Measuring The Cost Of Cybercrime Criminology Essay

Measuring The Cost Of Cybercrime Criminology Essay Australasians policing (this also includes New Zealand Police) vision statement, as indicated in its strategic directions document is A safer and more secure community. Because technology, which includes the internet, is a very essential part of life today, the term community in Australasians vision statement needs to correspondingly be relevant in the new facet of cyberspace. It discusses the dangers and risks of the internet which includes the description of the e-crime problem, the effect on safety in different situations, and the different problems it poses; classifies and discusses the new response problems that may be run into during e-crime prevention, exposure and investigation; and delineates broadly initiatives of Australasian policing meant to prevent and minimize the occurrence of e-crime and improve the communitys safety and security. It concludes by asserting that a response capacity will only be successful and all-inclusive by wholly adopting prevention and partnership programs, including, with regards to online youth abuse, putting prominence on community education that requires the growth of protective behaviours in children, educated and involved adults, and good guidance by parents, teachers and schools. Ciardhuà ¡in, S. (2004). An extended model of cybercrime investigations. International Journal of Digital Evidence, 3(1), pp. 1-22. An effective model of cybercrime investigations is vital due to the fact that it specifies a theoretical reference framework, independent of any specific organisational setting or technology, for the analysis of methods and technology for strengthening investigators work. Ciardhuà ¡in in this article presents a model of investigations which brings together existing models, simplifies them and expands them by clearly focusing on specific activities that they do not have. Instead of only processing evidence like previous models, this model clearly outlines the information that flow during an investigation and depicts the deep extent of an investigation. This paper also presents the results of an assessment of the model by cybercrime investigators in practice. It concludes by testing the feasibility and applicability of this model by comparing it to various important existing models. Brenner, S. W. (2006). At light speed: Attribution and response to cybercrime/terrorism/ warfare, Journal of Criminal Law Criminology, 97(2), pp. 379-419. The alacrity and obscurity of cyber-attacks renders differentiating among the activities of terrorists, offenders, and nation states challenging. This article elucidates why and by what means computer technology obfuscates the correlated practices of classifying internal (which include crime and terrorism) and external (war) dangers to society of countering such threats. It begins by structuring a classification of cyber threats (that is, crime, terrorism, and war) and describes why these changing threat classes can make who- and what-attribution difficult. It also gives details of how these problems with attribution influence the handling cyber threats and continues to investigate this issue by considering methods that can be used to improve the response capacity without compromising principles dear to the heart. The article concludes by agreeing that while the methods analysed in the article may not be the key to solving this obscurity, or the solution to the problem, the paper may be used in discussing these issues, a discussion that lead to developing of strategies that enhance the ability to manage the threats that occur from cyberspace. Brenner, S., Koops, B. J. (2004). Approaches to cybercrime jurisdiction. Journal of High Technology Law, 4(1), 189-202. Jurisdiction in cybercrimes is a thorny subject. Activities on the internet that are lawful in the areas where they are started may be illegal in other areas, even if the activity is not principally directed at that single area. This article focuses on jurisdiction in basic criminal law by scrutinizing the cybercrime statutes of several countries and states. The analysis is however limited predominantly to statutory law because, hitherto, the case law existing on cross-border cybercrime jurisdiction is scarce. After comprehensively giving a description to jurisdiction, the article reviews jurisdiction clauses in cybercrime statues that determine jurisdiction, centred on either territorial claims, on personality claims, or on other claims, for example the protection rule and universality. It concludes by recapping the different tactics in cybercrime jurisdiction, the difficulties that this disparity presents, and specifying stemming issues that call for further analysis. Australian Government. (2009). Cybersecurity Strategy. Commonwealth of Australia. Retrieved from http://www.ag.gov.au/Documents/AG%20Cyber%20Security%20Strategy%20-%20for%20website.pdf Among the top national security priorities in Australia at the moment is cyber security. The national security, economic wealth and social security in Australia are vitally subject to the accessibility, reliability and privacy of a variety of ICTs (Information and Communication Technology). This article is an Australian Government Policy Strategy that describes how the government is using every resource to help safeguard government, business and individual Australians. It also describes the means in which new capacities have been started to ensure that Australians, as well as the businesses they do business with, are better protected. It concludes by suggesting that, given the fast growth in the intensity and complexity of cybercrime and other cyber security perils, it is critical that government, business and the society are cognizant of the seriousness of cyber security risks and devote to work as one to protect this critical part of the community and economy. Wall, D. (2008). Cybercrime, media and insecurity: The shaping of public perceptions of cybercrime. International Review of Law, Computers and Technology, 22(1-2), pp. 45-63 There is a significant disparity in our perception of cybercrime that solicits several critical questions about the condition of the production of criminological knowledge on it. This article critically examines the manner in which public perceptions of cybercrime are modelled and uncertainties about it are spawned. It looks at the differing abstracts of cybercrime before pinpointing conflicts in the production of criminological knowledge that are the cause of the confusion between rhetoric and reality. Next, it juxtaposes the myths of cybercrime with what is really happening with the intention of appreciating the reassurance disproportion that has unfolded between community needs for internet security and its provision. The article concludes by calling for the necessity to be clear about where the equilibrium between the need to maintain lawfulness online and the need to enforce law is set because, until this equilibrium has been realized, the cybercrime reassurance gap will not be closed. Choo, K. R. (2008). Organised crime groups in cyberspace: A typology. Trends in Organized Crime, 11(3), pp. 270-295. doi: 10.1007/s12117-008-9038-9. While questions have been raised as to the existence of organised criminal activities in cyberspace, a number of studies have of late highlighted the interaction between cyberspace and organized crime. The cyberspace gives organised crime groups an asylum for the development of their organisational and effective abilities. This article describes three classes of organised groups that take advantage of developments in ICT to contravene legal and regulatory jurisdictions, which comprise (1) old-style organised criminal groups that exploit ICT to boost their global criminal activities; (2) organised cybercriminal groups that operate entirely online; and (3) organised groups of ideologically and doctrinally inspired parties who exploit ICT to ease their criminal behaviour. The article concludes by noting that with the enhanced probability of digital content being a basis of debates or forming part of basic proof to back or rebut an argument in judicial proceedings, the need for law appli cation to have broad understanding of computer forensic techniques, tools, principles, procedures and guidelines, in addition to anti-forensic tools and techniques will become more pronounced. Moreover, it also sees the need for fresh strategies of response and more research on investigating organised criminal activities in cyberspace. Holt, T. J., Bossler, A. M. (2012). Predictors of Patrol Officer Interest in Cybercrime Training and Investigation in Selected United States Police Departments. Cyberpsychology, Behaviour, and Social Networking, 15(9), 464-472. For the past thirty years, there has been an increase in the use of technology to aid crimes in both the cyber and physical worlds. This problem has resulted in the creation of significant challenges for the enforcement of law, especially at the state and local levels. It is because of this that this article examines the dynamics that projected patrol officers interest in cybercrime investigations and training in two south-eastern cities in the U.S. The analysis particularly observed the connection between demographics, cybercrime exposure, computer training, computer expertise, Internet and cybercrime perceptions, and perceptions on policing cybercrime with officer appeal to cybercrime investigation training and handling cybercrime investigations in the future. At the end, from the findings, the article substantiates the argument that more knowledge and departmental consultations relating to the value of investigating these types of crime need to be held so as to boost officer inter est. Bossler, A. M., Holt, T. J. (2012). Patrol officers perceived role in responding to cybercrime. Policing: An International Journal of Police Strategies Management, 35(1), pp. 165-181 Minor empirical research is available concerning how local law enforcement has dealt with cybercrime. The main aim of this article is to know: the law enforcement agencies that line officers consider to be largely in charge of investigating cybercrime instances; their views about their agencys current capacity to handle these offenses; and their attitudes as regards the effective ways of improving the social response to cybercrime. To do so, the authors surveyed patrol officers in the Charlotte-Mecklenburg and Savannah-Chatham Metropolitan police departments. The authors found that officers do not think that local law enforcement should be largely in charge of dealing with cybercrime incidents and they have scarce information on the manner in which upper management is handling cybercrime. Officers showed that the most effective approaches to handle cybercrime were more care taken by people online and amendments to the legal system. The article concludes by noting the significant need for more statistical recording of cybercrime so as to better appreciate the problem in addition to how local law enforcement and first responders are tackling these issues Jiggins, S. (2000). E-crime: a global challenge for law enforcement. Platypus Magazine, Australian Federal Police. Retrieved from: http://www.afp.gov.au/media-centre/publications/platypus/previous-editions/2000/december-2000/ecrime Among the biggest challenges related with modern technology is the fact that crimes can be perpetrated on a large-scale basis with such rapidity and obscurity, which if not dealt with, endangers the sustainability of the economic security of businesses and the existence of smaller nation states. Because of this invasive nature of modern technologies, the report recognizes the need for law enforcement to work together with other sectors in the industry and the community to breed an across-the-board state and local approach to the issue. The report tackles issues such as the global nature of e-crime, securing, developing and holding on to expert staff and getting around technology gap, gathering and retaining electronic evidence, establishing the identity of criminals, developing tools to counter crime, reacting to crime instantaneously, and advancing reporting of electronic crime. The report concludes by setting the stage for further analysis, which will identify first priority matter s, gaps and weaknesses that must be tackled by any strategy if law enforcement is to meet the challenges of the virtual horizon.

Pauline Ethics Essay

1.Why is it necessary that actions proceed from moral and spiritual vision? It is necessary that actions proceed from moral and spiritual vision because the attainment or accomplishment of our vision or goals is when we will be able to put it into action. What is in hearts and minds must be seen through our actions because grace to Apostle Paul work in the inside out. Like Apostle Paul, his ethical teaching flows from a moral vision. For him, to be a Christian is to able to do God’s will. To know the Christian codes of right conduct and behavior, we must have the moral capacity to act on them. In short, if one has moral character then one will act morally. In Colossians 3:1-2, Paul said that â€Å"Since, then, you have been raised with Christ, set your hearts on things above, where Christ is seated at the right hand of God. Set your minds on things above, not on earthly things.† If we are seeking after the exalted Lord Jesus Christ then it envisions our practical pursui t of spiritual goals. Then to set our minds on things above, emphasizes that we have the spiritual capacity to accomplish those spiritual goals. For example, one of my moral visions is to be more patient enough or to control my being hot tempered against unreasonable people. In order to attain this goal of mine then I have to pray for them to become matured enough and also ask God to give me wisdom in dealing with them especially in giving responses, reactions or comments to what they say. Further, I have to befriend them and try to reach out with their needs. All these moral and spiritual visions will be accomplished through our actions since we participated in the death and resurrection of Christ; we are now being transformed into new person by God’s grace. 2. How do the virtues of Faith, Hope and Love affect the practice and conduct of your own particular profession? These three virtues affect the practice and conduct of my profession in such a way that as a Social Worker I am committed to help the less fortunate people or people who are deprived from their own rights (esp. the indigent) in the upliftment of their lives. Because of my faith that God will never leave us nor forsake us (Hebrews 13:5) and that He will provide all our needs according to glorious riches in Christ Jesus (Phil. 4:19) then I have to keep going, not to be discouraged in helping these clients. This virtue of faith drives me to hope that someday, somehow, these less fortunate people will rise from their present situation and be able to exercise their right and duties as citizenry of our country. Also to pursue my commitment, I have the duty to love these people as Jesus loved me unconditionally. There are times that it’s not easy to love especially if I encounter rude people but to be able practice my faith, I ought to do so. 3.How would you foster ethical/moral values in the following realities? a.Consumerism – buying only what I need (want vs. need). By being practical and maximizing my resources to the fullest. Also when buying something, do not be brand conscious but focus on the usefulness of that thing. b.Mundane and Profane tendencies – not to conform to the pattern or evil desires of this world but be transformed by the renewing of your mind†¦ (Romans 12:2) even if it is the trend. To stand out against the world. c.Relativism – by respecting one’s faith and beliefs. Also being open to the perspective of others not to be so closed with what I know and how I understands different things in life but be willing to share or exchange with one’s opinion and ideas. d.Technological Dependence – for me by choosing only what is applicable to my need and demand of times. Personal relationship should not be sacrificed just because of this high technology. e.Economic Scarcity – being resourceful and practical and maximizing the full potential of such – (Principle of supply and demand). For example, there was food scarcity in a certain area because of typhoon devastation. Relief goods were distributed and so there were crowd falling in line. In this case, I would give priority to senior citizens, the sick, pregnant and the handicapped, though all of them have equal need. 4.How do you exercise your particular profession in the perspective of the following Christian Gifts (Romans 12:4-11)? a.Prophecy – For me, when I was in the National Irrigation Administration as Irrigator’ Development Officer, I do a lot of field work, meetings, and trainings. I always inject the word of God in giving opening prayers in the conduct of meetings and trainings. Even when I do home visitations, during informal sessions with my clients I inspire them with the words of God especially when they open-up their problems and difficulties in life. In that way, I know I was able to exercise this gift of prophesy. b. Practical Service – When I perform my duties and responsibilities, I do it with all my heart not to please my boss or co-worker but to please God. Since we have a multi-task function in the office before, even cleaning the comfort rooms, (when our janitor retires and our office did not hire anymore instead we are task to do additional janitorial works) I do it with gladness. I told myself that this will not degrade my profession because even Jesus washed the feet of His disciples as an example of true humility and service. c.Teaching – In conducting seminars and trainings with the farmers, I think I do exercise this gift God has given in relation to the teaching of Christ. Like for instance, one the principles that we emphasize with our farmer clientele is the principle of sharing (e.g. there must proper sharing of irrigation water). This principle is in light with the teaching of our Lord Jesus Christ to share what we have to those who don’t have. I give instruction, rules and regulations as a way of teaching in the attainment of target/desired goals of our agency. d.Encouragement – This gift is attached to my profession I think especially to deal with different kinds of people with different ethical behavior. I need to practice this gift in order for me to attract or influence these farmers in the performance of their duties and responsibilities as partners of irrigation development. To encourage is my â€Å"capital† to become effective IDO. e.Almsgiving – to perform my duties and responsibilities in the office, I am willing to give my time beyond the prescribed office hour (8 hours a day) without expecting a reward or additional compensation. I always stay in the office beyond office hours just to comply with the deadlines reports and other pertinent works or when my superior asked me to do something. f.Position or Authority – whenever I am tasked to do something, for example, assign me to lead or spearhead a particular program/project, I always accept it without hesitation and I have to perform to the best of my ability involving my team in all aspects of the project because I believed that team approach is more effective way in accomplishing a particular activity/project. g.Acts of Mercy – in working with my officemates and rendering service with my farmer-clientele, I do it by heart and with joy. I have to enjoy my work so that I will not get burn-out. I still remember when I do field work and do home visitations with the farmer leaders, they even open-up their problems regarding their private life and I do some counseling and offer prayers for them and this developed a closer relationship with them. 5.Why is it necessary to contextualized Pauline Ethics in your own field of expertise? By contextualizing Pauline Ethics in my own field of expertise I can share/bring the â€Å"good news† or the love of God to my clientele. By exercising the seven Christian Gifts and the various codes of Christian conduct, I believe I can help in the transformation of their lives just like what Jesus did for us. And hopefully not only our direct clients will be influenced but their family circle and the whole community as well. A concrete example of this is when I conduct training, imparting to my farmer clientele the value of self-discipline in light of distribution irrigation water, payment of irrigation fees, etc. but it does not end up with the irrigation water alone but relating it to the whole aspect of their lives. I was amazed that I have seen the impact of this with their lives through evaluation and some farmers will give feed-backs on the positive impact of the training in their li ves. 6. Defend or Refute: The transformation of one’s life from vice to virtue, and alienation to reconciliation is the byproduct of grace. I strongly agree that the transformation of one’s life from vice to virtue and alienation to reconciliation is the byproduct of grace. The transformation of our character from negative to positive is not by our own strength. If we want to change and have transformation it’s only by God’s grace. As Apostle Paul writes in 2 Corinthians 12:9, He said to me, â€Å"My grace is sufficient for you, for my power is made perfect in weakness.† He promised grace for Paul’s pain. It means therefore that in our weaknesses, God’s power is sufficient. Grace simply means God’s help, intervention and strength in our weakness. Our vices or character deficiencies can be replaced with virtues or character assets by trusting God’s grace. By participating in Christ’s work and our confession that He is our Lord and Savior means transformation of our lives so that we can live our lives in accordance to God’s will. We are alienated before because of our sinful nature which we inherited from Adam and Eve, but because God loves us so much, He gave His one and only Son to die on the cross for our sins. So with Christ death on the cross we were being reconciled to God. Ephesians 2:8-9 says, â€Å"For it is by grace you have been saved through faith- and this not from yourselves it is the gift of God- not by works, so that no one can boast.† Our salvation is by God’s grace- gift of God (undeserved gift) through faith but we have to ask (open our hearts and let Christ reign in our lives) so that we will receive this gift of salvation. We cannot earn our own salvation but it’s only by God’s grace! 7. Defend or Refute: To live through commitment and not merely by inspiration means to be faithful to God. Yes I agree to this statement. To be faithful to God means a commitment to live our lives to Him and not merely by inspiration. For Paul when he was converted in Damascus, he started to commit his life to God no matter what the cause maybe. In the practical side of it, to live our lives through commitment is living with a purpose and direction. Once we are committed to do something, we do it consistently, not mechanically but with all our mind and heart having the assurance and certainty that God will be glorified. By doing so it follows the joy and love in performing the act not by force or compulsion. On the other hand, we should not live only by mere inspiration not just to enjoy life and be contented to what will happen. For example, one way to be faithful to God is to pray every day – giving thanks to Him for all the circumstances He brought in my life and entrusting to Him all my concerns and even my future. I should do this consistently and accept whatever God’s response. Another way of my being faithful to God is by giving my tithes and offering regularly. 8. Defend or refute: If one acts on the basis of the responsibility of love, he is free. No. I disagree because love never ceases. Love must continue to be our motivating factor to act. Love will go on eternity for God is love. 1 John 4:8, â€Å"God is love! God is eternal; therefore love is eternal as well. Paul writes, in 1 Corinthians 13:1-3, â€Å"If I speak in the tongues of men and of angels, but have not love, I am only a resounding gong or a clanging cymbal†¦ v. 13 â€Å" And now these three remain: faith, hope and love. But the greatest of these is love. We will never be free because we have the debt with our fellowmen and that is the debt to love them regardless of the race, status, physical attributes, etc.

Plato Republic Discussion Question

In platos republic, book VI, platos tells the story of Allegory of the cave. This story tells of what plato believes true education is. First plato tells what education is not. â€Å"Education isn’t what some people declare it to be, namly, putting knowledge into souls that lack it, like putting sight into blind eyes†(518b) then plato describes what he thinks education is. â€Å"Then education is the craft concerned with doing this very thing, this turning around, and with how the soul can most easily and effectively be made to do it.It isn’t the craft of putting sight into the soul. Education takes for granted that sight is there but that it isn’t turned the right way or looking where it ought to look, and it tries to redirect it appropriately. † (518d)I believe in the story, the effect on one who goes into education is that he possesses the spiritual enlightenment of the form of the good. Education is up to man himself and can only learn to a cert ain limit. In the sensible realm, the lowest on the list is the shadows, imagers, and reflections.In the story the prisoners can only see the shadows and nothing else. This effects their soul because they are only limited to that and the soul has nothing to grow upon. Education is like the metaphor of the sun, being able to see clearly and in reality. I think platos view of education is sensible to me. I understand how plato is explaining how the shadows and darkness is like being limited and unless you find the light you will not be successful. Once you find the light it will help you to get away from the shadows and be able to â€Å"see† more clearly.

Significance of the Women in Oedipus Rex Essay - 2638 Words

Significance of the Women in Oedipus Rex Michael J. O’Brien in the Introduction to Twentieth Century Interpretations of Oedipus Rex, maintains that there is â€Å"a good deal of evidence to support this view† that the fifth century playwright was the â€Å"educator of his people† and a â€Å"teacher†. Sophocles in his tragedy, Oedipus Rex, teaches about â€Å"morally desirable attitudes and behavior,† (4) and uses three women to help convey these principles of living. This essay will explore the role of women in the drama, the attitude toward women therein, the involvement of women in plot development, and other aspects of women in Oedipus Rex. At the outset of Oedipus Rex no female characters are present; the reader sees a king†¦show more content†¦Not for some far-off kinsman, but myself, Shall I expel this poison in the blood; For whoso slew that king might have a mind To strike me too with his assassin hand. Oedipus, in his public proclamation regarding punishment for the killer of King Laius, shows more lenient treatment toward the guilty party if he confesses his crime: â€Å"I summon him to make clean shrift to me./And if he shrinks, let him reflect that thus /Confessing he shall scape the capital charge†. Oedipus, in his cross-examination of the holy man Teiresias, shows his mastery to be more human and less godlike: â€Å"Monster! thy silence would incense a flint. /Will nothing loose thy tongue? Can nothing melt thee, /Or shake thy dogged taciturnity?† The king is confronted with Teiresias’ accusation, â€Å"Thou art the man, /Thou the accursed polluter of this land,† and then another even more condemning accusation, â€Å"I say thou livest with thy nearest kin /In infamy, unwitting in thy shame.† But Creon’s mastery of the situation prevents his even glimpsing the truth; rather he suspects treachery, and thus accuses his brother-in-law, w ho appears in order to defend himself: â€Å"Friends, countrymen, I learn King Oedipus/ Hath laid against me a most grievous charge, /And come to you protesting.† TemperamentallyShow MoreRelatedComparing The Tragedy Of Sophocles And Henrik Ibsen1147 Words   |  5 Pageschained to what society told them to do. Oedipus Rex was a tragedy written by Sophocles around 429 BC. His tragedy portrayed Oedipus, a king who was strong, powerful and almighty just as a king should be - in common stories. Ibsen wrote a contemporary tragedy called A Doll’s House. Here he presented Nora, a housewife whose sole purpose in life was to grow up, get married and have kids. Though centuries apart these tragedies both convey the same problem. Both Oedipus’ and Nora’s worlds, though differentRead MoreMWD Oedipus Rex1701 Words   |  7 Pagesï » ¿Title: Oedipus Rex Author: Sophocles Date of Publication: around 430 B.C. Genre: Dramatic Tragedy Biographical information about the author: Born at Colonus, son of Sophilus. Sophocles was a playwright and served as a priest. He had a son with Nicartrata, who was also a playwright. And he also had a son with Theoris. Wrote 123plays but only 7 survived: Ajar, Antigone, Trachinian women, Oedipus Tyrannoss, Electras, Philocetes, and Oedipus at Colonus. 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Is it mans fault that he wants to be like the gods? Or is it the gods fault? The story Oedipus Rex by Sophocles shows that mans arrogance and fallible personality is the causeRead MoreLiterary Analysis of Susan Glaspells Trifles1788 Words   |  7 Pagesweight and significance than first seems to be the case. Just as Glaspells play ultimately reveals a sympathetic nature in Mrs. Peters and Mrs. Hale, the evidence that the men investigators fail to observe, because they are blind to the things that have importance to a woman, reveals the identity of the murderer and are, therefore, not really trifles, after all. Thus, the title of the play has a double-meaning: it refers, satirically, to the way trifling way some men perceive women, and it alsoRead MoreSignificance of the Women in Sophocles Antigone Essay2507 Words   |  11 PagesSignificance of the Women in Antigone  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚        Ã‚   Michael J. O’Brien in the Introduction to Twentieth Century Interpretations of Oedipus Rex, maintains that there is â€Å"a good deal of evidence to support this view† that the fifth century playwright was the â€Å"educator of his people† and a â€Å"teacher† (4). Sophocles in his tragedy Antigone teaches about â€Å"morally desirable attitudes and behavior,† (4) and uses a woman as heroine and another woman in a supporting role to do most of the instructingRead MoreEssay on Analysis of Buried Child by Sam Shepard1506 Words   |  7 Pagesnearly 60 years of age, Shepard is one of the most famous playwrights in America. In Shepard’s Buried Child, there are many twists and turns that have the reader wondering and wanting more. Buried Child can be similar to classic plays such as Oedipus Rex, where Shepard includes the theme of incest. He has also included many symbolic objects and Native American symbols of renewal with the large quantity of vegetables in the backyard of the family’s house. There are seven main characters inRead MoreRay Bradbury s Fahrenheit 4514443 Words   |  18 Pagescentury. Antigone and Ismene are the daughters of Oedipus. Her brothers Polynices and Eteocles fought each other for the thrown after Oedipus passed away. They both die in battle, but Creon, the new king brands Polynices a traitor and refuses to let anyone bury his body. Burying his body is punishable by death. However, Antigone thinks that they should respect the dead and buries her brother’s body. Ismene refuses to help her because they are only women and cannot stand against men if they are caughtRead MoreShe Stoops to Conquer Suggested Essays1898 Words   |  8 PagesExplain the meaning and significance of the title She Stoops to Conquer. Even without reading the play, the irony of the title is obvious, since the she in question is lowering herself in order to prove herself superior. In context of the play, the title could be argued to refer both to Kates plan to trap Marlow and to Goldsmiths purpose of using â€Å"low comedy† to convince his audience to embrace it. The former is a good description of the irony of Kates plan: in order to convince herself sheRead Moretheme of alienation n no where man by kamala markandeya23279 Words   |  94 Pagesï » ¿ANTIGONE KEY LITERARY ELEMENTS SETTING This tragedy is set against the background of the Oedipus legend. It illustrates how the curse on the House of Labdacus (who is the grandson of Cadmus, founder of Thebes, and the father of Laius, whose son is Oedipus) brought about the deaths of Oedipus and his wife-mother, Jocasta, as well as the double fratricide of Eteocles and Polynices. Furthermore, Antigone dies after defying King Creon. The play is set in Thebes, a powerful city-state north of

Implementing A Workable Business Plan - 1428 Words

I then asked him: â€Å"From your experience what do successful companies have in common early on?† His response was very insightful. He began by saying that you need two things in the very beginning, you have to have a concept that makes sense, and it needs to be something that people want. After you have those two things he said to make a workable business plan. The next step after the business plan is to find a team of people that are capable of carrying out that plan. He went on to add that it is harder to find a good team than it is to find a good plan in early businesses. Lots of good plans out there, but not that many good teams. He then went on to emphasize how essential a good team is by stating: â€Å"Whenever you think of yourself as an†¦show more content†¦I asked him about companies in the Huntsville area that are just starting up, and he referred me to a company which I could potentially site visit. The next interview I conducted was with the CEO of App leton, Glenn Clayton. He had a different style of responding to the questions than that of Mr. Corman, he was much shorter, and succinct with his responses. From the interview, which I asked very similar questions to that of Mr. Corman, I was able to extrapolate that he started the company when he was 18 and in school at UAH. He was a broke college student at the time trying to make money, so he started a tutoring business. After he realized that the company could be more successful in the HR department of public schools, he sold the tutoring part of the company. This was due to him realizing that there was a void created in communities by public schools, and he intended on filling the void. This notion of starting with a premise of find a need and fill it, and find a way to fill it effectively, or more effectively depending on whether or not there are other companies in the same market, was the main point he made during the interview. The final interview I conducted was the one wit h my dad’s good friend Mr. Kent Lowman. This interview was originally intended to be a phone interview just as the last two had, but it was changed to an email interview to accommodate to his busy schedule. He

The Security Threat Of Prisons And Police Officers

STGs There are many dangerous gang in prison and out on the streets that are a security threat to prison staff and to public. These groups are called STGs or Security Threat Groups (gangs). Prisons and police officers try to control these gangs as much as possible so there could be the least threat as possible. Some of the main security threat groups are: The Aryan Brotherhood, The Ku Klux Klan, The Folks, The Nation of Islam, and MS 13. These 5 groups are a major threat to prison staff and people out in the streets, so they try to keep an eye on them as close as possible to prevent from anyone getting hurt or even kill. Some of these gangs can be so dangerous that they control streets and police or authority don’t really want to mess with them to not lose their life. The Aryan brotherhood, or AB, is a white supremacist prison gang that has over 10,000 members in and out of prison. The Aryan brotherhood was founded by white supremacists, Barry Mills and Tyler Bingham, at the San Quentin state prison in 1964. This gang was formed to protect white inmates but through time the gang started to gain power and started to become more and more dangerous. This gang is most powerful in Texas because that is where they have the most members. The Aryan brotherhood is so dangerous that they are on the police hit list after a series of murders on law enforcement officials. The Aryan brotherhood is often being searched by the FBI, DEA, and ATF who are trying to dismantleShow MoreRelatedEssay on Roles Needs of a Criminal Justice Professional1378 Words   |  6 Pagesin Public Safety September 18, 2012 As we all know – there are tons of social issues within the entire world that Criminal Justice Practitioners deal with, most likely, on a daily basis. One of the many social issues I’ve chosen is Prison Overcrowding. 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Conferencing In Writing Classroom - Myassignmenthelp.Com

Question: Discuss about the Conferencing In Writing Classroom. Answer: Anderson, C. (2001). Conversations with Student Writers.School Talk,6(2), 2-5. In the book Conversation with Student Writers by Carl Anderson, the writer has emphasized upon the point that writing conference help students to understand better about the writing and become better writers, who can use techniques , strategies that they are taught in the conferencing. The conference conversations generally have two parts, in the initial part of the conferencing the teacher explains the work to the writers, listen to their opinions carefully that helps the teachers in making up a mindset how to guide the students. The next part of the conference the student is provided with the ideas how to improve their writing skills. According to the author, students and teachers have different roles in a writing conference conversation. Initially it is the teachers job to ask the students for setting an agenda for the conference, once the agenda has been set the students will be asked questions about the writing, the student will be sharing the writing to the teachers. The second part of the conference shall begin with the students feedback, followed by a detailed evaluation of the writing. The Author has mentioned that during the whole conferencing process, the student should have in mind that the teachers care. Thus it can be concluded that the author has tried to give an idea of how a writing conference should be. Anderson, C., Anderson, C. (2005).Assessing writers. Portsmouth, NH: Heinemann. In the paper assessing writers by Carl Anderson, the author had emphasized on the importance of assessing the writers. According to him, a good writing teaches should assess the student writers. A teacher should not only go through the students writing but also should interact with the students regarding their writing. Assessment plans helps the teachers to understand the students, their needs and thus helps the teachers in chalking out teaching strategies for individual students. Individual student plan would help the teachers in understanding the problem, if any, faced by the students. It will help in deepening the knowledge of the students. Assessing writers help to design the units of study that will cater to the collective requirements of the class. Knowledge of the student as a writer before the conference and during the conference helps the teachers to chalk out the techniques by which she is going to tailor the teachings to the students need. Assessing helps the teachers to d ecide the teaching plan of each unit of the curriculum. While assessing the students the teachers could set goals for each student, as all students cannot have the same requirement. Fountas, I. C., Pinnell, G. S. (2001).Guiding Readers and Writers, Grades 3-6: Teaching Comprehension, Genre, and Content Literacy. Heinemann, 88 Post Road West, PO Box 5007, Westport, CT 06881. In the book the author had described about the management of the writing workshops. A systematic way should be used to manage the conference, as it would help the students to monitor their own rate of progress. According to the experts, it is essential to take time to arrange conferences as sessions conducted in a hurry do not deliver proper information to the students. According to Calkins, the conferences in which students interact most, the teachers also learn the most. Therefore the author had established listening as the key to learning. According to him, a writing conversation should involve listening to the students writing and reading them aloud , helping the students with the kind of writing help they want, extending the writing strategies, pointing out the good points in their writing, reinforcing the strength of the writer, reviewing the writing of the student, giving a piece of writing as a sample. It is important for the teachers to teach their students how to interact with their peers, as they are a type of audiences that are not threatening and can provide real motivation to the students. It should be noted that if peer conferences are not properly organized then poor ideas can be channelized to the students. It is also necessary for the students to come together and share among themselves, what they have written. Teachers should chalk out a proper plan for the writing workshop. The author has also discussed about the different languages that should be used in a writing conferences. Hindley, J. (1996).In the company of children. Stenhouse Publishers. In schools, teachers have the motto to turn their classrooms into workshops of reading and writing. In this book, Joanne Hindley takes a look at how a rigorous, successful and efficient writing workshop can be conducted. She had grounded her story in the lives of her third graders; the writer has tackled difficult situations and had offered thoughtful direction and ideas that would help on to manage a classroom workshop. The book provides with the idea, how to manage a workshop setting in a crowded classroom, how to launch the notebook of the writer with the students, how the study of one genre can help one to manage the workshop, the book also helps one to understand the mini lessons that should be conducted for the students. It also gives an idea about how to organize classroom that is process oriented. Anderson, C. (2001). How's It Going? A Practical Guide to Conferring with Student Writers.Education Review//Reseas Educativas. In this book the author has discussed about the teachers role in organizing a conference. He has described that the teachers play an active role in tailoring a proper learning to the children. A teacher will be able to make classroom strategies and response to the frequently asked question. He had emphasized on the development of effective, straight forward strategies. This would help the students to grasp the knowledge in an effective and an easy way. According to the author, a one in one talk with the students allows the teacher to know about the requirements of each student. Author has provided an insight of how a writing conference should be. It should be short and safe, as students should not be enforced with too many tasks. There should be a specific purpose of a conference. The author has mentioned that in the first part of the writing conference a teacher should ask assessment questions, read the writing of the student. The student in turn should set the agenda for the confer ence, respond by answering the questions. In The second part of the conference, a teacher should give a critical feedback to the student, Approve the writing and then allowing the students to have a go. In a nutshell it can be concluded that a writing conference is a strategy that is designed to guide the students in the process of writing. The sole purpose of the writing conference is to reveal the potential of the students as writers. The students get a better understanding of the knowledge of writing. Bibliography Anderson, C. (2001). Conversations with Student Writers.School Talk,6(2), 2-5. Anderson, C. (2001). How's It Going? A Practical Guide to Conferring with Student Writers.Education Review//Reseas Educativas. Anderson, C., Anderson, C. (2005).Assessing writers. Portsmouth, NH: Heinemann. Fountas, I. C., Pinnell, G. S. (2001).Guiding Readers and Writers, Grades 3-6: Teaching Comprehension, Genre, and Content Literacy. Heinemann, 88 Post Road West, PO Box 5007, Westport, CT 06881. Hindley, J. (1996).In the company of children. Stenhouse Publishers.