Math Science Of Fear Essay - 1398 Words

Charles Gross WRT 101, M 10:40, Orange Mic Denfeld Science of Fear 1 9/14/2016 What is Fear? What makes a topic or a subject easy to understand? Math may seem like a complex topic, especially the more in depth you get with it. However, one nice thing about math is the majority of the time, the answer is, well simply put, the answer. For example, one plus one equals 2 (1+1=2) there is no debating that is the answer. In math we use rules, and when those rules are followed correctly, we arrive at the answer. Fear is not a topic that has the same convenience of always coming to an answer by following simple rules. Swimming in the ocean is a situation in which many people are divided. If you ask multiple people on the street whether sky diving would be scary, you are most likely to get a mixed response, some saying yes and others saying no. So why is it that people cannot all agree on an answer of whether swimming in the ocean is scary or not? There are bound to be many factors in determining if a person thinks something is worth being afraid of. Suppose that you ga ther the people who said swimming in the ocean was scary, you ask another question to see if all the scared people are scared for the same reason. A few people cannot swim so that is why they are scared, another person saw â€Å"Jaws† as a kid and he/she has been scared ever since, yet another person says they are scared of the unknown and you cannot see what is in the ocean. As we can see different people are scared forShow MoreRelatedArt Is Inspirational : Art And Math Based Learning1345 Words   |  6 Pagesforced to act as imitators, mirroring their teachers’ movements and ideas. Which leads to a limited creative outlet left for those children taught in a Science, Technology, Engineering, and Mathematics, also known as STEM, environment. Therefore, the arts should be added to the STEM program to encourage the integration of arts into science and math based learning and allow for more creative solutions and innovations. The mindset of a STEM educated worker is not good enough for the economy that isRead More Equity in the Classroom Essay821 Words   |  4 Pages The concerns regarding equity issues in math and science may seem minimal, but in reality are very large. Usually unintentionally, teachers pay more attention, and give more positive attention to boys in their classrooms. This is especially noticed in the areas of math and science. â€Å"Girls are equal to or ahead of boys in achievement† (Sadker, 1993, p. 67) in the early stages of schooling. So why do boys seem to do so much better in math and science in the later school years? Perhaps it isRead MoreWhat is Math Anxiety and What Can Be Done About It? Essay596 Words   |  3 Pagesas a fear that causes immense amounts of stress. When thinking of anxiety one does not consider it associated with math. However, the idea of math anxiety exists. Unlike the commonly recognized anxiety, math anxiety is not psychological, it is emotional. Anyone that has math anxiety experiences stress or discomfort with math. Some may feel inadequate in their math abilities and therefore avoid math altogether. Others may try but still second guess their math work. Most people that have math anxietyRead MoreThe Education Of The Public Education763 Words   |  4 PagesAbstract Science, technology, engineering, and mathematics (STEM) curriculum in schools is undergoing a revolution in public education. This revolution is sparked by an increase in federal funding over the last decade. Between the years of 2011 and 2015, the federal government alone invested between three and 3.7 billion dollars yearly for STEM education (Johnson, 2012) (White House Office of Science and Technology Policy, 2014) and new STEM educational instructional strategies (Bruce-Dacis, GubbinsRead MoreAsian American Stereotype1112 Words   |  5 PagesIt has changed from negativity to positivity. According to the article â€Å"Outwhiting the whites†: An examination of the persistence of Asian Americans model minority discourse, Asian Americans were stereotyped as the â€Å"Yellow Peril† before. It was a fear that Asian Americans were going to take power in America. Japanese Americans had lost a lot during World War II. They were imprisoned in internment camps, lost their homes, land, and property. After the World War II, people started to change theirRead MoreUnited States And The Soviet Union1651 Words   |  7 Pagesled to the Cold War that had lasted approximately 45 years before ending in 1991. Although the war had ended, Americans were still in fear of the spreading of communism that may affect their society as a whole. Americans also feared the Soviet Union’s new technological advances such as the launch of Sputnik in 1957. In response, Eisenhower had increased science and math curriculums in educational programs. However, many other social programs were overshadowed by Eisenhower s new policies of pouringRead MoreImportance of Calculators1742 Words   |  7 PagesThe use of them plays a big part in excelling in math. With extensive availability, a full range of sizes and styles, and a price range for just about any budget, there really shouldnt be any excuse for not owning a one. There also shouldnt be any restrictions, as far as Im concerned, for the use of calculators in classrooms. I agree with this rule only when the level of math is above learning the four basic operations. Its not about the tedious math involved thats important, its about learning theRead MoreScientific Revolution Summary Essay1014 Words   |  5 PagesPrior to the scientific revolution, the Old World view on science placed heavy emphasis on religion and had geocentric beliefs, meaning that it was widely believed that the Earth was the center of the universe. Then, the scientific revolution of the 17th century established a new view of the universe, reexamined the old theories, and emphasized natural philosophy and science. In 1543 Nicolaus Copernicus published On the Revolutions of the Heavenly Spheres, a book which criticized the geocentricRead MoreThe Phenomenon of Math Anxiety: A Research661 Words   |  3 Pagesthe sciences. In spite of this, the negative reactions to mathematics instruction can be extreme. Research shows that, for those with high levels of mathematics-anxiety (HMAs), math is associated with tension, apprehension, and fear, (Lyons Beilock, 2012). This same research shows that students have associated mathematics with actual physical pain. If math hurts so much, then is it really something that we should be teaching children? Maybe it would be better if educators eliminated math entirelyRead MoreBehavioral And Contextual Factors That Affect The Females And Minority Students Career Choices Essay1557 Words   |  7 Pagesexpectancy-value theory. This theory maintains that achievement behaviors are the product of an individual’s expectations for success and the perceived value of the behavior (Else-Quest et all, 2013). Stereotype threats about the affected adolescence’s math and science abilities are transmitted by their parents and teachers which leads to negative attitudes being shaped and these beliefs shaping the performance and overall interest in STEM fields. It is the environmental cues which make the negative stereotypes

The Naturalism Movement, Much Like Its Companion Movement

The Naturalism movement, much like its companion movement of Realism, focuses on depicting life as it is. According to the Norton, Naturalist writers wrote about â€Å"human life as it was shaped by forces beyond human control,† and these forces are deemed to be society, heredity, environment or just bad luck or Fate, mostly within the context of lower classes. Darwin’s theory of evolution and Herbert Spencer’s famous quotation of â€Å"survival of the fittest† are applied into the vernacular surrounding Naturalism as well, adding to its scientific integrity (10). Naturalists aimed to tell their fiction within these scientific outlooks to present a realistic world that may come more â€Å"comprehensible to middle class readers† (11). The Naturalist†¦show more content†¦A good marriage means a superior and acceptable livelihood and reputation. The â€Å"fit† in this case are the women who can successfully win over a husband, and there seemed to be no limits or reservations to the strategies that one could utilize. The aggressive strategy used here was sending a letter in hopes of sabotaging and infecting a â€Å"friend† with potential sickness. It is, of course, the competition for a mate that fuels this unadulterated hatred. After the betrayal has been revealed Mrs. Ansley â€Å"met the challenge with an unexpected composure† (834). Even within this context, their society forces them to challenge each other but within social graces. The environment or rather their society is what pits them against each other. In another world they could be happy friends, friends like their daughters are starting to be able to do. Freedom for women yields real friendships. Wharton is not proposing that mere companionship will tame society completely; friendships are not the end all. One cannot repair the Ruins of Rome in a day, but you can prevent the Fever. Stephen Crane’s â€Å"The Open Boat,† is m ore overtly pointing to the importance of companionship. The Norton points out the implications of Crane’s story: â€Å"because human beings are exposed to a savage world of chance where death is always imminent, they would do well to learn the art of sympathetic identification with others and how to practice solidarity† (12). There seems to be plenty of sympathy andShow MoreRelatedRealism and Naturalism in Crane’s Open Boat â€Å"Perhaps an individual must consider his own death to1000 Words   |  4 Pages Realism and Naturalism in Crane’s Open Boat â€Å"Perhaps an individual must consider his own death to be the final phenomenon of nature.† In this small excerpt from his short story â€Å"The Open Boat† one can clearly see that Stephen Crane was a firm believer in the concepts of naturalism. 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The influence of 19th Century realism and naturalism and their truthful representation of American life and people was evident inRead MoreArt Criticism Of The Baroque Era1908 Words   |  8 PagesMerisi (1571), an Italian painter, can be said almost single-handedly to have created the Baroque style during the late sixteenth and early seventeenth centuries. None other can be more appropriately defined as â€Å"Baroque† than Caravaggio; his character, like his art, was confrontational and uncompromising, and both loved and hated. â€Å"He introduced a powerfully frank realism and dramatic, theatrical lighting and gesture into Italian Baroque art. Caravaggio’s unvarnished realis m and tenebrism influenced nearlyRead MoreModernism in the Old Man the Sea3759 Words   |  16 Pagesstandpoint was not only possible but desirable. Cultural critics and historians label this set of doctrines Realism, though this term is not universal. In philosophy, the rationalist, materialist and positivist movements established a primacy of reason and system. Modernism as a literary movement reached its height in Europe between 1900 and the mid1920s.‘Modernist’ literature addressed aesthetic problems similar to those examined in non-literary forms of contemporaneous Modernist art, such as paintingRead MoreLogical Positivism3339 Words   |  14 Pagesinto the field of philosophy. The movement, which began in the early twentieth century, was the fountainhead of the modern trend that considers philosophy an analytical, rather than a speculative inquiry (Passmore). As a school of philosophy, logical positivism â€Å"combines positivism with a version of apriorism , that is, the view that holds that some propositions can be held true without empirical support† (Wikipedia Encyclopaedia). According to the Oxford Companion to Philosophy, the movement’s doctrineRead MoreRealism in Poetry of Rabindranath Tagore3311 Words   |  14 Pagesromanticism, but it does not proceed as does naturalism from the philosophy of dete rmination and a completely a moral attitude. It is considered the form best suited to the artistic treatment of reality. Realism is not limited to any one form. As an attitude of the writer towards his materials, it is relative and no chronological point may be indicated as the beginning of realism, but the 19th century is considered to mark its origin as a literary movement. The example of science, the influence ofRead MoreReligion Information Paper : Buddhism3761 Words   |  16 Pagesothers .The prince met a begging-Monk along the way, this changed the princes prospective on life and made him want to change. He then went on a middle way path of his second part of life after the age of 29.This was because the Bodhisattva way was too much. This is when someone obtains Buddhaship in that same life, this just wasn’t for the prince. By following the middle way till 35, he then began to call himself the Buddah. For forty-five years the Buddha preached the Dhamma to everyone he could mainlyRead MoreImagined Communities by Benedict Anderson, summary2395 Words   |  10 Pagesconcept of nationalis m, according to Benedict Anderson, has never been deeply discussed. There has never been a great thinker treating this concept as thoroughly as other concepts. Anderson suggests that one should not think of nationalism as an ideology like â€Å"fascism† or â€Å"liberalism†, but to relate it with â€Å"kinship† and â€Å"religion† in order to understand the similarity that groups of people have and why the territory that they live help one understand the borders that we have nowadays. In order to understandRead MoreMughal Painting5148 Words   |  21 Pagesexclusive combination of Indian, Persian and Islamic styles. As the name suggests, these paintings evolved as well as developed during the rule of Mughal Emperors in India, between 16th to 19th century. The Mughal paintings of India revolved around themes, like battles, court scenes, receptions, legendary stories, hunting scenes, wildlife, portraits, etc. The Victoria and Albert Museums of London house a large and impressive collection of Mughal paintings. Mogul miniature Indo-Islamic miniature painting ofRead More Atheism as a historical philosophy and its relevance in contemporary America4178 Words   |  17 Pagesis its name. Julian Baggini, the editor of The Philosophers’ Magazine, weaves this analogy in his book Atheism: In Scotland there is a deep lake called Loch Ness. Many people in Scotland – almost certainly the majority – believe that the lake is like other lochs in the country. Their beliefs about the lake are what we might call normal. But that is not to say they have no particular beliefs. It’s just that the beliefs they have are so ordinary that they do not require elucidation†¦However, some

Health Care argumentative free essay sample

I believe that healthcare should be available for everybody regardless of socioeconomic status. Almost 50 million of all Americans lack any form of healthcare insurance. Many more are underinsured. Consequently, a great number of Americans receive little or no healthcare at all. Many, but not all, of these people are women and children. (Kaiser) Quite a few of these uninsured are actually working families who cannot afford coverage, yet, earn too much to be eligible for the states healthcare provider. Healthcare is Interconnected too much with money, thus money should not be allowed to dictate that some should live in good health while others suffer in humiliation and anger. As a result, the lack of universal healthcare is one of the greatest social inequities of our society. Providing uniform and universal healthcare for all, regardless of race or stature, can only improve our country. Also, many insurance companies, agents, lawyers, and doctors, pharmaceutical companies, medical suppliers and even hospitals all compete for money In a cutthroat fashion. We will write a custom essay sample on Health Care argumentative or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This Jungle for the acquisition f money by playing with peoples lives is a terrible idea to dwell on. The U. S. is the only major industrialized nation in the world that does not provide health care for its citizens. Being a first world country, we produce groundbreaking technology In the medical field; yet ignore the needs of our indigent children. Therefore, if healthcare was free then medicine could return to the pursuit of pure science instead of marketing expensive buzzword drugs. Many existing therapies and treatments exist only because they produce a sizable profit. Something is wrong when more money is spent on the marketing of nicotine patches than on the prevention of teen smoking. On the other hand, people disagree as soon as the term Universal healthcare Is brought to light, the far right often slams the proposal, labeling it as a socialist ideal that cannot and should not be achieved. Being a socialist type of society takes back all those freedoms of us, Americas, have to pick what type of Insurance we want to obtain. Another huge reason that people have against the universal healthcare that niform healthcare would increase taxes and cost more for the average American. Many people believe that Is unfair that most Americans would pay their taxes for people that take advantage of the government by using the healthcare system. Others associate private insurance as a greater degree of health care that ensures them theirs moneys worth. Many people work hard to acquire a certain socioeconomic status and they deserve to receive a higher degree of care system if they are willing to pay for it. Finally, cutting private insurance would take away many ountry and cutting these big companies would only affect our economy and give more power to the government. Labeling the universal healthcare as socialist move is an excuse to reject a normal necessity that is health for human beings. Many people that are diagnosed with diseases cannot get any type of private insurances because these companies know that it would cost them a lot to cover that certain individual. These people with cancer, or other life-threatening condition have the right to live on and get treated and not seen as a monetary decision. As I previously mentioned, lmost 50 million Americans, or one sixth of the population, is currently uninsured, with many millions more facing the risk of losing their insurance. It is, at the end of the day, a basic human necessity. Although some rich individuals might be able to slide by without insurance because they can cover the extremely expensive costs of health care, many other Americans cannot. About 80% of uninsured are working- class individuals whose employers are either too cheap or too poor to afford their employees health insurance (Kaiser).

Purple Hibiscus Rvision free essay sample

An imprint of HarperCollins Publishers 77 – 85 Fulham Palace Road Hammersmith London W6 8JB Browse the complete Collins catalogue at www. collinseducation. com Visit the Collins Readers website at www. collinseducation. com/collinsreaders Published by Collins 2010. Extracts from Purple Hibiscus ( Chimamanda Ngozi Adichie Collins Readers Teacher’s Resources can be downloaded and duplicated as required for institutional use. However, this material is copyright and under no circumstances may copies be offered for sale. Authors: Nikki Copitch and Kate Hibbs. Introduction4 Wider reading5 Historical context6 Overview7 Mark Scheme8-9 Sequence 1: Context and Language10-11 Resource A: World map12 Resource B: Map of Africa13 Resource C: Map of Nigeria14 Resource D: Extracts – Setting15 Resource E: First Impressions16 Sequence 2: Love17-19 Resource F: Extract: Love20 Sequence 3: Conflict21-22 Resource G: Images of Nigerian life 23-25 Resource H: Extract – Influence and society26 Resource I: Keyword circles27 Resource J: Extract – themes28 Resource K: Word association 29 Sequence 4: Identity30-32 Resource L: Identity disks33 Resource M: Extract – Presenting the narrator34Resource N: Extract Change35Resource O: Extract Change and Location36 Collins Readers From well-known classics to award-winning contemporary fiction, Collins Readers are a series of hardback class readers written by leading children’s novelists and selected by teachers and educational advisors based on their teaching potential and ability to inspire your students. We will write a custom essay sample on Purple Hibiscus Rvision or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In line with our brand promise – Freedom to Teach – our teachers’ notes provide a fun, engaging and comprehensive set of resources to save you time, and help you use Collins Readers more effectively in your classroom. For each novel we provide a complete scheme of work, including creative lesson plans based on a four-part lesson model, worksheets, OHTs and ICT activities. All lessons are produced in Microsoft Word so that they can be customised according to your needs, and are focused around specific Learning Objectives. About the book Purple Hibiscus is Chimamanda Ngozi Adichie’s first novel and was shortlisted for the Orange Prize 2004 and the John Llewellyn Rhys Prize, longlisted for the Booker Prize and was winner of the Hurston/Wright Legacy ward for debut fiction. Fifteen-year-old Kambilis world is constrained by the high walls of her family compound. Her wealthy Catholic father, although generous and well-respected in the community, is repressive and fanatically religious at home. When Nigeria begins to fall apart under a military coup, Kambilis father, involved in mysterious ways with the unfolding political crisis, sends Kambili and her brother away to their aunts. Here she discovers love and a life beyond the confines of her fathers authority. The visit will lift the silence from her world and, in time, reveal aterrible, bruising secret at the heart of her family. pic] Extra Reading Fiction African Short Stories by Chinua Achebe An Image of Africa / The Trouble with Nigeria (Penguin Great Ideas) by Chinua Achebe Double Yoke by Buchi Emecheta Half of a Yellow Sun by Chimamanda Ngozi Adichie Joys of Motherhood by Buchi Emecheta The Trouble with Nigeria (African Writers Series) by Chinua Achebe Things Fall Apart (Pocket Penguin Classics) by C hinua Achebe Non-fiction A History of Nigeria by Toyin Falola and Matthew M. Heaton (2008) This House Has Fallen: Nigeria in Crisis by Karl Maier (2002) The Struggle for Secession, 1966-1970: A Personal Account of the Nigerian Civil War by Ntieyong U. Akpan The Brothers War: Biafra Nigeria by Boston: Houghton Mifflin Company, 1972 Basic background information The Nigerian Civil War, also known as the Nigerian-Biafran War, arose from the wake of Nigeria’s independence from Britain in 1960. The conflict occurred between 1967 and 1970. The most pointed cause of the war is often identified as the coup and the counter coup of the summer of 1966, which broke the already fragile trust that existed among the major ethnic groups of the country. Structure of this scheme of work This scheme provides five learning sequences which are designed to be flexible and to extend over several lessons at the discretion of the teacher. Each sequence is structured in the same way with episodes of starter, introduction, development and main plenary; however episodes are each substantial learning activities and usually have a mini-plenary to consolidate learning. Sequence 1 allows students explore the nature of the language as a text written in a ‘World English’ and to locate the text geographically and socially. Following this are three sequences based on themes from the text which can be used during reading at appropriate points or at the end of the text. They are ‘stand-alone’ sequences. Reading the novel The length and complexity of reading will depend on the class; however it is recommended that a good audio book version is used to familiarise the class and teacher with the rhythm of the text and unfamiliar pronunciations. (HarperCollins audio book ISBN 978-0-00-727745-2). Students will also benefit from keeping track of the geographical locations of the text using a map of Nigeria (see Sequence 1), keeping a timeline of events as the narrative shifts and keeping a journal of their understanding, thoughts and notes as the novel progresses. A glossary of unfamiliar language can be collated as a class, although decoding strategies are an integral part of reading this type of text. While useful for all students studying this text at GCSE, this scheme is specifically designed to prepare students for AQA English Literature at Foundation and Higher levels. Assessment Objectives (for Unit 1B Exploring Cultures) †¢ AO1 respond to texts critically and imaginatively; select and evaluate relevant textual detail to illustrate and support interpretations. †¢ AO2 explain how language, structure and form contribute to writers’ presentation of ideas, themes and settings. †¢ AO4 relate texts to their social, cultural and historical contexts; explain how texts have been influential and significant to self and other readers in different contexts and at different times. Students are expected to have an understanding of the relevant assessment objectives prior to the start of this scheme. Framework for Secondary English: Strands, sub-strands and objectives referenced during scheme | | |5 Reading for meaning: understanding and responding to print, electronic and multi-modal texts | |5. Understanding and responding to ideas, viewpoints, themes | |and purposes in texts | | | | | |Year 10 |Year 11 |Extension | |build an interpretation of a whole text, |develop and sustain independent |produce original and sophisticated | |recognising links between ideas, themes or |interpretations of texts, making concise |interpretations of texts in the form of cogent | |characters and supporting points with precise|evaluative comments and supporting points |critical responses, demonstrating personal | |analysis, evidence and explanation |with detailed textual reference and analysis |engagement and sustained critical judgment | | | |6 Understanding the authors craft | | | |6. 1 Relating texts to the social, historical and cultural contexts in which they | |were written | | | | |Year 10 |Year 11 |Extension | |make informed connections and comparisons |analyse the values and assumptions of writers |demonstrate originality of analysis and | |between texts and writers that are |by drawing out connections and comparisons |interpretation when evaluating texts in context | |different in time, culture and literary |between texts and their relationship to social,|to produce critical comparisons of the literary,| |tradition, exploring their influence on |historical and cultural contexts |moral, philosophical and social significance of | |each other and on culture as appropriate | |texts from a range of cultures and times | | | |6. Analysing how writers use of linguistic and literary features shapes and | |influences meaning | | | | | |Year 10 |Year 11 |Extension | |compare and contrast how writers use |analyse how specific literary, rhetorical and |make original, con sidered comments and | |specific literary, rhetorical and |grammatical features shape meaning in implicit |demonstrate insight about a writers | |grammatical features to shape meaning, how|and explicit ways to create impact, how |inventiveness in using language for particular | |techniques differ between different texts |techniques differ across a wide range of texts |effects, and how this links to the overall | |and writers, and the potential impact on |and writers, and evaluate the potential impact |purpose of the text and impact on a range of | |different readers |of these choices on different readers |readers | | | |6. Analysing writers use of organisation, structure, layout and presentation | | | | | |Year 10 |Year 11 | | |compare and contrast how different writers|make detailed analysis and comparison of the | | |shape texts through structure and |ways writers manipulate and shape meaning | | |organisation and explain the effectiveness|through a range of structures and organisation | | |of their choices | | | National Curriculum: English Key Concepts Cultural understanding Exploring how texts from different cultures and traditions influence values, assumptions and sense of identity. Understanding how spoken and written language evolves in response to changes in society and technology and how this process relates to identity and cultural diversity. Critical understanding Engaging with the details of ideas and texts. †¢ Forming independent views and challenging what is heard or read on the grounds of logic, evidence or argument. †¢ Analysing and evaluating spoken and written language to e xplore their impact on the audience. Identity and Diversity Dimension †¢ Who do we think we are? †¢ What connects us with and distinguishes us from others in the UK and the rest of the world? Introducing the context and language Objectives Framework substrand: †¢ 6. 1 Relating texts to the social, historical and cultural contexts in which they were written Assessment Objectives AO1 respond to texts critically and imaginatively; select and evaluate relevant textual detail to illustrate and support interpretations. †¢ AO4 relate texts to their social, cultural and historical contexts; explain how texts have been influential and significant to self and other readers in different contexts and at different times. Resources †¢ Resource A World map (one per group and/or shared map on IWB). †¢ Resource B Map of Africa †¢ Resource C Map of Nigeria (large, shared resource) †¢ Recource D Text extracts on paper for students and on screen if possible †¢ Small ‘marker’ (flag / blutac) to place on map Students should not yet have started reading the novel. Starter †¢ Read the text extracts (Resource D) in groups. Extracts can be differentiated with those giving more clues provided to less able students or used as support for groups who are struggling. †¢ Students use the texts to investigate where they think the novel is from, marking the place on the map when they have come to a decision. †¢ Students highlight the clues in the text which suggested this location. Feedback ? Where is the novel set? ? What were the clues that told you this? NB through questioning students should be encouraged to explain why specific clues lead them to a decision and the reading strategies they employed to undertake this task. Introduction: investigating the extracts †¢ In pairs students choose the extract they found most interesting, reaching consensus through discussion. Brief feedback can focus on why specific extracts were selected. Development †¢ Students use a ‘likes/dislikes/memories/questions’ quadrant (Resource E although this can easily be created by students) to explo re their thoughts on the text: ? Likes what appeals to you in this text? ? Dislikes what has put you off this text? ? Memories does it remind you of anything? (events, things you’ve seen, other texts you’ve read) ? Questions what questions are you left with after reading the extract? (these might involve aspects of character, language, what happens next, etc) †¢ Take brief feedback on ‘likes’ and ‘dislikes’ with focus for ‘memories’ on cultural similarities and textual similarities. The ‘questions’ section can be collated and referred back to during reading. Plenary †¢ Return to objective and AO4. †¢ Remind students of the importance of place and their investigations of the location of the text. †¢ Students speculate in writing about what Nigeria will be like using textual references from the extracts to back up their points. †¢ Use feedback to introduce map of Nigeria which will be used to track geographical locations in the text during reading. If possible use Google Maps ‘satellite’ option to take a closer look at Enugu and the type of compound where the family might live. Resource D Extract 1 from page 4 setting Enugu Extract 2 from page 58 setting Abba Extract 3 from page 86 setting Nsukka Extract 4 from page 50 setting Enugu [pic] [pic] [pic] Read these four extracts from the novel. †¢ Where do you think the novel is set? †¢ What clues led you to your answer? Exploring the theme of love in the text Objectives Framework substrand †¢ 5. 2 Understanding and responding to ideas, viewpoints, themes and purposes in texts †¢ 6. 2 Analysing how writers use of linguistic and literary features shapes and influences meaning Assessment Objectives †¢ AO1: respond to texts critically and imaginatively; select and evaluate relevant textual detail to illustrate and support interpretations. AO2: explain how language, structure and form contribute to writers’ presentation of ideas, themes and settings. Resources †¢ Resource F on IWB/OHT †¢ Card strips and markers Starter †¢ In pairs, review Chapter 1, identifying different ‘sides’ of Papa. †¢ In the same pairs produce a still image showing the two sides of Papa by one student taking on the positive (public) image and the other the negative (private/domestic) image. †¢ Following a brief rehearsal, students choose a short phrase from Chapter 1 to illustrate each image and place them at the appropriate character’s feet. †¢ Students hold their still images as a class while the teacher walks around and reads out some of the quotations. While students are still holding their images the teacher reads or plays the text from Resource F (displayed on IWB/OHP if possible) Introduction After a brief exploration of the idea of love burning Kambili’s tongue, students ‘sculpt’ two students into a still image of Papa and Kambili at this moment. In the text, explaining the choices they are making with reference to the text. Communal voice activity: class members take it in turns to stand behind one of the characters and voice their thoughts or feelings at this point (not all students need to participate). Once this activity has been given sufficient time to allow a range of students to participate, ask the following questions: †¢ Whose feelings are easier to voice? †¢ Why is this? with reference to the author’s craft) Students re-sculpt the scene in the same way but including Jaj a. Ask the group the following questions: †¢ Where is the reader looking during this scene? Students making suggestions place themselves physically in the scene, giving evidence for their ideas. †¢ Where is the writer standing? Students making suggestions place themselves as above. Individually, students answer the following question in a paragraph: †¢ How does the author show the complexity of the love between Papa and Kambili in this extract? Development Widening the focus (This can be undertaken at the end of reading the text or collated during class reading of the novel. ) Mind map Kambili’s love relationships in the text with a brief explanation and textual reference. Example: Using a different colour, link the characters who have their own love relationships to develop the mind map. Using the mind map for support, students answer the following question: How does the author show different types of love throughout the text? Foundation tier students may need the following prompt: Write about: †¢ Love between parents and their children †¢ Love between siblings and cousins †¢ Romantic love Plenary †¢ In pairs, students list the strategies they have used to explore the text during this sequence (e. g. still image, sculpting, placing the reader and writer, mind mapping, etc). Individually students reflect on which have been most useful for them in working towards the assessment objectives for this lesson. Extract from page 31. Papa ignored her and poured his tea, and then he told Jaja and me to take sips. Jaja took a sip, placed t he cup back on the saucer. Papa picked it up and gave it to me. I held it with both hands, took a sip of the Lipton tea with sugar and milk, and placed it back on the saucer. â€Å"Thank you, Papa,† I said, feeling the love burn my tongue. Considering the exploration and presentation of conflict i. Kamibili’s internal conflict for identity ii. Political conflict as a metaphorical reflection of Kambili’s internal conflict Objectives Framework substrands: 5. 2 Understanding and responding to ideas, viewpoints, themes and purposes in texts †¢ 6. 1 Relating texts to social, historical and cultural contexts in which they were written †¢ 6. 2 Analysing how writers’ use of linguistic and literary features shapes and influences meaning †¢ 6. 3 Analysing writers’ use of organisation, structure, layout and presentation Assessment Objectives †¢ AO1: respond to texts critically and imaginatively; select and evaluate relevant textual detail to illustrate and support interpretations. †¢ AO2: explain how language, structure and form contribute to writers’ presentation of ideas, themes and setting. AO4: r elate texts to their social, cultural and historical contexts; explain how texts have been influential and significant to self and other readers in different contexts and at different times. Resources †¢ Resource G images associated with the text †¢ Resource H text extract on IWB and produced on paper for students †¢ Resource I overlapping circles produced onto A4 sheet for students x2 †¢ Resource J text extract on IWB and paper for students †¢ Resource K word match Students may have read all of the text for this sequence or be at a position within the text that allows them to analyse the extracts that support this teaching sequence. Starter †¢ Using the images (Resource G), students should work in small groups to generate a bank of words that they infer from the images. Students can either have all of the images to annotate or the images can be passed around the room where each group contributes to each image. Students should be encouraged to consider the images literally and metaphorically. †¢ Once the images have been annotated, ask students to draw links between images. Are there any similarities e. g. power, authority, establishment, tradition etc? Students should justify their points. Introduction †¢ Using Resource H, model for the students how to explicate the presentation of influence and society. Analysis should consider faith, community, wealth, status, belief, power and influence. Invite pupils to contribute whilst leading the analysis. Using Resource I, students should place generated keywords in one of the circles and identify quotes to support a point e. g. Influence = ‘best Big Man’. Encourage students to consider what the opposing circle could hold e. g. weakness vs. influence. Development †¢ Using Resource J, students should work in pairs to explore the extract. Ask students to consider how themes are at play in this extract. Students should consider oppression, loss, denial, weakness, death etc †¢ Once the independent analysis has been completed, students should add new information to the overlapping circles with quotations to support. Ask students to consider the links between the extracts and explain their additions to the overlapping circles. Linking back to the crisis and conflict that Kambili has experienced, (explored through the previous sequence of teaching) ask pupils to consider this in the light of the conflict that is presented through the text extracts from this teaching sequence. What are the metaphorical links between Kambili’s struggle for identity and the conflicts that exist within the society that Adichie presents. †¢ P rovide the students with another copy of Resource I. The students should place the points that are in opposition for Kambili e. g. paternal love vs. love for Father Amadi in different boxes. They should consider what could be placed in the cross over section. †¢ Take feedback on the parallels that students have identified. Students should now write a response to the question: Consider how Adichie presents conflict as a metaphor for Kambili’s internal struggle for identity. Plenary In groups of 4 and using Resource K students should match the words through discussion making links. Some words may match with more than one other. Students should be encouraged to explore the pathways that crossover within the text [pic] [pic] [pic] [pic] Traditional housing [pic] Military / police presence [pic] Extract from page 103. We left Abba right after New Year’s. The wives of the umunna took the leftover food, even the cooked rice and beans that Mama said were spoiled, and they knelt in the backyard dirt to thank Papa and Mama. The gate man waved with both hands over his head as we drove off. His name was Haruna, he had told Jaja and me a few days before, and in his Hausa-accented English that reversed P and F, he told us that our pather was the best Big Man he had ever seen, the best emfloyer he had ever had. Did we know our pather faid his children’s school pees? Did we know our pather had helfed his wipe get the messenger job at the Local Government oppice? We were lucky to have such a pather. Papa started the rosary as we drove onto the expressway. We had driven for less than half an hour when we came to a checkpoint; there was a traffic jam, and policemen, many more than was usual, were waving their guns and diverting traffic. We didn’t see the cars involved in the accident until we were in the thick of the jam. One car had stopped at the checkpoint, and another had rammed into it from behind. The second car was crushed to half its size. A bloodied corpse, a man in blue jeans, lay on the roadside. Extract from pages 229-230. Aunty Ifeoma came home that afternoon with the news of the riot. It was the worst one since they became commonplace some years ago. The students had set the sole administrator’s house on fire; even the guest house behind it had burned to the ground. Six university cars had been burned down as well. â€Å"They say the sole administrator and his wife were smuggled out in the boot of an old Peugeot 404, o di egwu,† Aunty Ifeoma said, waving around a circular. When I read the circular, I felt a tight discomfort in my chest like the heartburn I got after eating greasy akara. It was signed by the registrar. The university was closed down until further notice as a result of the damage to university property and the atmosphere of unrest. I wondered what it meant, if it meant Aunty Ifeoma would leave soon, if it meant we would no longer come to Nsukka. During my fitful siesta, I dreamed that the sole administrator was pouring hot water on Aunty Ifeoma’s feet in the bathtub of our home in Enugu. Then Aunty Ifeoma jumped out of the bathtub and, in the manner of dreams, jumped into America. She did not look back as I called to her to stop. | | | | | | |Faith |Exploration |Rejection |Conflict |Force |Boundary | | | | | | | | | | | | | | | | | | | | | | |Culture |Identity | |Dishonour |Power |Self | | | |Challenge | | | | | | | | | | | |Tradition |Love |Discovery |Honour |Hate |Family | Exploring the theme of identity in the text Objectives F ramework substrand: †¢ 5. 2 Understanding and responding to ideas, viewpoints, themes and purposes in texts †¢ 6. 2 Analysing how writers use of linguistic and literary features shapes and influences meaning Identity and cultural diversity †¢ Who do we think we are? †¢ What connects us with and distinguishes us from others in the UK and the rest of the world? Assessment Objectives AO1 respond to texts critically and imaginatively; select and evaluate relevant textual detail to illustrate and support interpretations. †¢ AO2 explain how language, structure and form contribute to writers’ presentation of ideas, themes and settings. †¢ AO4 relate texts to their social, cultural and historical contexts; explain how texts have been influential and significant to self and other readers in different contexts and at different times. Resources †¢ Resource L photocopied onto card †¢ Resource M copied for students †¢ Resource N copied for students †¢ Resource O as IWB pag e or on OHT †¢ Scissors and split pins Starter †¢ Individually, students make their own ‘identity disks’ using the instructions on Resource C. The disks rotate to provide a visual aid to show the relationship between students’ identities and the various influences which have created them. †¢ In groups of 3 or 4, students use this as a tool to support an oral explanation of the features of their identities and influences. As a group they need to identify commonalities and differences. Key questions to support this might be: ? What are the dominant influences in your group? Why might this be the case? ? Are the main features of identity nouns (e. g. ‘an athlete’) or adjectives (e. g. ‘caring’) †¢ This may result in brief group feedback: What/ who has made you what you are? Introduction Display passage from Resource D on IWB/ OHP. †¢ Model analysis of the way Adichie presents the identity of the narrator, Kambili, in this passage. The following prompts may be of use: ? The use of first person and its effect ? The use of short, simple sentences and simple language when the narrator talks about her own feelings ? The more complex sentence structure and tense when she refers to her father ? The effect of the contrast between these two language uses ? The repetition of the word â€Å"needed† and its effect ? The contrast between the positive language used by the nuns when they describe Kambili and the negative tone of Papa†™s reported speech The use of the phrase â€Å"stained by failure† to demonstrate the way Kambili’s identity and language are dominated by her father. Note: Support with modeled reading is in the National Strategies’ ‘Pedagogy and Practice’, Unit 6: â€Å"Modeling†, available at http://nationalstrategies. standards. dcsf. gov. uk/node/174690 †¢ Students identify three features of Kambili’s identity and what has created them. This should reflect knowledge of the whole text or the text read so far as appropriate. These can be collated as a class. †¢ The teacher models answering the following question (similar to part (a) on the exam paper): How does Adichie use language to show the main influences of Kambili’s identity? In pairs students answer the following question (similar to part (b) on the exam paper): †¢ How has Kambili’s identity changed throughout the novel? Or How does Kambili’s identity change throughout the novel? Write about: †¢ The influence of Kambili’s father on her identity †¢ The importance of religion in her life †¢ The influence of other family members †¢ Select one or two responses to share as appropriate. Development In pairs read extract (Resource E) and annotate text to show the following: †¢ What has become important to Kambili at this point in terms of identity? †¢ How has Kambili’s language changed between the two extracts? †¢ What does this show the reader about the ways in which Kambili has changed? Independently students answer either or both of the following (dependent on ability and point in class reading of text): †¢ How does Adichie use details to describe what is important to Kambili at this point in the text? †¢ How has Kambili’s identity developed across the text? (Foundation) Write about: †¢ The changes in the way that Kambili thinks †¢ The changes in the way that Kambili speaks Or †¢ How does the author create the sense of a developed identity in the text? (Higher) Choose one response (anonymised) to model use of the mark scheme for Unit 1, Section B (available on AQA website). This can lead to self-assessment using the mark scheme with students setting targets for their next theme focus. Plenary Return to the map of Nigeria and remind students of the passage on Resource F (if they have finished reading the text). Following paired discussion, label the map as a class to reflect the changes in Kambili’s identity in different locations in the novel Identity disks Extract from pages 28-39. Those were the words I said to myself as I took my exams the following week. I repeated them, too, as Kevin drove me home on the last day of school, my report card tightly pressed to my chest. The Reverend Sisters gave us our cards unsealed. I came second in my class. It was written in figures: â€Å"2/25. † My form mistress, Sister Clara, had written, â€Å"Kambili is intelligent beyond her years, quiet and responsible. † The principal, Mother Lucy, wrote, â€Å"A brilliant, obedient student and a daughter to be proud of. † But I knew Pap would not be proud. He had often told Jaja and me that he did not spend so much money on Daughters of the Immaculate Heart and St. Nicholas to have us let other children come first. Nobody had spent money on his own schooling, especially not his Godless father, our Papa-Nnukwu, yet he had always come first. I wanted to make Pap proud, to do as well as he had done. I needed him to touch the back of my neck and tell me that I was fulfilling God’s purpose. I needed him to hug me close and say that to whom much is given, much is expected. I needed him to smile at me, in that way that lit up his face, that warmed something inside me. But I had come second. I was stained by failure. Extract from page 178. He brought peeled oranges and water wrapped into tight cone shapes in plastic bags from his car. They all settled down on the grass to eat the oranges, and I watched Father Amadi laugh loudly with his head thrown back, leaning to rest his elbows on the grass. I wondered if the boys felt the same way I did with him, that they were all he could see. I held on to his tank top while I watched the rest of the play. A cool wind had started to blow, chilling the sweat on my body, when Father Amadi blew the final whistle, three times with the last one drawn out. Then the boys clustered around him, heads bowed, while he prayed. â€Å"Good-bye, Father! echoed around as he made his way toward me. There was something confident about his gait, like a rooster in charge of all the neighborhood hens. Extract from pg 299. As we drove back to Enugu, I laughed loudly, above Fela’s stringent singing. I laughed because Nsukka’s untarred roads coat cars with dust in the harmattan and with sticky mud in the rainy season. Because the tarred roads spring potholes like surprise presents and the air smells of hills and history and the sunlight scatters the sand and turns it into gold dust. Because Nsukka could free something deep inside your belly that would rise up to your throat and come out as a freedom song. As laughter. - Contents Contents Overview Introduction Introduction Sequence 1: Context and language Sequence 4: Identity Traditional clothes for men and women in Nigeria Resource D: Setting Dislikes Questions Likes Memories Resource L: Identity disks Instructions †¢ Cut out the circles and fix them together with a split pin through the centre of each so that A spins on top of B †¢ In each segment of circle A write a word or phrase that represents your identi ty (athlete, sister, friend, etc) †¢ In the boxes on circle B, list the influences which have made you who you are (a parent, friend, teacher, etc) Resource C: Map of Nigeria Extract 1 Even though Father Benedict had been at St. Agnes for seven years, people still referred to him as â€Å"our new priest. † Perhaps they would not have if he had not been white. He still looked new, the colors of his face, the colors of condensed milk and a cut-open soursop, had not tanned at all in the fierce heat of seven Nigerian harmattans. And his British nose was still as pinched and as narrow as it always was, the same nose that had had me worried that he did not get enough air when he first came to Enugu. Father Benedict had changed things in the Parish, such as insisting that the Credo and kyrie be recited only in Latin; Igbo was not acceptable. Extract 4 Chinwe Jideze came over to Ezinne’s table then. She had a high, birdlike voice. â€Å"I want to remain class prefect this term, Ezi-Butterfly, so make sure you vote for me,† Chinwe said. Her school skirt was tight at the waist, dividing her body into two rounded halves like the number 8. â€Å"Of course,† Ezinne said. I was not surprised when Chinwe walked past me to the girl at the next desk and repeated herself, only with a different nickname that she had thought up. Chinwe had never spoken to me, not even when we were placed in the same agricultural science group to collect weeds for an album. The girls flocked around her desk at short break, their laughter ringing out often. Their hairstyles were usually exact copies of hers – black, thread-covered sticks if Chinwe wore isi owu that week, or zigzagging cornrows that ended up in a pony tail atop their heads if Chinwe wore shuku that week. Chinwe walked as if there were a hot object underfoot, raising each leg almost as soon as her other foot touched the floor. During long break, she bounced in front of a group of girls as they went to the tuck shop to buy biscuits and coke. According to Ezinne, Chinwe paid for everyone’s soft drinks. I usually spent long break reading in the library. Extract 2 The rustling of the coconut fronds woke me up. Outside our high gates, I could hear goats bleating and cocks crowing and people yelling greetings across mud compound walls. â€Å"Gudu morni. Have you woken up, eh? Did you rise well? † â€Å"Gudu morni. Did the people of your house rise well, oh? † I reached out to slide open my bedroom window, to hear the sounds better and to let in the clean air tinged with goat droppings and ripening oranges. Jaja tapped on my door before he came into my room. Our rooms adjoined; back in Enugu, they were far apart. â€Å"Are you up? † he asked. â€Å"Let’s go down for prayers before Papa calls us. † I tied my wrapper, which I had used as a light cover in the warm night, over my nightdress, knotted it under my arm, and followed Jaja downstairs. Resource G: Presenting the narrator Resource E: First Impressions Resource N: Change Resource O: Change and location Wider reading Mark Scheme.

Trials and Verdicts

The important result of the legal decision-making process is the verdict which can end the trial process and state the form of punishment for the convicted person.Advertising We will write a custom research paper sample on Trials and Verdicts specifically for you for only $16.05 $11/page Learn More However, to understand the details related to interpreting the cases and law and to stating the verdict, it is necessary to analyze the processes related to different courts according to their jurisdiction, and to focus on the real-life examples in order to discuss the problems of accepting a plea bargain and of being wrongly accused. The question of the court’s jurisdiction is discussed when it is necessary to select which court can decide on the certain case appropriately. Following the Felkner v. Jackson case, it is possible to state that different courts are effective to discuss concrete issues and decide on the aspects of the case, but the process of the case resolution can be rather long and complicated. In 2011, Steven Frank Jackson was convicted of many sexual offenses. However, Jackson referred to the Batson v. Kentucky case, and focused on the issue of racism in relation to the California jury who discussed the case. Jackson’s petition was accepted and examined by the California Court of Appeal, and then the California Supreme Court decided according to the court’s jurisdiction to reject the necessity of the case’s review (Felkner v. Jackson, 2011). Nevertheless, the case was not unresolved even in relation to the Federal District Court. In this situation, the Supreme Court took the jurisdiction to provide the decision, and the previous courts’ decisions were defined as unreasonable. Finally, it is stated by the Supreme Court of the United States that the petition â€Å"for certiorari and the motion for leave to proceed in forma pauperis are granted. The judgment of the Court of Appeals for t he Ninth Circuit is reversed, and the case is remanded for further proceedings consistent with this opinion† (Felkner v. Jackson, 2011). As a result, it is possible to note that the decision to discuss the case in the Supreme Court of the United States is appropriate because of the necessity to resolve all the controversial points of the case which cannot be resolved in the other courts.Advertising Looking for research paper on constitutional law? Let's see if we can help you! Get your first paper with 15% OFF Learn More The cases when the defendant accepts a plea bargain as an alternative to trial are also very controversial and complicated because this decision can be associated with a kind of pressure from attorneys and prosecutors. Furthermore, the defendant can change his or her decision during the process. Thus, to discuss the question in detail, it is necessary to focus on the Freeman v. United States case (2011). William Freeman was convicted of different crimes associated with drug trafficking and drug delivery. However, Freeman decided to develop the plea agreement under Fed. R. Crim. P. 11(c)(1)(C). The agreement meant that Freeman could plead guilty depending on receiving a specific sentence. The case was rather complicated, and it was decided in 2011 that referring to 18 U.S.C.  § 3582(c)(2), the sentence could be reduced â€Å"for the offense to which the defendant pled guilty† (Freeman v. United States, 2011). In spite of the fact that the plea agreement does not mean the alternative to the trial, the case is important to be discussed to decide whether or not justice was served. Referring to this concrete case, it is possible to state that the justice was served because the severity of crimes should be taken into account every time when the possibility of the plea agreement is discussed. The most problematic cases are those ones in which defendants are wrongly accused and later vindicated. One of the most famous case s is the case associated with the famous sportsman Brian Banks who was convicted of raping Wanetta Gibson. Brian Banks accepted a plea bargain because of the threat to be imprisoned for more than 40 years. However, in 2011, it became possible to state that Banks was not guilty, and he was vindicated. The most important aspect to be discussed in relation to the case is the fact that Wanetta Gibson lied during the first trial process in order to receive the significant financial compensation (Powers, 2012). The decision of the court could be different, but the lawyers failed to prove or not Gibson’s words. That is why, these details affected the whole trail process, and Brian Banks had to accept the plea agreement in order to avoid being imprisoned for a long period of time.Advertising We will write a custom research paper sample on Trials and Verdicts specifically for you for only $16.05 $11/page Learn More In spite of the fact, the United Statesà ¢â‚¬â„¢ legislative system should contribute to the people’s welfare and protection, there are many controversial verdicts and trials which can influence the statement of the principles of justice in the country. From this point, it is necessary to pay much attention to the controversial aspects and issues discussed during the trial processes in order to resolve cases in the appropriate courts with the focus on their jurisdiction and to avoid the ineffective decisions which can lead to the unalterable consequences. As a result, all the details of the case should be taken into consideration to decide on the person’s guilt and possible verdict. References Felkner v. Jackson. (2011). Retrieved from https://www.supremecourt.gov/opinions/10pdf/10-797.pdf Freeman v. United States. (2011). Retrieved from https://www.supremecourt.gov/opinions/10pdf/09-10245.pdf Powers, A. (2012). A 10-year nightmare over rape conviction is over. Retrieved from https://www.latimes.com/local/la- xpm-2012-may-25-la-me-rape-dismiss-20120525-story.html This research paper on Trials and Verdicts was written and submitted by user Alfonso Fletcher to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Free Essays on Computer Security & The Law

Computer Security & the Law I. PREFACE Imagine that you are a computer manager for a big manufacturing company. In the middle of a production run, all the mainframes on a vital network grind to a stop. Production is delayed costing your company millions of dollars. During the investigating, you find that a virus was released into the network through an account. When you confront the owner of the account, he claims he neither wrote nor released the virus, but he admits that he has given his password to his friend who needs access to his data files. Is he liable for the loss suffered by your company? I believe the answers may very depending in which state the crime was committed and the judge who control the trial. Computer security is new, and the legal organization has yet to reach the agreement on these key issues. The future in computer security law has been delay by the reluctance on the part of lawyers and judges to struggle with the technical side of computer security issues (1). Involving technical computer security professional in the development of computer security law and public policy could mitigate this problem. This paper is meant to help bridge to gap between technical and legal computer security communities. II. TECHNOLOGICAL PERSPECTIVE A. Objectives of Computer Security The main objective of computer security is to protect and guarantee the confidentiality, and integrity of automated information systems and the data they hold. Each of these terms has a particular meaning, which is grounded in basic technical ideas about the flow of information in automated information systems. B. Basic Concepts There is a top-level agreement regarding the meaning of most technical computer security concepts. This is partly because of government involvement in coordinating the definitions of basic terms (2). The meanings of the terms used in government regulations are generally made to be consta... Free Essays on Computer Security & The Law Free Essays on Computer Security & The Law Computer Security & the Law I. PREFACE Imagine that you are a computer manager for a big manufacturing company. In the middle of a production run, all the mainframes on a vital network grind to a stop. Production is delayed costing your company millions of dollars. During the investigating, you find that a virus was released into the network through an account. When you confront the owner of the account, he claims he neither wrote nor released the virus, but he admits that he has given his password to his friend who needs access to his data files. Is he liable for the loss suffered by your company? I believe the answers may very depending in which state the crime was committed and the judge who control the trial. Computer security is new, and the legal organization has yet to reach the agreement on these key issues. The future in computer security law has been delay by the reluctance on the part of lawyers and judges to struggle with the technical side of computer security issues (1). Involving technical computer security professional in the development of computer security law and public policy could mitigate this problem. This paper is meant to help bridge to gap between technical and legal computer security communities. II. TECHNOLOGICAL PERSPECTIVE A. Objectives of Computer Security The main objective of computer security is to protect and guarantee the confidentiality, and integrity of automated information systems and the data they hold. Each of these terms has a particular meaning, which is grounded in basic technical ideas about the flow of information in automated information systems. B. Basic Concepts There is a top-level agreement regarding the meaning of most technical computer security concepts. This is partly because of government involvement in coordinating the definitions of basic terms (2). The meanings of the terms used in government regulations are generally made to be consta...

International Management program(dissertation proposal ) Essay

International Management program(dissertation proposal ) - Essay Example Market is in perfect equilibrium; it is tax-free and asset and capital markets are perfect. This framework of consumer behaviour requires some changes in the neo-classical consumer theory to include some characteristics of property market like consumer tastes, viewpoints, choices that create the scenario for an imperfect, not-competitive theory of property market. In the context of what we have read about the neo-classical theory of demand, it would be interesting to test the theory on emerging countries like China, Malaysia, and Singapore. Two major cities of China – Beijing and Shanghai are recuperating from the after-effects of recession worldwide. It would be interesting to confirm the validity of the neo-classical theory of consumer demand and supply of land, which is limited and the role of the government in stabilising the property market. What would be the housing demand model, the determinants of housing demand and practical scenario due to the limited land availability, as the cities are expanding seamlessly Behaviour of Beijing and Shanghai property market; how has the Beijing Olympics 2008 have impacted the property market? What is the reaction of China government policy shift in allowing foreigners to buy house of their choice. The Shanghai property market, according to Colliers International (2008), is passing through a phase of cooling down. Investors have changed their preferences by focusing on the leasing market. Over supply has increased the vacancy rate. In this context, it is interesting to study the house price Basic DiPasquale-Wheaton model, its different stages by using simplified or reduced form function from the demand and supply equation. Leung & Wang (2007) have projected the China housing market in the DiPasquale Wheaton model, showing analysis of different stages of housing market consequently. Short term and long term policy effects and recommendations will be discussed. The role played by the government