Terrorism Essays (702 words) - Terrorism, Violence, Crime

Terrorism Terrorism Why do people resort to such violent acts as bombing, assassinations, and hi-jacking? How do individuals and organizations justify these acts of terror. These acts can be described as terrorist actions. Terrorism is an growing international problem. During the last twenty years, new terrorist groups have sprung up al lover the world. Governments have had little success in their attempts to resolve issues in which terrorism is used. A major problem in discussing terrorism is establishing a generally accepted definition. Terrorism can be described as the unlawful use of fear or force to achieve certain political, economical, or social aims. Because it is so hard to define, organizations like the United Nations have had great difficulty drawing up policies against terrorism. Terrorist actions may be committed by a single individual, a certain group, or even governments. Most terrorists, unlike criminals, claim to be dedicated to higher causes, and do not believe in personal gain. The methods used in terrorism include threats, bombings, the destruction of property, kidnapping, the taking of hostages, executions, and assassinations. There are many reasons why political groups attempt to bring about radical change through terrorism. People are often frustrated with their position in society. They may in some way feel persecuted or oppressed because or their race, religion, or they feel exploited by a government. Any group that uses terrorist actions have very complex and powerful reasons to engage in those activities. The use of terror to achieve goals is not a new idea in history. One early terrorist group, the assassins, flourished in the 12th and 13th centuries. The assassins used murder to dispose of their enemies, and their name has come to be used for one who kills for political or religious reasons. Government terrorism dates at least from immediately after the French Revolution, in 1789. During this period, known as the "Reign of Terror," the French Revolutionary executed thousands of its citizens who were considered enemies of its rule. Acts of terrorism have been committed by individuals, or groups who seek national independence. One such act was the assassination of the Arch Duke of France in 1914. The assassination had sought to win Bosnia form Austrian rule, but failed and led to the outbreak of World War I. Kings and government officials are often the targets of terrorism. Czar Alexander of Russia was assassinated in 1881 by members of a terrorist group that wanted to overthrow the government. Other famous people who were assassinated because of their beliefs were Martin Luther King Jr., and Pope John Paul II, who was shot, but survived. While many groups have engaged in terrorism throughout history, the Anarchist political groups in the 19th century are most remembered. These groups were especially strong in Italy, France, Spain, and the United Sates, but their roots lie within the Russian peoples will movement. Anarchists believe that by nature people are good, and that in the right circumstances people can leave in peace. They oppose all centralized state and think it is an oppressive force that prevents people from cooperating with one another. Modern Terrorism retains some elements of terrorism in the past. At the same time it differs because it has a wider extent in many of its methods. Today, terrorism poses a threat to innocent people, and is a serious threat to democratic fomrs of government. One of the characteristics of modern terrorists is their practice of taking hostages in order to force their demands upon a particular government. If demands are not met, the hostages face the threat of death. Hi-jacking commercial airlines and holding their passengers and crews hostage has become a favored method among terrorist today. Many people believe that terrorism became global in its extent in the late 1960's. In 1970 over 300 acts of terrorism were recorded worldwide. By 1979the number of terrorist incidents for one year increased to 3,700. Politically unstable countries offer frequent opportunities for terrorism. Lebanon, which has been torn by years of Civil War, has been the sight of numerous terrorist attacks. In addition to terrorist groups, governments today also engage in terrorism. Countries sometimes use terrorism as a substitute for traditional warfare by providing money, training, and weapons to terrorist groups whose activities serve their national aims. Governments may also plan and carry out terrorist actions themselves, although they usually deny responsibility for them. It is unlikely that we will ever see and end to terrorism. Terrorists are not born, but created as todays issues of today develop into the conflicts of tommorow.

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buy custom Articles about Observation essay Programs for early childhood or preschool age struggle to offer education of a high quality to the children. Such programs involve a vast range of characteristics in order to answer the purpose. These programmes include structural features that are instituted through the policies and regulations, and process features that are experienced be the children directly. For the most part, the programmes cover a physical environment such as spatial, furnishing and learning materials. Social environment also comprises the preschool programmes, which cover a classroom management as well as emotional and instructional support. The most important, they face a challenge of determining the quality of such programmes and its effect or impact on the features of development of the preschool children in terms of literacy, activity, interaction, language and skill. The level of the experience that children gain while being in preschool make significant contributions to their development of skills in li teracy, academic subject, language and competency in their emotional and social life. For this reason, the different educational systems have been developed, which provide the preschool learners with the rich experiences that prepare them for further studying. In addition, the experiences acquired in the preschool thoroughly prepare a child to join the senior classes or school. The development of these programmes is aimed at providing the preschool children with several opportunities in relation to education. One of the benefits of a high quality preschool education is that it is open for disabled children as well, which is very important. The programmes are useful in protecting such children, thus, reducing the gap of development or recognition that occurs at school entry (Burchinal et al., 2000). In the event of the above constraints, the learner can easily cope with the challenges of education due to the high quality preschool programme. Several studies conducted on this subject indicate a considerable connection between a preschool grounding and further educational advancement. Several organizations continuously emphasize the importance of the quality of the preschool programmes providing an appropriate language and interaction skills. They also insist that a conducive- preschool environment forms a strong foundation or basis for protection of the children experiencing difficulties in reading or social risks. Conducive environment means that children can learn with fewer difficulties and rely on the proper support of the teachers. They also imply that the quality preschool programmes are aimed at protecting such group of children prone to various risks being deprived of the possibility to get the due language skills in the educational surroundings. The peak of ability of a person to gain knowledge falls on a very tender age, that is why it is essential to a child to be in a conducive for studying learning environment. The early foundation in most cases will determine the future progress of the children. Poor educational background means that children will h ave difficulties in their future academics. Numerous studies have also shown the strong, positive relations that is intrinsic to children facing economic and social risks as a result of the connection between quality of preschool attended and the development of a child. However, these studies indicated the mixed evidences, which may be caused and explained by establishing the different study methods to evaluate the effects, sample compositions, varying sizes, and the measurements and definitions of a preschool quality (Cunningham, 2010). Several other researches have also found that preschools offering quality programmes to the children are more likely to achieve a greater, positive impact on the literacy of the children, cognitive or reasoning development and language skill. Preschool quality encompasses a wide range of programme characteristics such as the structural features implemented through the regulations and policies, and direct experiences of children provided via the process features. The process quality or features entail the mechanisms used by the preschool in conveying benefits to the children. It consists of the physical environment including furnishings, space and learning materials, as well as emotional support, management of the class, and instructional support. Extensive studies have been conducted to assess the relationship between various features of a preschool programme quality and the development and outcome of the children (Dickinson et al., 2006). The result of the studies indicates a significant relationship between a high quality preschool programme and future development of a child. In order for the programme to be effective, it is essential to use all the previous experience known in the system of the education of a child. For this reason, the programme ensures that all the elements consider the possible and available advantages that could provide the learners with a base needed to higher education. The creators of the programmes realized the essence of a high quality preschool programme in the preparation for the further development and education of the children. However, the connections between the development and a preschool quality tend to remain at the minimal side, with the significant relationships not evident in most of the studies. Similar studies also reflect the differential aspects and impacts of quality programmes in relation to the characteristics of the child such as sex, race and ethnicity, as well as family and home risk factors. The other factors indicate that development and further education of the learner do not mainly depend on the preschool programmes. The moderating effects in most of the studies and high quality programmes have contributed to the successful outcomes among the subgroups that had experienced the delays in development (Early et al., 2007). However, such studies are not to be relied upon because of various factors. Inconsistencies may arise in the relevant studies because of several reasons such as design of the study in detecting developmental effects, characteristic of the participants involved in the study, and definition and measurement of the quality and outcomes. Contradictions that occurs due to the study designs arise when a study measures the parameters of the quality and development at the same time. These studies tend to result into positive relationships, which may not necessarily be accurate in the interpretation of the concurrent associations. The results from studies assessing the associations of preschool program qualities and development of the children take into consideration the characteristics of the participants of the study. Studies conducted in the past incorporated children who were economically disadvantaged, and targeted to get into the programs of prekindergarten. Recent research and studies a longside with a subsequent expansion and growth of the preschool facilities has encouraged the incorporation of participants or children coming from diverse racial or ethnic and economic backgrounds (Cunningham, 2010). Similar studies on the associations of developmental changes of the quality preschool programs also utilize different measures in evaluating the outcome and quality on the magnitude of the program associations. These developmental measures include direct assessments or ratings of the abilities and skills of a teacher that are useful for learning of the preschool children in terms of language, reasoning, cognitive, social-emotional and academic success. Different studies have also reported varying of measurements of the preschool quality. Teachers, administrators, policy makers, and parents in describing the characteristics of prekindergarten programmes use the term of preschool quality. There are two known types of preschool programme qualities, namely, structural and process qualities. Structural qualities encompass those features of the programme that are targeted at financing and regulation, and include the professional training of the teachers and their personal level of education, ratio and size of the clss, service programmes for families and parents, curriculum types, and several other structural features associated with the developmental outcome of the students. The level of education of the teacher would be relevant in the way he or she can be helpful in implementation of the preschool programmes. In the event, the teacher with the task of implementing of the programmes that h a low educational level would not be appropriate for the job. On the other hand, the type of curriculum determines the impact of the programs on the development of the children. The recommended curriculums at this level are those which are student centered. Curriculums, which are not student centered, may not be effective in implementing the high quality preschool programmes. In addition, the high quality programs work well in schools where there is proper regulation of the class size and number. Crowded classes with insufficient supporting materials would make the programmes ineffective, and, hence, would not produce the expected outcomes (Early et al., 2007). Rationale A literacy environment quality entails the social relations and the surroundins that the children directly encounter while participating in various classroom activities. Social relations would comprise the other students and teachers. The available, supporting staff also covers the area of social relations, which children experience while being at school. On the other hand, there is a physical learning environment, which means the learning materials. Learning materials can include books, classrooms, playing toys, charts, drawings, and other relevant materials at this level of education. These global quality programmes can be described as one containing features of the potential to improve the positive development of a child providing the safe environments, appropriate learning activities, and interactions with teachers, parents and fellow children (Hoff, 2006). As much as global quality proves to impact the literacy development of preschool children, advanced research needs to be foc used on the specific quality indicators connected to language and reasoning skills, activities and interactions. There is limited research on the quality of the preschool programme and the literacy environment. Most studies dealing with the relationship between development of the child and quality of the school focus on the quality measures of one dimension, ranging from high quality to low quality. These studies do not explore the quality aspects that are strongly connected to the development of a child, as well as evaluation of specific quality factor that protect the children facing economic and social risks. This study seeks to examine the instructional practice, classroom environment and the impact of these features on development and support of the progression of the children. It is aimed at examining the association or influence of the factors of preschool qualities on the development of the language-reasoning skills of the children, their activities and interactions, using t he Early Childhood Ratting Scale-Revised (ECERS-R) to assess the preschool programmes and ensure that they meet the needs of the student according to the standards (Harms, Clifford, Cryer, 2005). Methodology The study is focused on the prekindergarten schools with convenient and representative sample sizes from diverse cultural, racial and economic backgrounds. Data collection was done by an observational survey using the Early Childhood Environment Rating Scale-Revised (ECERS-R; Harms, Clifford, Cryer, 2005). The use of the scale has been reported for over two decades. It evaluates different subsections that are in line with the objectives of the study. They include such areas as Language and Reasoning, Activities, Interaction, Space and Furnishings, Programme Structure, Personal Care Routine, and Parents and Staff. There are 470 indicators equivalent to 43 items that are rated in a format of a seven-point scale. The descriptors for scoring the variables ranged from 1 (Inadequate), 3 (Minimal), 5 (Good), to 7 (Excellent). Observation Summary The study entailed evaluation of an ECERS-R observation evaluation as a requirement of the course Psychology of Early Childhood. The study was carried out on March 21st, 2012, in a Pre-K classroom, in Lincoln School in New Britain, CT. This observation is focused on three scales, Language-Reasoning, Activities, and Interaction. Participants included 21 students between ages of two to five-years-old. This group of students was from diverse backgrounds, including White, African-American, and Hispanic origin. The staff presented during the study included one head teacher and two assistant teachers. Table 1 shows the ratings based on the observations. Language-Reasoning consists of four subscales: Books and pictures, Encouraging children to communicate, Using language to develop reasoning skills, and Informal use of language. According to the observations, the author believed that all qualifications were met in this area, and rated them with excellent (7). In this Pre-K classroom, there was an assigned center for reading providing students with a variety of books. The teacher, Ms. Thurston, also read stories to the children. The teacher would ask questions and relate the stories to the children as she read. On the free play of the children, four of them played with the books, looking at the pictures and showing to each other. This classroom presented pictures of different subjects at the eye level of the children. In the subscale, the staff and children had constant communication in order to encourage the children to communicate easily. The author observed one particular student who was shy and low in interacting and communicating to the fellow students. The teacher during the free play tried to communicate with that student, and encouraged her to communicate, play and interact with other children by explaining what she was making with clay. As for using language to develop reasoning skills, the author noticed a group of children playing bingo. This game reinforced their vocabulary and knowledge of numbers. For instance, the teacher picked a number and asked them to repeat it then match that number on their bingo cards. In the subscale informal use of language, students were assigned to different centers in the classroom. The staff walked around in order to supervise and communicate individually with the children and inquire them in what activity they were involved in. For instance, one of the teachers asked a girl what she was making with sand. The girl answered: A big house. The teacher continued communicating and interacting with the girl about the house and inquiring whether she was going to add windows, doors, and a chimney. A variety of activities were also observed at Lincoln School. The author assigned a rating of seven (7) to all the subscales under activities except Sand and Water that were rated five (5) and Nature and Science rated six (6). Under refined motor skills, the author noticed that all the materials and tools used by the children were labeled and well organized. For example, the attention was paid to how all the utensils used in the cooking center were labeled and stored in their rightful places. Art work including painting and drawings made by the students were displayed all over the classroom walls. They also had 3D art articles with their names on made by using a clay, and snowmen made of the foam balls. The teacher played music to the children after a story had been read. The students had the chance of singing and dancing to the music separately for the girls and boys. Blocks had an assigned center, where the students had the opportunity to play with different types and sizes, for instance, the coloured plastic and wooden blocks, etc. In this classroom, there was a corner assigned as the sand center with a sand table. The table contained sand tools such as shovels and small buckets among the others. The subscale was rated with a five, as there was no area designated for watter play, either indoors or outdoors. In this classroom, the staff had assigned a theater center for the children to dramatize and change their character into anything they desired. This theater included dress up clothes and puppets. In Science/ Nature subscale, there were a group of books with different themes on nature, animals, and plants. Pictures were also displayed in the classroom that was related to weather. Math/ Number subscale was reflected within the entire classroom. Numbers were everywhere including the date, the blocks, the game they played together (Bingo). Two ch ildren were using the computer with headphones. The use of computers allowed the children to reinforce their knowledge and be able to properly use a computer. This classroom was multicultural; the teachers encouraged the students to play, sing, and dance together despite their ethnic backgrounds. The supervision of gross motor, the general supervision and discipline were well guided. The teachers talked to the children about their activities of interest and promoted an excellent level of discipline in which the students, at the sound of the whistle, knew how to translate the signals to the words Stop, Look, and Listen. Table 2 shows the ratings for the Early Learning Programme (ELP). On March 22nd, 2012, the author visited a preschool programme in New Britain, CT. The number of students present at the time of the observation was ten. Similar to Lincoln School, this programme was diverse in their student admission. The author rated the ELP with an excellent in all subscales because it covered many areas and activities within an hour of observation that were required in the ECERS-R scale. The following aspects were observed in the language-reasoning scale: many books with different topics were accessible to the children, pictures and art works of the children were displayed throughout the classroom. There was also effective communication between staff and students, as well as between staff and parents. The teacher made the children talk about pets at home and their experiences with them. There were four staff members responsible for the talk with the children in the preschool. One of the staff member s played a game with three students in which counting was necessary; she counted with them and also showed them how to count in Spanish. In the activity scale, there was a series of activities that had been observed. Fine motor skills were evident throughout the classroom; materials were all organized and accessible to the children. All the shelves and cabinets were labeled. The author even noticed the teacher bringing books and placing them on the shelf for the students. On the play time, a group gathered in the art center and began to draw whatever they desired. A girl drew her mother and the head teacher. All the previous art works of the children were displayed on the walls. The classroom had a CD player available for music and had music instruments free to be used. The students had the opportunity to play with blocks on their free play time. The children even tried to create a tower that was high enough without the tower collapsing. Previously, the students had played in their sand table center. The table had sand tools stored under the table for the use. This information was made available by one of the teachers in the classroom. The author also observed children playing with puppets, talking to each other as if they were the puppets and imagining stories. The children also played a board game with one of the teachers while parents arrived to pick up their children. In the Nature/ Science subscale, the author observed plants around the room, little flower pots with the attempt to grow grass. There was a classroom pet (beta fish) in which the author witnessed the children taking turns to feed the fish. The board game played by the students had to do with numbers. The personal information of the children was displayed which included their birthdays and a family tree. The classroom had one computer accessible to all children, with different learning programmes for the pupils to learn and play with fellow students. However, it was not used at the time of the observation. The classroom promoted a diverse environment by having children from different backgrounds playing with each other. The author even noticed some Spanish and Polish conversations between mother and daughter. The teachers assisted the kids in using the different tools like working ones, kitchen utensils and grocery shopping materials in an appropriate manner. In general, the supervision was well guided allowing students to work independently but also keeping safety rules in check. At one point, the children started getting rough in their puppet game and so the teacher intervened in order to show them how to play with the puppets and gave them ideas on what to do. The level of discipline in the classroom was excellent; when the teacher was reading a book the children had to raise thei r hand to speak. The author also noticed the children getting a little bit noisy and the teacher let them know that there were interfering with other children, who were trying to play other games. Conclusion Preschool learning age is an essential one and it demands a proper foundation for the preschoolers. The above information explores the experience of the author in the two different schools which were similar to each other. The dynamism of each learning center was unique and adequate for instructional processes and purposes. Both of them were following a protocol and a proper curriculum, which is a necessary element in the implementation of any preschool programme. The teachers used the most effective ways to connect classroom activities with student daily life experiences. This was through encouraging the learners to relate the class activities with the home activities or playground ones. This makes learning to get easier for the preschoolers as they could identify the relationships between class lessons and their life experiences. In addition, the learning expectations of the teacher were focused on academic disciplines (math, language, arts) and social expectations (interactions be tween the students and teachers, respect to others). These are some of the factors which are key determinants of the impacts of the preschool programmes on the development of the children. It is clear from the above discussion and studies that the type of curriculum, level of education of the teacher, and connection of the classroom activities with the daily life experiences results in the positive outcomes (Cunningham, 2010). Evaluation of the environment is necessary in understanding the influence of the environmental features in literacy and social developmental potential of the preschool children. Proper and positive environment will ensure that the learners would gain an advancement due to the preschool programmes. A negative learning environment means that there will be obstacles while implementing the programmes, hence, negative results. Assessment of the quality of the preschool programmes and the environment is essential in improving literacy skills at school entry. Research also indicates that a strong basis or foundation of quality programmes, activities, and literacy developments can prepare students for future successful careers (Campbell et al., 2002). This increases the need to put the priority of the development and future of the students at the topmost position. The high quality programmes and environment that encourage literacy and language development, can also serve to reduce the challe nges that the students might face in the early stages of their growing, thus promoting the development of successful and fluent readers and writers. It is also necessary to put into consideration not only the practice of literacy programmes and quality environment, but also incorporate essential books, experimenting opportunities in a stimulating and a print rich environment. Other notable features with potential benefits include knowledgeable teachers on language skills, meaningful learning choices, and a conducive learning environment with a risk taking, supportive and caring staff. Buy custom Articles about Observation essay

Born to write

â€Å"I was born to dance. It is said that I didn’t fall out of my mother’s womb; I danced out, my tiny body wriggling and flailing like a wild woman.† These lines come from the first page of a book that isn’t a New York Times best-seller or a selection from Oprah’s Book Club. In fact, fewer than 50 copies of this book exist worldwide, and perhaps even fewer people than that have read these lines. But that doesn’t matter because these thirty words are mine; they begin my novel, Deaf Girls Don’t Dance.Unlike my realistic but still fictional narrator, Margaret, I was not born to dance. I was born to write. Ever since my chubby five-year-old fingers first pressed pencil to paper, I’ve been hooked. My career as an author began in first grade when I wrote and illustrated a â€Å"book† about sherbs, fictional sherbet-loving creatures. Although my first authorial endeavor did not have immediate success, I didn’t give up. Throughout elementary school and junior high I spent the free time I wasn’t using for reading to write skits, screenplays, and short stories. By the time sophomore year rolled around, I had laid plans for my greatest masterpiece yet: a full-length, edited, self-published novel.The assignment, given the first week of school: with a mentor’s guidance, conduct research and then create an original work to be presented at the Gifted Expo in May. I knew my project the moment its title popped into my head: Deaf Girls Don’t Dance. After asking my seventh grade English teacher to mentor, I began poring over library books on deafness and developing a plot outline.I had to spend a minimum of an hour a day on my project, but a writer is slave to no clock. Inspiration comes in short bursts for me, so I spent many a night staring blankly at the computer screen, hoping beyond hope that something would come to my mind so I could meet my daily goal. When an idea came, my fingers typed frantically, rushing to get my words out before I lost them. If my clock read 4:30 a.m. by the time I was finished, so be it. The temporary discomfort from sleep deprivation is nothing compared to the lasting pride in finishing a chapter, and eventually, a book.The deep sense of accomplishment I feel from writing and publishing my book are nothing compared to my expectations for the future. Now that I have one novel under my belt, I am confident that I will be successful as an author in the future. After writing a novel considered almost autobiographical in many ways, I am compelled to expand my horizons and write more creative fiction while continuing to use my life experiences as inspiration. As I continue reading, I develop new ideas for writing. Deaf Girls Don’t Dance tells a unique story, but after reading books by well-known authors like Fitzgerald and Wharton, I want to do more than tell stories. I want to study English to perfect my craft and write books infused with beautiful imagery, riveting symbolism and subtle but strong themes, books future high school English teachers will use in their classes.I know my goal sounds impossible, but I want to go down in history as a great author of the twenty-first century. If publishing my first book at 16 isn’t enough to make history remember me, I will have to improve my skill as my career progresses. Writing only leads to more writing, and my strength comes from the confidence I gained through writing my first novel.

What was the Western new imperialism, and how did it develop Essay

What was the Western new imperialism, and how did it develop - Essay Example The western countries depended upon African and Asian countries for raw material and colonization was a means to access and exploit the rare and precious commodities of the colonies. Apart from this, for some imperialists, the motive behind imperialism was to spread Christianity, or Western ethics, laws and culture around the world; for others, it was the precious commodities of Asian and African countries and golden chances for investment. For some, it was merely for personal or national glory or a strategic advancement. 1 â€Å"In short, British and French motives were characteristic of the medley of motives that constituted late nineteenth- and early twentieth century European imperialism.† (Fieldhouse 341) The three leading imperialists: Great Britain, France and Germany had their respective motives and interests in establishing their imperialism. Germany wished to defeat the rising socialism in the country and to prove that it was equal to the British by acquiring its own empire. Great Britain had the most advanced maritime technology that enabled it to expand its empire. France, having defeated by Germany in 1871 needed to restore its international standing, which was achieved by imperial expansion in Africa and Southeast Asia.2 In February 1885, the main European powers who were actively vying for control of large parts of Africa signed the Berlin Act which formalized the process for the partition of Africa. France, Germany, Britain and Portugal all had interests in West Africa and the Act provided the guidelines by which each then proceeded to define their territories.3 Thus western new imperialism was greatly facilitated by the technological advancement in the development of machinery, railways, roads, steam-ships, factories and global trade. The weak political structures and their internal conflicts in Asian and African countries made them vulnerable to the new imperialism. The long term

NSA Cyber Security Profile Research Paper Example | Topics and Well Written Essays - 750 words

NSA Cyber Security Profile - Research Paper Example The assortment of the proper security controls for an information system is an essential duty that can have major ramifications on the functions and assets of an institution as well as the wellbeing of persons. Security controls are the organization, functional, and technical safeguard or counteractions prearranged for an information system to shield the confidentiality, integrity, and accessibility of the system and its data. Once implemented inside an information organism, security controls are examined to offer the data required to establish their general efficiency; that is, the degree to which the controls are carried out precisely, operating as intended, and creating the desired result with regard to meeting the security needs for the organism. Knowing the general productivity of the security controls carried out in the information system and its environs of operation is important in establishing the risk to the institution’s functions and assets, to persons, to other in stitutions, and the to the country resultant from the utilization of the system. The purpose of this paper is to offer guidelines for creating effectual security scrutiny plans and a comprehensive set of proceedings for examining the effectiveness of security controls implemented in the information systems (Gallagher & Locke, 2010) Security assessments can be effectively implemented at some phases in the organism development life cycle to expand the grounds for assurance that the security controls engaged inside or inherited by a data system are effective in their application. For instance, data system developers frequently carry security assessments and system integrators at the development and implementation stages of life cycle to assist make sure that the needed security controls for the organism, and/or system are appropriately intended and developed (Department of Defense, 2006). Assessment activities in the original system development life phase can be revolved more quickly m ode before proceeding to succeeding phases in the life cycle. Examiners receive the needed proof during the scrutiny process to permit the proper institutional officials to make objectivity establishment about the effectiveness

Personal Ethics Statement Essay Example for Free

Personal Ethics Statement Essay The ethics that I am personally living with revolves on how I deal with my life, with other people and with the world per se. Some of them are anchored on my childhood years and learning which definitely reveals my becoming and upbringing. Some have developed and came up during my college years due to the fact that my eyes have become open towards different perspectives. Ethics deals with personal philosophies in life. What I believe in certainly reflects the ethics that I am living with and upholding. For me, if a person is to make one lie to me, he or she needs to add ten more. He or she needs to add more lies in order for his or her lie to be consistent. That reality has something to do on how I trust a person; it has something to do with relationship and friendship because trust is one of the vital components of establishing ties and relationships. â€Å"To refuse an offer is more than an insult. † I usually state and utter these words among my friends whenever they refuse something that I have given them because for me, it is unethical to decline one’s offer especially if it comes from the bottom of the giver’s heart. However, everything still depends on the circumstance because some offers are worth refusing especially if it is beyond your limit or beyond your belief. There are also things to consider when declining one’s offer. â€Å"Love is universal. † And I strongly grasped this philosophy. I do not believe that it is wrong to love a person of the same sex or to discriminate those persons who are involved in homosexuality. I am not gay but I believe in human rights and equality. If it is unethical for the church and for the society, for me it is not. I may evolve as a deviant on that but certainly, I, definitely, am not alone. Some of my personal ethics that are indeed of great help to my life, how I live with it and how I fight and struggle on life’s challenges focus on the following: (1) positive vibrations, which means that I have to get away with negative thoughts; (2) never manipulate a person, instead motivate them; (3) learn to fight; (4) be aware and sensitive of other’s feelings; (5) if a person or thing is not meant for you, it is not really meant for you; (6) forgive; (7) do not hold back and cling on to the past and; (8) if a thing is needed to be done, it should be done.

Leadership in Thoughts from the Tao-te-Ching and The Qualities of a Pri

Leadership in Thoughts from the Tao-te-Ching and The Qualities of a Prince Lao-Tzu’s â€Å"Thoughts from the Tao-te Ching† and Machiavelli’s â€Å"The Qualities of a Prince† both have the ultimate goal of making better leaders. The tactics that each writer chooses to present as a guide for the leader are almost opposite of each other. Today’s American government would benefit from a combination of the two extreme ideas. Lao-Tzu’s laissez-faire attitude towards the economy, as well as his small scale, home defense military is appealing to a liberal person. Machiavelli’s attitude towards miserliness and lower taxes, while being always prepared for war, would appeal to a conservative person. The writers are in agreement on some issues, such as taxes, but other ideas, such as government involvement in the everyday lives of citizens are completely opposed to one another. Lao-Tzu believes in moderation and small government. He states that a leader should stay within his country and govern his people only. He stresses that when the maser governs, the people should hardly be aware that he exists. A leader who is loved is better than one who is feared. The worst is one who is despised (22). Lao-Tzu also believes that war is not necessary when all follow the Tao. He states that â€Å"violence, even well intentioned, always rebounds upon itself;† therefore, if you have a neutral position, you will not be harmed (24). He believes that people are inherently good and not greedy. Man’s greed...