia Limited, 2009, p.51-52). Industry players like Great Southern and Timbercorp have already collapsed. The fall of entities in the industry is a factor for the issuance of going concern opinion (Kachor, 2010). The investors of the company have sought legal advice in the matter relating to the repayment of loan by FEA. The company did not make significant financial disclosures to its investors for the fiscal year 2009 and 2010. These being crucial information should have been disclosed to the potential investors; failure to do so is a non-compliance of statutory requirement (Kachor, 2010). In order to lower the debt component the management has planned for an asset sale; and is also in the process of discussion with the financiers regarding financing arrangements and restructuring plans. The company also undertook a successful capital raising program last year (FEA Group of Companies,

Saturday, November 2, 2019

Business driven information technoligy Term Paper

Business driven information technoligy - Term Paper Example By taking into consideration of these policies, IBM effectively secures its information assets in quite an ethical manner. The company delivers two types of services one is ‘Managed Security Services (MSS)’ and the other one is â€Å"Cloud Security Services (CSS)’. Through MSS, IBM offers ‘single management console’ by which IT department team frequently monitors its overall information infrastructure. With the help of CSS, the company provides an advanced technological platform called ‘IBM Virtual-Security Operations Centre’ by which it delivers high value services to its customers which does not require low cost security devices and maintenance (IBM, 2012). Apart from these two services, IBM also offers application & data security services, identify and access management services and IT & network infrastructure security services. With the help of these services, the company has been ethically capable to secure its information assets. S ince the initiation, IBM has followed certain business conduct guidelines in quite an ethical way by which it has been able to maintain confidentiality among its service software, application and information assets. The company ensures that every level of personnel should comply with IBM directives, polices and mentioned guidelines. For instance, employee who expertise in specific areas such as procurement, tax, imports and export must also obey certain kinds of guidelines. IBM has extensive precious assets which comprise huge proprietary information such as the company’s intellectual property, confidential information assets, system software and physical property. The company’s wide variety of services helps to strengthen its abilities in order to ethically manage, digitize and secure its valuable assets (IBM, 2012). Recommendations for Additional Types of Ethical Practices and Security By taking into concern regarding IBM’s business code of conduct, it has bee n observed that the company secures its information assets in quite an ethical manner. However, it is necessary for the company to understand employees’ issues and satisfaction levels regarding business policies and working environment. IBM should assess whether or not the employees are comfortable with the specified laws and policies. IBM’s top level must understand and analyze every employee’s issues, behaviors and attitudes towards the workplace and should justify them in quite an ethical manner. Contextually, the security issue for IBM can be strengthened further with the frequent changes in passwords by the employees related to intellectual assets of the company such as project related blueprints among others. Upgradation of security software to track malpractices such as hacking of confidential organizational data can be ensured through use of firewall and augmentation of network security. Chapter 5 Steps taken by Popular Technology Manufacturers to Reduce E-Waste ‘Electronic Waste’ or ‘E-Waste’ is one of the rapidly developing problems all over the world. E-waste primarily consists of a huge amount of various components such as toxic materials and hazardous materials among others which create undesirable impact upon human health and environment if it is not dealt with adequately. The United Nations, non-governmental organizations and private IT sector companies have agreed to take serious

Thursday, October 31, 2019

The Business Organization Of McDonalds Essay Example | Topics and Well Written Essays - 3000 words

The Business Organization Of McDonalds - Essay Example The gradual transition that saw the move from the previous industrial age an into the information age has been seen to bring management and leadership changes within various organizations. It has been argued that the machine view of organizations is essentially a closed system and is not able to satisfactorily accommodate the required in the rapidly changing information age environment. It is imperative that all organizations ensure that they progressively become more flexible in nature so as to remain competitive in addition to being able to adequately respond to the growing number of various economic pressures, the extremely rapid pace of change, the expanding globalization, as well as the seemingly increasing influx of both technology and information. The constant need for organizations to be flexible has been seen to precipitate organizational structures that are seen to be inherently leaner, flatter as well as more cooperative. As opposed to mechanistic organizations where chang e is invariably seen to be mostly controlled at the task or action level, the metaphor of viewing organizations as the human brain is seen to involve a process of double-loop learning. A double-loop learning system is seen to look at the various variable that is seen to govern actions, this essentially means attempting to understand the deeper assumptions that happen to normally be taken-for-granted underneath the usual operational norms. People are encouraged to attempt and critically examine their own behavior.... This innovative move on the part of McDonald’s is seen as being responsible for helping the company maintain both its franchisee and manager loyalty despite the harsh and often highly competitive market (Mceachern, 2006). It was during the 1960s that the company went on to develop the face of Ronald McDonald as the company brand’s main face. The company also released the Big Mac Burger during the sixties and the big Mac Burger went on to quickly becoming McDonald’s most popular burger product. It was during the 1970s that the McDonald’s corporation started giving back to the society via its Ronald McDonald House Charity (Shenron, 2009). In an aggressive growth strategy, McDonald’s spread its branches to Japan by 1971 and then on to both China and Russia in 1990. The company also worked on expanding to areas outside the United States and by the year 1995, it was estimated that more than half of all the company’s restaurants were actually locat ed in areas that were outside the United States. By the year, 2000, McDonald’s had grown to serving an estimated over 50 million individuals worldwide on a daily basis (Duiker and Spielvogel, 2013). McDonald’s Corporation is currently perceived as being the worlds’ largest store chain composed of hamburger fast food restaurants. According to McDonald’s website the company is the global leading fastfood service retailer and has an estimated over 34,000 local restaurant outlets in about 119 different countries globally.These restaurants help the company serve over 69 million people each day (aboutMcDonalds’s, 2013). The company employs a franchisees and suppliers business system that are attributed to the success of the McDonald’s

Tuesday, October 29, 2019

Financial Statement Analysis Essay Example | Topics and Well Written Essays - 4500 words

Financial Statement Analysis - Essay Example The Task III is an overall performance report with particular reference to effects of performances on market prices of each of the companies. Wal- Mart Stores Inc is largest organization in the corporate sector in the world. At present it is also the largest retailer, generating three times revenue of number two retailer France’s Carrefour SA. Wal- Mart originated in 1962 when its founder Samuel Walton and his brother J.L.(Bud) Walton opened their store in the city of Rogers in Arkansas. Its stocks began over the counter trading in 1970 and were listed with New York Stock Exchange in 1972. In US itself Wal- Mart has around 1500 discount stores, 1471 Super centers, 538 Sam’s club, and 64 neibourhood markets. Its business has now spread to 13 countries including Argentina, Brazil, China, Canada, Germany, Mexico, UK, and others. In all there are around 7800 stores in 14 markets, and they are serving more than 176 millions of customers in a year. The objective of Wal- Mart is to serve the customers at large with far reaching range of goods at cheaper prices. In words of Sam1 â€Å"if you think about it from the point of view of customers you want everything: a wide assortment of quality merchandize; the lowest possible prices; guaranteed satisfaction; friendly knowledgeable service; and a pleasant shopping experience. You love it when a store exceeds your expectations, and you hate it when a store inconveniences you, gives you a hard time, or pretends you are invisible.† These were the thinking of founders of Wal- Mart; and that’s the reason that Wal- Mart was bound to reach at a level of success where it stands today. Wal- mart is relentlessly indulging in social responsibility activities and that shows the commitment and responsibilities of Wal- Mart towards the society at large. Its environmental goals are to be supplied by 100% renewable energy; to create zero wastage through activities of its

Sunday, October 27, 2019

How has internet helped students?

How has internet helped students? Introduction Internet is one of the most important inventions in the past twenty years. The appearance of the internet made our lives become much more colorful and also made us feel much closer with each other. It is easily to make a video call with our relatives and friends who are thousands of miles away within only a few seconds. Today, internet has penetrated into every corner in every industry; in this article I will mainly focus on how has the internet helped students in education. It can be said that the application of the internet in education is already very extensive, such as online distance education, Internet resources for education and so on. In this article I will talk about the following aspects First part is online courses in this part I will both talk about online learning and online tutoring; Secondly, I am going to describe how students use internet as a research tool to find information; Students use it as a delivery tool; Students use internet as a communication medium with teachers or other students; Finally I am going to give a new plan which brings to internet education. Online courses Online learning, Online tutoring Definition Learning by distance has been available for over 100 years but it has increased dramatically with the appearance of the Internet. (Phillips, B. (2003), pp, 3)So the online courses were invented. 40 years ago Open University offered the first online courses. During the last 40 years online courses has been improved greatly. At present time online courses are very popular all over the world. Online courses should been separated into two parts, one is online learning another is online tutoring. As contribution to Wikipedia have suggested, online learning is a term which is commonly used. Most frequently it seems to be used for distance education, with no face-to-face interaction. Online tutoring refers to the process of tutoring within an online virtual environment or networked environment where teachers and learners are separated by time and space (Bates, A. W. (1997) http://en.wikipedia.org/wiki/On-line_tutoring) Goals and benefits of online courses Reducing environmental impact People who take part in the online courses dont need to travel every day, thus it reduces the overall carbon output indirectly. In the fact it also allows the decrease of paper usage, so that a plenty of trees could live on. With online tests instead of paper tests and online assessments instead of paper assessments, online courses are a more environmentally friendly education method. Fees much cheaper As last point said you dont need to travel every day, as a result you can save a large number of travelling expenses. Whats more compared with the high cost of tuition fees in school the cost in online courses are much lower. Take Brighton School of Business Management as an example let us look at the picture 1 we can find that most online courses fees are only around  £2000. It is much cheaper than the normal courses such as my MSc degree tuition fee about  £13700. It really can save a large number of money. Convenience and flexibility to learners Generally speaking, for the part-time or full-time job workers and some disabled people they are impossible to be reeducated. They cannot go to the class because time is not allowed. While after the appearance of online courses, the dream of those people comes true. In many contexts, online courses are self-paced and the learning sessions are available 24*7. Learners are not demand to attend classes in a specific day time. They can also pause learning sessions at their convenience. Research tool find information With the development of the internet, people get information more and more easily. In the past if somebody wants to read books or find some specifically information. They always need to borrow reference books from library or buy new books and magazines. Its a large spending and also not convenience you have to remember when you need to return them. However, those things would not happen if you use the internet sources. Nowadays people especially the student use the internet as a research tool very frequently. We can find all the information we want online from daily things to academic books. Google the most famous online search engine, it has more than 100 language and we can also use the advanced search for academic learning. Whats more, I think every university has a mass of online resource for the particular subject. For instance in the university of Sheffield we have a powerful network resources. Its known as the MUSE (picture 2). So wherever we are, we still can get almost all t he information about our subjects as long as we can access the internet. Delivery Tool What is online delivery? One of the most all-embracing definitions is made by Tony Bates. He said it is a Student-centered education approach, which contains a number of technologies, in order to make the activity and communication opportunities asynchronously and synchronously. This model is based on mass selection and appropriate technology in the campus, open Learning systems and distance education. This approach allows teachers determine the learning environment flexibly to meet the different needs of Students, and at the meantime provides high-quality and cost-effective Learning. (Bates, A. W. (1997), pp, 98 99) Benefits of online delivery In this part I will use the online delivery to compare with the traditional delivery, so that we can find the benefits clearly. Firstly, we can focus on all over the world such as choosing courses which is offered by other countries. Secondly, online delivery is available in everywhere at anytime instead of going to school at a specific time. Whats more we can all learn in interest, I think student can study a subject best when they are interested in it. Last but not least it also gives the disabled student and staffs. They get a good chance to be re-educated. Case study of online delivery Open University Open University is one of the oldest universities which offer online courses. After about 40-years development, its online course system is very perfect. Next I will take the Open University as an example to explain the online courses. How do you apply for entry According to the Official Website (http://www.open.ac.uk/new/apply-for-entry.shtml), For most courses, you dont need to apply for entry. You simply register for the course you want to take. How do you pay First of all, you have to choose the subject you want, you will find an overall situation about the subject such as the starting date, the ending date, fees, course offering and so on. Then you Register your course and pay it by card. Finally you will get your username and password. How do you learn Every time you sign in to the OU website you can access to the home page of your course. Now you can begin to study online. You can make a suitable studying schedule. After that you take the online classes, and discuss with teachers or classmates online, or hand on your homework online etc., it is very convenient. Communication medium with teachers or other students Communication is the most important and also the most basic human activity in our daily lives. You need to communicate with others from waking up in the morning to going to bed in the evening, unless you always stay at home and not use the telephone, while it is impossible. For students the communication between teachers and students is the premise of studying well. Before we have internet we could only touch with teacher at school. It was really restricted. If we had some problem after class, we only had to wait until the class began again on the next day. Students wasted a lot of time on waiting. However, on these days with the help of the internet our communication becomes more and more convenient. From now on the class is not only in the classroom, but also it extends to everywhere at anytime. E-mail is the most widely used communication medium among student teacher and other classmates. It doesnt matter when you havent finished your work on time in class or if you didnt understand a certain question. You can send them to your tutor by E-mail immediately when you finish them. For instance in Christinas class (my summer school academic writing teacher in University of Sheffield) we are always asked to write a short article in class and check by Christina one by one. While time is usually limited, so at that time the rest of us would be asked to send the articles to her by E-mail. It is very efficient and can save time. Of courses there are other methods to communicate such as online chat, Skype and MSN. They are all very useful. New plan brings to internet education At last I want to give you a new plan of my own opinion which I think will assist the development of the internet education. That is: using the online tutoring when the student graduated from the primary school instead of the middle school. Maybe some people think that this suggestion is absurd, but I believe that some day in the future it will come true. Now I am going to explain why I have such idea. There are several possible reasons. First of all, adapt to the internet education ahead of schedule. In real life, students usually use internet to help study when they came to college or university. That is good but it brings some drawbacks to them. They dont know how to use the internet correctly. A lot of students plagiarizing from internet result in lose their marks. And also some students dont how to research the information they want, so that they dont believe internet is a good learning method. The information on internet is not always healthy. There are some violent and pornographic information. For many people, this is the first time they contact with Internet so closely especially the student in developing countries; they cannot withstand the temptation and misleading information. Internet cannot have the desired effect. Senior high school and university study are both very important, it seems important that we need to cultivate a most efficient learning methods before this period, so secondary school is the best period of time. Whats more high school students have strong ability to accept new things and there are not many rebellious thoughts. So do you agree with me now? Conclusion As we can see from the report internet is playing an increasingly important role in our lives. Because internet is connivance, fast, secure and necessary, if you are always working and studying in primitive way, it will be more and more ineffective and uncompetitive. We need to learn and have a good use of the internet in our study; it really helps you a lot. As a person also a student who is living in the new age we have the responsibility to use and create new technologies. That is the requirement of social development. At last I enumerate several suggestions: It is a good idea to use internet in your study Never spend too much time on internet Learn to distinguish right from wrong Reference Bates, A. W. (1997) the impact of technological change on open and distance learning. (Online) Booker, D (2000)getting to grips with online delivery. Australia: NCVER Ltd Smith, S.C. (2002) from online learner to online teacher. (online) Phillips, B. (2003) overview of online teaching and internet resources for statistics education. Australia: Swinburne University of Technology David, M. (2001) an Online Course in Information Literacy. Open University of Hong Kong Wikipedia encyclopedia.11/08 E-Learning http://en.wikipedia.org/wiki/E-Learning viewed 23/08/09 Timeshighereducation. 18/05/2001 Evolution not an e-revolution http://www.timeshighereducation.co.uk/story.asp?sectioncode=26storycode=166182 viewed 25/08/09 Wikipedia encyclopedia. 25/08/09 Online tutoring http://en.wikipedia.org/wiki/On-line_tutoring viewed 28/08/09

Friday, October 25, 2019

Description of eclipse in The Eclipse by Virginia Woolf :: essays research papers

Description of eclipse in "The Eclipse" by "Virginia Woolf" Virginia Woolf, English novelist, essayist, and critic has beautifully portrayed the natural phenomenon of eclipse. She has also enlightened the importance of the sun. She has narrated the essay dramatically and has regarded sun as an actor that was going to come on the stage to perform as if a drama was going on. The sky served as a stage. She has made the scene vivid and ravishing by the usage of colors, images and similes. The way she has described it is so highly coloured and realistic that the readers visualize the eclipse to be occurring before their eyes. People were anxiously going towards a hilltop from where all would view the sun with reverence. People had gathered on the hilltop and stood in a straight line that it seemed they were statues standing on the edge of the world. As the sun rose, clouds glowed up. Light gleamed and peered over the rim of the clouds. The sun raced towards the point where eclipse had to take place. But the clouds were impeding it. The sun with a tremendous speed endeavoured to escape the mist. At some point it came forth then again was shrouded by the fleecy clouds. The sun then appeared hollow as the moon had come in front of it. A substantial proportion of the Sun was covered and the loss of daylight became noticeable. The writer has efficaciously described the sun’s efforts to break free from the cloudy hurdle. She has continuously personified sun as it was putting its best efforts to make its face appear before the world. The clouds were stifling the sun’s speed. The sanctified twenty-four seconds had begun but still the sun was entrapped and was striving to disencumber itself from the clump of clouds. â€Å"Of the twenty-four seconds only five remained, and still he was obscured.† The time of the eclipse was passing and it seemed that the sun was losing. It was continuously obliterated by the clouds. The colours of the valleys seemed to disappear. Everything was fading as ‘All the colour bega n to go from the moor.’ The colours were changing, â€Å"The blue turned to purple, the white became livid as at the approach of a violent but windless storm. Pink faces went green, and it became colder than ever.† The light and warmth were vanishing.

Thursday, October 24, 2019

Language, Identity and Cultural Difference Essay

According to Hall (1997a), enunciation theories suggest that even though we may talk of ourselves from our experiences, the person who speaks and the subject being spoken of are never identical. Identity in this regard is to be conceived as a production which is never complete- â€Å"always in process, and always constituted within, not outside, representation†- (Hall, 1997a) as opposed to viewing it as a complete fact which is then represented by the new cultural practices. However, this view shakes the legitimacy and authority upon which the term cultural identity bases its claim. There are two ways in which cultural identity can be thought of. The first view sees it in terms of a single shared culture, some kind of a collective ‘one true self’ that is hiding inside many other more artificially imposed selves that people with a shared history and ancestry hold in common (Hall, 1997b). Within this view of description of cultural identity, our cultural identities mirrors those historical experiences that we hold in common and the shared cultural codes which offer us as a people, a stable, immutable and continuous frames of reference and meaning, under the shifting classes and fluctuations of our actual history (Hall, 1997a). Singapore was envisioned by her leaders as a multiethnic society in which the constituent ethnic groups shared participation in common institutions while at the same time retaining their distinct languages, customs and religions. The ethnic categories represented self-evident, natural groups that would continue their existence into the indefinite future. Singaporean identity therefore implies being an Indian, a Chinese, or a Malay but in relation to other groups. This model of ethnicity demands the denial of important internal variations for each ethnic group and the recognition of differences between the categories (Tsui & Tollefson, 2007). The second view of cultural identity recognizes that there are similarities and important differences which make up what we really are. We cannot persistently refer with exactness to one experience and one identity without recognizing the other dimension. This other dimension represents the rifts and discontinuities that comprise cultural uniqueness. In this second sense, cultural identity is viewed as an issue of both â€Å"becoming† and â€Å"being†, something that belongs to the future as much as it belongs to the past. Cultural identities in this regard have histories and therefore changes constantly. In other words, cultural identities are subject to the uninterrupted play of history, culture and power (Hall, 1997a). Identity is the name given to the different ways we are placed, and put ourselves within the tale of the past. This second conception of cultural identity is more disturbing and less familiar. How can the formation of identity be understood if does not proceed from a straight line or a fixed origin? The Singaporean identity can be thought of as composed of two vectors that operate simultaneously. These are the vectors of rift and difference, and similarity and continuity. The Singaporean identity can be seen with regard to the relationship between the two vectors.   Similarity and continuity brings to fore the realization that it is the experience of fundamental discontinuity that the Indians, Malays and Chinese share and among these are immigration, colonization and Asian origin. It is therefore interesting to look at how the concept of identity, language and cultural differences were created and how these concepts are related within the context of Singapore. The analysis herein presented will be based in Hall’s view of the link between language, identity and cultural difference. Relationship between Language, Identity and Cultural Difference The relationship between language, culture and identity has emerged to be a hotly contested topic in social sciences. The questions that mainly arise concern the apparent difference between cultural and ethnic identity. Are these types of identities similar or should they be differentiated conceptually. Various scholars hold varying views on the role of language in the definition of one’s identity. A major question that one may be compelled to ask is whether a culture or ethnic group can be considered to be unique if it does not have its own language or in the least its own rendition of a common tongue. Cultural identity is universal whether it is expressed with regard to humanity or otherwise since people from every part of the world are conscious of some kind of specificity that sets them apart from others. In contrast, ethnic identity only appear to take place within complex societies when it seems functional to separate individuals into categories founded upon something other than age, gender or occupation. Ethnicity is associated with cultural identity since one must make reference to cultural, linguistic or religious particularities in order to categorize individuals. According to Hall (1997b), culture is produced by representation. Culture concerns shared meaning and the medium through which we make sense out of things is through the use of language. It is through language that meaning is produced and exchanged. The only mechanism of sharing meaning is through a common access to language. In this regard, language is fundamental to meaning and culture and has always been conceived as the major bank of cultural values and meanings. However, one may be compelled to ask how meaning is constructed through language. According to Hall (1997b), language constructs meaning via its operation as a representational system. Language is one of the mechanisms through which ideas, thoughts and feelings are represented in culture. In this regard, representation through language is fundamental to the processes through which meaning is produced. Our sense of identity is derived from meaning and therefore meaning is linked with questions about how we use culture to define and maintain identity and difference within and between groups. In every social and personal relationship in which we participate, meaning is constantly being produced. Meaning is also produced through our expression in and consumption of relevant cultural materials. Our conducts and practices are also regulated and organized by meaning which help in the setting of rules, norms and conventions upon which social life is ordered and governed. The question of identity therefore emerges in relation to various other divergent moments or practices within the cultural circuits; in our construction of identity and the defining of difference, in the production and consumption and in the regulation of social conduct. In all these instances, language is one of the most important medium through which we produce and circulate meaning.

Wednesday, October 23, 2019

The Role of Assesment in Higher Education

Table of Content NoTitlePage No 1Introduction 2Role of assessment in curriculum design , learning & teaching 3Assessment for learning v Assessment of Learning 4. Issues and concerns ? Abstract Assessment is an integral part of curriculum practice. The prime consideration of educational institutions are the outcomes of learning, the enhanced abilities students can demonstrate because of their increase in knowledge , able to adapt and understand to changes because of their university experiences.Our concern is how learning takes effect and how teaching and assessment affect the quality of learning in order for students to acquire the knowledge and competencies that is required for the work place. To acquire these industry relevant skills lecturers suggest assessment be integral to teaching and how learning activities are structured. Hence , this report reviews the role of assessment in curriculum design & change, it’s importance of continuous assessment for enhancing learning, c ommon assessment practices and it issues and concerns. 1. Introduction: In this report, literature researched was with regards to the role of assessment in curriculum design & change. Thus this report tries to answer the following questions in order to highlight the role of assessment in curriculum design, implementation and enhancement of learning. 1. What is curriculum and the role of assessment in curriculum development and enhancement? 2. What is Assessment of learning v Assessment for Learning and the practices in higher education 3.Issues and concerns on assessment in teaching and learning at institutions of higher learning? 2. Assessment as a part of curriculum practice Curriculum is a Latin word and it refers to a ‘course’ or a ‘track’ to be followed. In education, the focus is learning, then the most appropriate interpretation for the word curriculum is viewed as a course or ‘plan for learning’ (ef. Taba , 1962). (Howell and Evans, 199 5) defines curriculum as the ‘what’ of teaching. I would define curriculum as a course of study.Then the process of curriculum development can be seen in short where one develops a product, which involves an ongoing improvement. Curriculum development is a long cyclic process of research, designing, implementing and evaluating learning outcomes based on the interest, needs and capabilities of learners, and the many stakeholders, which directs enhancement. The literature review report is in relation to the role of assessment in curriculum development and enhancement of Teaching and Learning. What is Assessment?Assessment is any process that evaluates an individual’s knowledge, understanding and skills. Van den Akker (2003) defines assessment as an integral component of curriculum practice. Assessment gives feedback on curriculum delivery which indicates about student learning, the curriculum and the academic policies. Thus educators strongly believe that assessmen t and curriculum be integrated in the curriculum cycle. For example, Students achievement of knowledge and skills are determined by assessment.Lecturers manage teaching and assessment of student competence according to the level of the course, giving grades, guiding and counselling and so on. These can only be possible if there are effective assessment procedures in the curriculum administration and practice. â€Å"In 1995 the Assessment Forum of the American Association of Higher Education led by Thomas A. Angelo went through an interactive process to develop a definition of assessment. The end-result of that definition process is as follows:† â€Å"Assessment is an ongoing process aimed at understanding and improving student learning.It involves making our expectations explicit and public; setting appropriate criteria and high standards for learning quality; systematically gathering, analyzing, and interpreting evidence to determine how well performance matches those expec tations and standards; and using the resulting information to document, explain, and improve performance. When it is embedded effectively within larger institutional systems, assessment can help us focus our collective attention, examine our assumptions, and create a shared academic culture dedicated to assuring and improving the quality of higher education (Thomas A.Angelo, AAHE Bulletin, November 1995, p. 7)† In order to measure a student’s learning outcome, progression and competence attained, various types of information need to be gathered to determine the degree of student’s attainment in the learning outcomes for the curriculum. Various methods of formal and informal observation of students during their learning, examinations and quizzes, performance on assignments, projects and presentations are used to gather this information. Lecturers advise that there should be a plan for assessment at programme, course and lesson level, which is often overlooked.As P ratt (1998) stated, to make sure student achievements and grades reflect the learning outcomes established, assessments must be carefully planned, conducted, subject to continuous analysis, evaluation and enhancement. Learning outcomes (knowledge and competence of students), assessment, and teaching are all parts of an integrated whole. Assessment is believed to be essential to the teaching process in delivery and experience of the curriculum. But some students think of assessment as a form of control for lecturers. As (Pratt, 1998; Haladyna & Downing, 2004) stated when students progress from one semester to another they become displeased and suspicious about the assessment practices, and regarding them to be unfair and a means to demonstrate favouritism and punishment. † In institutions of higher learning, educators have the choice to choose the assessment types and practices. Since assessment results affect academic competence, educators are required to create a conducive le arning environment and make assessment integral to educational processes.In an encouraging learning environment a healthy dialogue takes place, trying out ideas, reflection, discussion, ask questions and enjoy the process of learning. (Pratt, 1998) Assessment is an important component and has several purposes. It directs the teaching process. Monitoring, discussion and observations in the classroom is also an important kind of assessment. This allows the instructor to gauge how well the lesson is going and whether learning is taking place with healthy discussion, participation and answering sessions (Nittko, 2004).Assessment helps in identifying learning difficulties, students’ strength and weakness. This then allows the instructor to set questions that can help build on the student’s weaknesses both formally and informally. Secondly assessment provides feedback on the learning. Information from assessment helps in programme evaluation (Pratt, 1998). Thirdly assessment declares ones achievement for various stakeholders like students, parents, the institution, prospective employers, the government sectors, accreditation body, and professional bodies.Assessment in the form of quizzes, tests, class projects, assignments and informal observations declare how well a student has achieved the learning outcomes and grade in his/her course, module or unit (Nittko, 2004). Besides, assessment points students to pedagogical priorities and directs students approach to experience course curriculum. Classroom questions test and examinations would indicate to students, important topics of the curriculum. Example, if questions are based on trivial information, then students focus would be at factual recall and knowledge.If tests require substantive knowledge and deep understanding then students change their perspective to curriculum. Assessment motivations, improves self image and a sense of self power of students. When assessment is well designed, it produces su ccess in learning; it motivates and stimulates student confidence and wanting to learn. Meherus and Lehman (1991) describes assessment as an important tool as it increases motivation towards their course, which establishes healthy study habits, which also provides feedback to lecturers to determine students’ strengths and weaknesses.Assessment gives lecturers an opinion on students’ learning. Assessment results enable the lecturer to provide further guidance about their learning. Therefore, lecturers in institutes of higher learning should be aware of the significant role of assessment in curriculum and thus have the skills and tools to effectively setup curriculum at programme level. 3, Assessment for Learning v Assessment to Learning What is Assessment for Learning? It could be defined as: †¢a form of positive formal feedback [ e. g. ecturers comment; self-assessment systems] †¢provides informal feedback [ e. g. dialogue teaching; peer interaction] †¢i t gives an opportunity to the student to try and apply knowledge, skills and their understanding †¢ assessment tasks that are relevant †¢it guides students to develop independence and †¢it has an appropriate balance between summative and formative assessment. There should be a balance between formative and summative assessments. Continuous assessment or assessment for learning is practiced less compared to summative assessment.As stated by Careless (2004), lecturers in institutions of higher learning tend to choose more for theoretical knowledge than for practical and procedural knowledge in assessing students. Such assessment focuses on theory and concepts really do not help students for the real world. This limits the students of skills that employers look for. Brown & Glaser (1999) states improving on assessment practice improves student learning. Further to that, standards of learning rose through ongoing assessment practice. It is noted that students’ beha viour and attitude towards learning changes, when assessment methods change.Students become more responsible and take ownership of their learning. But there are challenging problems with assessment for learning. Problems identified by Black and William (2004) with regards to assessment for learning in institutions of higher learning as: †¢Assessment methods used by lecturers are not effective to promote good learning †¢Grading practices gives rise to competition rather than self improvement and †¢Feedback on assessment if practiced, often has a negative impact on less performing students which makes them believe that they lack ability and thus are not able to learn.Diamond (1998) further goes to describe the basic problem with assessment practice in institutions of higher learning, as a mismatch between learning outcomes and the assessment methods and criteria used by lecturers to assess and grade their students. Frequently, learning outcomes are expected to demonstra te critical thinking and problem solving skills, but the assessment type used would most frequently focus on recalling and recognition of content learned. Assessment used for the purpose of promoting student learning is described as assessment for learning.Assessment used for accountability purpose, grading or certification is assessment of learning. Assessments that promote enhancement to learning is one where there is a continuous process of back and forth between the student and the lecturer which provides feedback on progression until the outcome is well met. This sort of assessment is called ‘assessment for learning’ when assessment evidence is used to adjust teaching to meet learners needs and difficulties (Black & William 1998). Assessment is part and parcel of learning. Assessment in fact, shapes learning.Much has been discussed and written that to enhance student learning, assessment has to be integrated with teaching (Wright, et. al, 1997). Gibbs and Simpson ( 2005) regards assessment for learning as a system which directs and controls student learning based on the power of summative assessment and grades in addition to providing feedback. Assessment and teaching has to be blended to contribute to the goal of improving learning. Good instructors do pay careful attention to assessment and teaching, and to have learning activities well structured.Despite this suggestion, lecturers in higher education do not practice the real importance of assessment. As Black & William (1998) says this could also be because lecturers are not well trained in this area. In most institutions of higher learning assessment is used to test knowledge and does not test the critical and problem solving skills. Example, multiple choice questions promote de-contextualised, rot learning and this narrows the curriculum to basic skills with low cognitive demands. In contrast to this, the industries demand for transferable skills like communication, information retrieval, critical thinking, problem solving.And because of this, institutions have fast inclined to formative, holistic form of assessment which is described as ‘authentic’ assessments. However, as Black & William (1998) argues that traditional form of assessment cannot be easily replaced because they are embedded in complex histories, culture and power relations of school societies. Shepard (2001) also suggested that conventional assessment method based on theories and psychometric principles conflicts with implications of assessment for learning which is based on cognitive and constructive learning standards.James (2003) findings indicate a number of major effects with assessment methods and students self-perception and confidence level. For many students, they were disappointed with feedback, on how to improve their level of competence, for others was the concern on how to achieve higher marks. Term exams were rarely discussed or available so that students could use them to improve their knowledge and skills. Assessment plays a significant role in implementing curriculum. There should be significant guiding principles for this to happen. James (2003) had put forth the following guiding principles for assessment for learning: †¢Ensure ssessment methods used promote and reward desired learning activities and outcomes. †¢Students have got clear instructions on assessment requirements. †¢Provide effective and timely feedback with comments on a continuous basis. The first principle is based on Bloom’s taxonomy, which is to recall and recognition, comprehension and application, critical thinking and problem solving. In his second principle (James: 65) states the following: â€Å"Assessment procedures in higher education are likely to become increasingly open to security to candidates, and to candidates appeals.The need for commonly agreed marking procedures and techniques is obvious, if collective responsibility for candidates is maint ained, full openness between colleagues and demonstrable internal consistency of courses and related assessment procedures are vital importance† There can be a problem in generalised good assessment practices for learning. Different subject discipline like Engineering versus psychology would have different pedagogic assumptions. So if general principles cover all subjects, the way in which they manifest may differ for different subjects (Black & William, 2004).Boud (1990) suggests alternate developments in student assessments in higher education, which is careful monitoring of assessment to see how relevant they are to the students. He also challenges that current assessment methods do not really prepare students to the real world. Meherns & Lehman, 1991 & Nitko 2004, state quality teaching and assessment are intertwined. They greatly improve students’ learning. Teaching will be effective when teaching activities, learning outcomes and assessment methods are well aligne d.As Nitko (2004) suggests 4 key questions lecturers got to ask themselves when preparing for teaching and to implement continuous assessment. †¢Is my lesson going well? Is there progression in student leaning? To align to these questions suggested assessment methods could be classroom observation during class activities, response to questions and students’ interactions. †¢How can I improve to make the learning activity better? Diagnosis types of errors made by students, identify students who are not participating and also at the assessment methods used. †¢What feedback to be given about the student’s learning?Assessment methods used are informal observation and encouragement, how well they have achieved the learning outcome, assignments, quiz and consultations. †¢Finally are the students ready to progress to the next level? Informal observation, checking and questioning students about their understanding of homework, test, quiz and grades obtained to decide on their progress to their next learning or do they require remedial instructions. Lecturers should use a variety of assessment methods to help student achieve the learning outcomes as stipulated in the course curriculum. In most cases lecturers generally use pen-and-paper achievement tests.Meherns & Lehman (1991) argue that classroom evaluation should not be restricted to pen-and-paper but other forms like observation techniques, checklists etc. Continuous assessment is practical for everyday classroom use. Test, presentations, projects, journal, collaborative works are some that could be used to assess students and lecturers their stand in relation to knowledge and skills. Smith (2003) and Shepard (2001) stated that assessment trends are moving away from traditional methods to a variety of new approaches. For instance, Observation is greatly used by experienced teachers to identify students’ progression or having difficulties.Portfolio or records of work are also another form of assessment practice. Portfolio is a kind of file where student’s written works are kept. Portfolios provide cumulative evidence of learning over time in much detail and substance than a mere list of scores. Self and peer assessment are also essential to learning. Students’ self-reflection and their understanding are used to inform for further teaching and areas the lecturer needs to spend more time and effort. Brookhart (2001), Shepard (2001), and Stiggins (1999, 2001) maintained that students should be actively involved in self-evaluation as a form of assessment.Their argument was that students need to monitor their own progress by applying ongoing feedback that is helpful in showing them how to meet the ultimate learning outcome. However, self-assessment is only possible when lecturers help students develop assessment skills, because it is difficult for students to think of their work in terms of learning outcomes (Black & William, 2004). Peer-assessm ent is also another important form of assessment. The learning task is placed in the hands of the students. While the lecturer is able to observe and reflect on what is happening and frame helpful interventions.The lecturer finds this form very helpful indeed. Misconceptions are highlighted and these are discussed when they go over the assessment. These forms of assessment require student active learning. As one student stated ‘after a student marking my assignment, I can now acknowledge my mistakes easier. I hope that it is not just me who learned from the work but the student who marked it also’ (Black & William, 2004:16). Feedback and comments to students about their learning is a good practice in assessment. Feedback should state ways for improvement.Grades or marks are not providing enough feedback to help improve student learning (Nitko, 2004). Feedback is effective when it provokes thinking in students. With regards to this, Back & William (2004) stated marks are likely to set comparison; while only feedback and comments help them to improve. Research studies on feedback showed 60% improvement on performance. Feedback with no comments was more of judgement or grade with no indication for improvement (Black & William, 2004) Hence it is important for the enhancement of student learning that lecturers emphasise on feedback and comment on assessed work of students in the learning process. . Issues and Concerns Staff One of the main concerns in assessment will be the lecturers. Especially here in Malaysia in the private sector , many lecturers lack the knowledge in assessment practices. Universities and college do not believe in investing in training. Another factor is lecturers have heavy teaching work load and large class sizes that formal assessment would be replace by mere test, assignment and examinations due to time constrains. Cost Costs to the faculty and institution are an important factor. Some form of assessment processes can be time consuming, involving student supervision in observation of activities.Time, of course, is money. Also investing in additional resources like technology increases cost. This does not enable the lecturers to use innovative methods of assessment. Standards To increase pass rates standards are compromised. Assessment requirements have placed more weightage on coursework, so student achievement has appeared to improve the assumption coursework is easier then exams. In some cases institutions do not have a quality system in place. Validity and reliability of assessment could be questionable. ConclusionAssessment is a vital component of curriculum practice that has important contribution for effective practice and operations of curriculum. Lecturers’ acknowledgement for continuous assessment practice has significance for students learning of knowledge and skill. Lecturers should set assessment tasks that are practically challenging, provide feedback as they assess and get students e ngaged in the assessment process. Finally lecturers should change their views and practices of assessment and be committed to prepare competent graduates with the knowledge and skill in their specific field of study for the market place. References Akker, Van Den. (2003). Curriculum landscapes and Trends (pp1-10). Curriculum Perspectives:An Introduction. Black,P and William. (1998). Assessment and Classroom learning. Assessment in Education 5(1) Black,P. ,and William,D. (2004). Inside the Black Box: Phi-Delta kappan, 86(1):9-21 Diamond, R. M. (1998). Designing and Assessing Courses and Curricula: A practical Guide. Sanfrancisco: Jossey-Bass Inc Boud, D. (1990). Assessment and the Promotion of Academic Values. Studies in Higher Education 15(5): 101-111 Gibbs, G. & Simpson, C. 2004-5) Conditions under which assessment supports students' learning. Learning and Teaching in Higher Education, 1 (1), 3-31. Brookhart,S. M. (2001). Successful students’ formative and summative use of a ssessment information. Assessment in education 8, 153-169 Brown S. And Glaser A. (1999). Assessment Matters in higher Education: choosing and Using Diverse approaches. Great Britain: St. Edmunds bury press Ltd, SRHE and Open University press Careless,D. (2004). Converting assessment into learning. Theoretical and pratical perspectives. Paper Presented at Chinese University of Hong Kong.Unpublished. Haladyna and Downing. (2004). Constructive irrelevant in high stakes testing. Educational measurement:Issue and practice 23(1), 17-27 James,D. (2003). Making the graduate. Perspectives on student experience of assessment in higher education. In Ann filer (2003). Assessment: Social practice and social product. London: Rutledge Meherens, W. A. , and Lehmann, J. I. (1991). Measurement and Evaluation in Education & Psychology (4th ed). Wadsworth: Thomson learning Nitko, A. J. (2004). Educational Assessment of Students (4th ed). Ohio: Merrill Prentice Hall Pratt,D. 1998). Curriculum planning: A handbook for professionals. London: Harcourt Brace College Publishers Smith, K. J. (2003). Reconsidering reliability in classroom assessment and grading. Educational measurement: Issue and practice 22(4), 26-3. Stiggins,R. J. (1992). Relevant classroom assessment training for teachers. Educational measurement: Issue and practice 1091), 7-12 Wright, et. al (1997). Teacher and classroom context effects on student achievement; Implication for teacher evaluation; Journal of personnel Evaluation in Education, 11,57-67.