Computer Risks and Exposures Essay Example

Computer Risks and Exposures Essay Example Computer Risks and Exposures Paper Computer Risks and Exposures Paper Computer Risks and Exposures Computers of all kinds within an organisation are constantly faced with a variety of risks and exposures. It is helpful if we first define these terms: Computer risk Probability that an undesirable event could turn into a loss Computer exposure Results from a threat from an undesirable event that has the potential to become a risk Vulnerability A flaw or weakness in the system that can turn into a threat or a risk The total impact of computer risks range from minor to devastating and could include any or all of: Loss of sales or revenues Loss of profits Loss of personnel Failure to meet government requirements or laws Inability to serve customers Inability to sustain growth Inability to operate effectively and efficiently Inability to compete successfully for new customers Inability to stay ahead of the competition Inability to stay independent without being acquired or merged Inability to maintain present customer/client base Inability to control costs I nability to cope with advancements in technology Inability to control employees involved in illegal activities Damage to business reputation Complete business failure Computer risks. exposures and losses may be characterised as intentional or unintentional and may involve actual damage, alteration of data or programs as well as unauthorised dissemination of information. Objects which can be affected include physical items such as the hardware or hard-copy outputs which are both vulnerable to risks such as theft or loss; the tele-communications system which can cause major corporate grief if unavailable for any reason as well as being vulnerable to internal or external penetration; the applications software which, being a major control lement, is vulnerable to change, bypassing or direct sabotage; systems software such as the operating system itself which can also be amended or circumvented; computer operations where control procedures may be amended or bypassed and the data itself where virtually anything could happen. The risks in I. S. are the reverse of the control objectives and must be treated as business risks. As such they are the responsib ility of executive management with enforcement at a technical level. Obviously, the relative importance of risks will vary and the control techniques will vary from industry to industry and from company to company. The risks may be minimised but they can never be totally eliminated. Computer System Threats Threats may come from either external or internal sources and may be intentional or unintentional as well as malicious or non-malicious. Internal threats may come from: Users Management IS Auditors IS Staff Others Acting alone or in collusion. Users Threats from this source are the most commonly occurring and include errors, fraud, breach of confidentiality (commonly accidentally) or malicious damage. The most common causes of these threats are poor supervisory control combined with poor personnel procedures. In many cases far too much power has been granted to users who already have access to the assets. In many cases the users have an in-depth knowledge of the system’s control weaknesses and are in a position to exploit them. Management Threats here again include error and fraud but may also include systems manipulation for Corporate reasons such as profit smoothing or advance booking of sales or delayed recording of costs. Again breach of confidentiality is a hazard together with malicious damage. Common causes here are likely to involve inadequate segregation of duties with management, in many cases, unquestioned regarding decisions they make and transactions they authorise. This, combined with poor personnel procedures and too much power granted, can lead to major problems, particularly when combined with management’s access to assets and their authority to override conventional control levels. IS Auditors A commonly ignored threat, IS auditors again are in a position to commit errors or fraud, to breach confidentiality or cause malicious damage. In many cases there is little or no supervisory control exercised and far too much power granted. The auditors have access to the assets and a detailed knowledge of system weaknesses. In addition they have the right to attempt to break the system, although it is not supposed to be for their gain. IS Staff Threats here include the normal problems of error, fraud and breach of confidentiality as well as malicious damage. In this case, however, the impact of errors etc. tend to be further reaching since they may affect, not single transactions, but every transaction passing through a system. Once again the most common problem is accidental destruction rather than deliberate sabotage. Common causes are typically too much power granted, for example granting of access to live data; poor change control and ineffective division of duties. In many cases computer staff hold the keys to the kingdom and again they have the power associated with knowledge of the system. Others Other people also have access to computer systems, including engineers, salespersons etc. Threats here include again errors, fraud, loss of confidentiality as well as malicious damage and accidental destruction. Common causes in these cases include poor disposal of outputs, careless talk, inadequate access control both physical and logical, publicity and the advent and promotion of open systems. External Threats Threats may come from legitimate external users as well as inter-computer links such as the Internet, Electronic Data Interchange systems, system hackers and viral attacks as well as from natural causes. Such threats are commonly caused by inadequate logical access control resulting in high value systems being unguarded. A poor security attitude within staff coupled with an incorrect concept of Computer Security and an incorrect risk evaluation can also open up such exposures. Risk Management With such a plethora of risk exposures, management must adopt a position on risk. It may involve any or all of accepting the risk, reducing the risk (normally by increased internal control) or transferring the risk. The option which is NOT acceptable is simply ignoring the risk. In order to adopt an appropriate position, management must know and understand the risk. The Risk-based Audit Approach In order to achieve an audit which is both efficient and effective, the risk-based approach allows the auditor to focusing in areas of highest impact. The initial audit activity is therefore to gather or update information about the organisation in order to determine the audit strategy. This determination includes forming audit judgments regarding the organisation and assessing the inherent and control risks in order to determine the appropriate audit testing plan. Inherent risk may be seen as the risks the organisation faces without the mitigating impact of internal controls. Control risks involved those elements of inherent risk not successfully mitigated by the internal control structures. The initial information required would include knowledge of the organisations business and place within its industry, as well as a knowledge of the applicable accounting, auditing and regulatory standards within the industry. These allow the determination of the overall business objectives of the organisation or departmental function. Once the business objectives have been determined the auditor may proceed to identify and isolate the individual details control objectives. For example, the overall objective of the purchasing function is to buy items for the organisation. The control objectives for this function would include ensuring that only the right items are purchased, at the right price, in the right quantity, of the right quality, in an authorised manner, for delivery to the right place at the right time. The risks then become those factors which can prevent fully or partially the achievement of the control objectives. The auditor must then determine which controls will mitigate those risks and what source of evidence exists as to the adequacy and effectiveness of that mitigation. Even prior to testing, the auditor can determine the adequacy of the control structures designed to mitigate the risk on the assumption that the controls function as intended. In other words, if all controls function as intended, would the risks be controlled to management’s predetermined acceptable level. Once the source of evidence has been identified, the auditor can select the appropriate audit technique to determine whether the control objective has been achieved. These techniques could include interviews, reviews of documentation, reviews of systems or the use of computer-assisted audit techniques. After the auditor has decided upon the appropriate audit technique, the appropriate audit tool may be selected. For example if the technique is to interview, the auditor must decide whether the interview will be face-to-face, by telephone, or by videoconferencing. If the technique is to review data on files within the computer, the tool could be generalised audit software, general-purpose software or a specific audit software.

How to Plan for College 5 Tips for 9th Graders

How to Plan for College 5 Tips for 9th Graders SAT / ACT Prep Online Guides and Tips If you have college aspirations, you can and should start planning for college during your freshman year of high school. You want to make sure you're on the right path and have a solid plan in place to help you navigate the college process and eventually reach your goals. In this article, I'll detail what to include inyour 9th grade college planning. Then, I'll explain what you don't yet need to worry about. It’s Not Too Early to Think About How to Plan for College If you’re thinking that 9th grade is too early to start preparing for college, you’re wrong. Some of what you do in 9th grade will impact your college applications and influence admissions decisions. Many of my former students told me in their senior year that they wished they’d developed good study habits or knew more about what they’d need to do to get into college when they were freshmen. Also, if you have the mindset in 9th grade that you’re going to college, you’ll be much more likely to stay on the path to achieving your college goals. Below, I outline the five most important tips for 9th grade college planning. #1: Take the Right Classes When you start high school, you need to make sure you’re taking a college prep curriculum. Talk to your counselor to ensure that you’re on a college prep track. In many schools, the math or foreign language class you take in your freshman year of high school will determine what level you’re able to reach when you’re a senior in high school. Colleges will evaluate you based on the classes you’ve taken. If you have any aspirations of attending a top college, the most selective schools want to see that you’re challenging yourself and taking some of the hardest classes that are offered at your school. You don’t have to take every single honors or AP class, but to get into the top schools, you should demonstrate that you can do well in the most difficult classes. I do recommend taking honors or AP classes in the subjects you're best at and the subjects you're considering studying in college. Here's an example of a good freshman schedule for a student who wants to be competitive for admission to elite colleges. Note that this is just a rough guide, and you can take a more or less challenging schedule depending on your skill level and the courses offered at your high school: Honors Biology Geometry Honors English World History Spanish I PE Elective #2: Get Good Grades Believe it or not, your freshman year grades do matter for college admissions. Colleges will look at your freshman year grades, and your grades in your freshman year will influence your high school GPA and class rank. Furthermore, if you get good grades in your freshman year, you’ll be more likely to get good grades in your sophomore and junior years. You’ll have developed the skills and habits that will allow you to continue to be successful academically. Learn more about how to get a 4.0 and better grades. If you don’t do as well as you’d like in your freshman year, it doesn’t mean that your college dreams are doomed, though. Undoubtedly, your sophomore and junior year grades are more important to colleges. #3: Get Involved in Extracurriculars Other than your grades and test scores, your extracurricular activities probably have the biggest influence on the quality of your college applications. Colleges, especially top colleges, want their students to have exceptional achievements outside of the classroom, and they’re looking for individuals who use their leisure time to pursue their passions. Some students believe they need to be well-rounded and do a ton of extracurriculars; however, for college admissions, it may be more advantageous for you to develop a â€Å"spike† and exhibit excellence in a particular activity or field. If you play a sport, you can focus your energies on reaching the highest level in your sport and becoming a recruited athlete. If you excel in math, you can use your time outside of school to practice for and compete in math competitions. You should be participating in extracurricular activities during your freshman year of high school. Colleges prefer to see a sustained commitment to your activities. It’s more impressive to do one activity for four years and continue to show growth in that activity than it is to start doing a bunch of activities in your junior year. Furthermore, getting involved in extracurriculars now increases your odds of gaining leadership positions or winning awards later in your high school career. Learn what to do if you’re struggling to find extracurriculars. Maybe you can join the basketball team. Image source:David Holmes/Flickr #4: Start Preliminary College Research When you’re a freshman in high school, you don’t need to know which college you want to go to. You don’t even need to have much of an idea of which colleges you want to apply to. However, you can start thinking about what you’re looking for in a college. What do you want to study? What geographic region do you want to be in? You can play around with college finders to get an idea of different schools that may be good for you. You can also visit local college campuses to see what they're like and get a small taste of college life. Once you have an idea of a few colleges that may interest you, you can get a better idea of what you need to do to get admitted. Google "PrepScholar[name of school] admissions" to get the acceptance rates, average GPAs, and average standardized test scores for different colleges. If you know the grades you'll need to get into different schools, that can help you stay on track. Furthermore, you can also go on colleges' websites and look at their admission requirements so you know whichclasses you should be taking. It's perfectly OK if you're unsure at this point what you want in a college, and it's very possible that you'll change your mind before you graduate from high school, even if you think you know where you want to go. Keep in mind, though, that it's good to start thinking about college in general and to realize that what you do throughout high school will impact your college options. #5: Involve Your Parents This advice applies primarily to students whose parents didn’t go to college or are unfamiliar with the college application process. Even if your parents went to college, it's probably been a while and they may have fears or concerns about your college goals. If your parents aren’t pushing you to go to college, you can let them know about your desires to attend. If you get them involved with your college planning, they can be more supportive and helpful. Inform themwhy you want to go to college. Also, many parents worry about the cost of attending college. Some parents will incorrectly assume that their children can’t go to college because they’re unable to afford the full cost of attendance. You may want to direct them to our articles on how to save for college and financial aid. At this point, mostly it's important to know that finances shouldn't be a barrier to you attending college. Between grants, scholarships, and possibly loans, a college education should be accessible to you regardless of your financial situation. If your parents are pushing you to go to college or are generally stressing you out about college, you can try to reassure them by letting them know you have a plan (make sure you have a plan first). All of you can read this article and our other articles about college admissions. If possible, try to get your parents involved in your college planning. What Not to Worry About as a Freshman While it’s good to start thinking about how to plan for college in the 9th grade, you should remember that you still have substantial time to prepare yourself for college. Try to avoid stressing about college now. Your education and future are important, but so are your happiness and emotional well-being. Here are some specific aspects of planning for college that you don’t really have to be too concerned with in 9th grade. The SAT or ACT You’ve probably heard of the SAT and the ACT. Most colleges require you to take one of these tests to gain admission. A higher score will increase your chances of getting into selective colleges. In the 9th grade, you don’t have to actively prepare for these tests, but you can start to familiarize yourself with them and the skills you’ll need to acquire. The math section of the SAT and the ACT tests you on algebra, geometry, and trigonometry. Most likely, you’ll need at least a couple of years of high school math before you’ll know enough to be able to maximize your score. Also, your reading and writing skills, which are tested on these standardized tests, will improve with continued reading and the work you’ll be doing in your English classes. On the other hand, if you’re interested in attending a competitive summer program that requires you to submit SAT or ACT scores, then you should spend more time during your freshman year preparing. Even though you don’t have to worry about these standardized tests during your freshman year, it’s not too early to start studying for either the SAT or ACT. You can prepare for and take the PSAT or PreACT. Learn about how to study for the SAT/ACT as a 9th grader. If you start doing some consistentlight test prep early, you'll be more ready and relaxed when you're taking these tests during your junior or senior year when your schoolwork will be more rigorous, and you may be working on your college applications. However, I don't think you should be too concerned with your standardized tests in 9th grade. The Best College for You We get many comments from 8th and 9th graders stating their desire to go to a specific college. While it’s great to have goals and dreams, you don’t need to know where you want to go to college in 9th grade. You have a couple of years before you have to start seriously considering the schools that you want to apply to. Furthermore, as you mature and learn more about different colleges, you may very well change your dream school. You may end up deciding to pursue a different career path or change what you’re looking for in a college. There’s nothing wrong with altering your goals or priorities as you learn more. At this point in your high school career, you should spend the majority of your time developing the skills and qualifications to give yourself as many college options as possible. Perhaps you’re assuming now that you’ll go to your local state college that may not be overly selective. Maybe its incoming students have an average GPA of 3.2. However, if in the summer before your senior year, you decide that you want to go to a more prestigious college in another region of the country, you’ll have many more options if you have a 3.9 GPA. If You Can Afford College While it’s not a bad idea to save for college early, you don’t have to be overly concerned in the 9th grade with thoughts of whether you’ll be able to afford to attend. If you’re worried about college costs, you can start looking for and applying to scholarships, but many scholarships are only open to older students. Again, just realize that cost shouldn’t prevent you from attending college. Most students receive some form of financial aid and don’t pay the listed cost of attendance. Additionally, if you excel in school and end up with good test scores, you’ll be more likely to receive merit scholarships and be admitted to colleges that offer the most generous financial aid. What's Next? Do you want to go to one of the most selective colleges? Find out which classes Ivy League schools require. Learn more about how many extracurriculars you need. Finally, you can learn from our fun infographic about how to apply for college, and everything you should be doing from 9th grade until the end of your senior year. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Cardiovascular disease Research Paper Example | Topics and Well Written Essays - 2500 words

Cardiovascular disease - Research Paper Example It is estimated that around 23.6 million people will die from this type of disease by the year 2030 (Global Atlas on Cardiovascular Disease Prevention and Control). Because of the significant effect of cardiovascular disease to the health and well-being of a significant percentage of the population, the causes and controls of this illness is necessary to investigate and fathom. Cardiovascular disease refers to any ailment that implicates the cardiovascular system which is comprised of the heart and blood vessels including the arteries, veins and capillaries. This class of disease includes but not limited to coronary heart disease, also known as coronary or ischaemic heart disease, heart failure, hypertensive heart disease, cardiomyopathy, cardiac dysrhythmias, cor pulmonale, valvular heart disease, inflammatory heart disease, stroke, cerebrovascular disease and peripheral arterial disease (Kelly 74). Usually, patients are not aware that they are prone or already have the diseases of this nature until they undergo a thorough medical examination. According to Seizer (27), examples of symptoms that signal the patients to seek medical attention are â€Å"sudden loss of consciousness, severe dizziness or faintness, severe chest pain, severe shortness of breath, or sudden onset of rapid heart action.† Chronic symptoms of shortness of breath, palpitations and chest pains are also common reasons for patients to go to hospitals. Undiagnosed heart problems often lead the patients to feel abnormal shortness of breath even when there is no strenuous activity being done. This is brought about by dyspenea, or the diseases of the heart and lungs associated to damaged function of the left ventricle, which leads to hyperventilation. Palpitations deals with the sudden and unusual heart action at unprovoked circumstances, affecting the heart to beat at an irregular pace. This abnormality is called arrhythmia. On the other hand, chest pain is the main symptom of

School Attending and Academic Performance Hypothesis Testing Essay - 1

School Attending and Academic Performance Hypothesis Testing - Essay Example What is the alternative hypothesis? The alternate hypothesis is H0: ÃŽ ¼ = 75.62 (Performance on a test of social skills is same.) What is the null hypothesis? The null hypothesis is Ha: ÃŽ ¼ ≠  75.62 (Performance on a test of social skills is different.) What should the researcher conclude about this relationship in the population? The researcher should conclude that attending a private high school does not lead to higher or lower performance on a test of social skills when compared to students attending public schools. Are the results significant? Explain your response. The results are not significant. The Zobt value of 1.54 falls within the non-rejection region (-1.960 to 1.960), thus the null hypothesis H0 is not rejected. What is the probability of making a Type I error?   The probability of making a Type I error (ÃŽ ±) is 0.05, as the Zcrit value of  ± 1.960 refers to 0.05 significance level for a two-tailed test. If a Type I error were made, what would it mean?   Type I error refers to rejecting the null hypothesis when it is in fact true. Thus, if a Type I error were made, it would mean that attending a private high school leads to higher or lower performance on a test of social skills when compared to students attending public schools when in fact it is not true. What is the probability of making a Type II error? The probability of making a Type II error (ÃŽ ²) is about 0.6615. The power (1 – ÃŽ ²) of the test is 0.3385. If a Type II error were made, what would it mean? Type II error refers to not rejecting the null hypothesis when it is in fact false. Thus, if a Type II error were made, it would mean that attending a private high school does not lead to higher or lower performance on a test of social skills when compared to students attending public schools when in fact it is false.

Limitations of Intelligence assessment Essay Example for Free

Limitations of Intelligence assessment Essay Intelligence is defined as the ability for abstract thinking . It is the ability of an individual to act in a purposeful manner and think rationally as well as interact with the environment in an effective way. Some have also said that intelligence is whatever the intelligence tests assess which is usually dependent on the preferences of the test developer. According to Piaget, Intelligence is an equilibrium state towards which successive adaptatations of cognitive and sensorimotor patterns as well as accomodatory and assimilatory interactions between organism and environment tend towards (Flynn, 2007). Limitations of Intelligence assessment An intelligence assessment test does not show what an individual can do in specific areas and does not assess specific conditions such as dyslexia. A person with dyslexia may still have high intelligence quotient. An intelligence quotient score can be deceptive in that people with same IQ can have very different intellectual abilities. Furthermore, an IQ test does not measure raw intelligence or any absolute, inherent or innate ability. The IQ test is just a relative index of intelligence assessment which only compares one person’s performance with another of his own age (Flynn, 2007). Strengths of Intelligence assessment The strength lies in its purpose which can be educational, medical, research and vocational. In terms of vocation, IQ tests are used for vocational guidance as different vocations call for different aptitudes . In research IQ test are used to study mental growth as mental ability develop sequentially from birth onwards and so intelligence assessment can be used to see direction of individual and group curve it is also used in research to indicate the extent of differences of IQs among children of same calendar age and this will imply the need to provide materials at the different levels of difficulty. In medicine, IQ assessment is used to characterize the degree of mental retardation so as to evolve adequate management strategies. In education, it is used to identify gifted children and for homogenous grouping of children for educational effectiveness.

Socioeconomic effects on children :: essays research papers

When Both Parents are Employed Socio-economic conditions in North America have contributed to the need for dual incomes for families. Economically, â€Å"the number of two parent families below the poverty line would increase to an estimated 78% if they were to become single income families.† (Ontario Women’s Directorate 9) Socially, it was the norm, in the past, for women to stay at home having a more expressive role in the family; taking care of the children and providing emotional support for the family. Presently, women feel that their traditional roles as child bearers and homemakers must be supplemented with a sense of achievement outside the home. Recent studies reflect an increased trend towards the dual income family and projections are for this trend to continue. In 1961, 30% of married women were working; in 1978, 38% were employed; by 1981 50% were working and in 1985, 55% held paying positions outside the home. (Jarman and Howlett 95) In 1961, only 20% of all two parent families were! dual wage families, but by 1986, more than half (53%) of all families were dual earning families. (Ramu 26) In light of the fact that the majority of two parent families in the 1990’s have also become dual wage earning families, it is important to examine the effects of such a phenomenon on society in general and on child rearing in particular. Children acquire their goals, values and norms based on the way that they view or identify with their parents as well as from the quality and amount of care, love and guidance given to them by their parents. Parents who work present a different image to their children than parents who do not work. In addition, wage earners, including parents, must (in most cases), be absent from the home during the day. When considering these modifications to the family dynamics, there is considerable basis for proof that the positive effects outweigh the negative effects experienced by offspring in families were both parents are employed. The working parent occupies an important exemplary role within the family. Working parents often command considerable respect from their children, because they demonstrate the worthy characteristics of industriousness, social compatibility, self reliance, maturity, intelligence and responsibility. Because children identify with their parents, the feedback from such positive influences tends to be positive as well because many of these positive characteristics are imparted upon them.

Commentary: Moon Tiger, 1987, by Penelope Lively

-Make notes on health -Make case study notes on hydrology and coasts -Do past questions on coasts & hydrology -Do poem essay -Plan kinder transport essay Commentary: Moon Tiger, 1987, by Penelope Lively This monologue depicts the thoughts of an elderly woman who is dying in a hospital. She gives us a her views and description of language which shows us the importance it holds in her life. She talks about the history of language saying ‘we open our mouths and out flow words whose ancestries we do not even know. ’ This shows that she cares greatly about words and their origin and it is important to her that more people care about it as well.The rhyming of ‘flow’ and ‘know’, may also have a humorous effect as it suggests that she is playing with the words. She also uses imagery to describe what words are like saying they ‘blow with the wind, hibernate, reawaken, shelter parasitic on the most unlikely hosts, survive and survive and surviveâ₠¬â„¢. She personifies language, comparing it to an animal or a plant that does not die but rejuvinates. This indicates how strongly she feels about language. She describes it as being immortal as it will never end. This might give an insight as to how she may feel about dying.She may want to survive her illness, hence the repetition of ‘survive’. The repetition of this word draws emphasis to it. She may hope to live on through her words. She continues to compare language, using metaphors, to other aspects of nature such as when she says ‘it was like grains of sand on the shore, the leaves on the great ash outside my bedroom window, immeasurable and unconquerable’. The use of the similies gives us an image of how vast and large language is as the decription depicts how timeless and endless words are.She also makes use of the strong adjectives, ‘immeasurable’ and ‘unconquerable’ and how much power language holds to her and maybe how she feels when she uses it. She depicts people as ‘walking lexicons’, objectifying them. This may indicate that she cares more about language than people and suggests that she believes that words have a significant effect on people’s lives and shows the importance of it to her. Through this we get a good sense of her character. We see that she is quite a proud person. We get flashbacks of her life as a child when she is ‘gloating over Gordon who ould not spell ANTIDISESTABLISHMENTARIANISM, the longest word in the dictionary’. This shows how proud she is of her knowledge of language as she holds it over others. She also puts emphasis on the word which tells us more about how confident she is on the subject. She collected names of stars and plants such as ‘Arcturus’, ‘Betelgeuse’ and ‘toadflax’. These words are not very common to come across and may also suggest how smug she is about how much she knows on language . Similarly, it may show how superior she feels knowing this information. It is her hobby to collect words which shows the importance of it in her life.Another flashback we get of her is when she is taking care of her daughter as a child. These flashbacks give us a sense of her backstory and her character. She admits to herself that she is not a good mother and uses the word ‘repellent’ to describe her feelings towards children. This is quite a strong negative word to use towards children as most people love children and wouldn’t describe them this way. It is also a great contrast to the way she talks about words and language. She talks about ‘the excitement of language’ and how it is ‘immeasurable’ and ‘inconquerable’.She clearly doesn’t feel the same way about children as she describes them as ‘boring’ and ‘distracting’. She gets impatient with her young daughter, correcting ‘the inan ities’, who is barely able to pronounce words correctly. She uses plosives, saying , ‘There are no such things as bow-wows and gee-gees’. This shows that she is gettig irked by a minor problem with language and shows her intolerance. It also shows that she is a stern person. We are made to feel sympathetic for her at the beginning of the extract as she says, ‘Today language abandonned me’.This show how stranded she feels without being able to recall as much about language as she used to. She refers to it how she would refer to a friend that had left her. She continues on ‘staring into a void’, whih emphasises how empty and lonely she feels without it. She starts to list words, ‘vase, cupoard, window, cutain’, which also highlights the panic she feels when she is not able to remember simple words. Language has been her strong suit through life, #her hobby and her friend and now it has ‘abandonned’ her, she feels helpless.

Out of Time

Out of Time is a poem written by Kenneth Slessor and is one of his personally favorite poems to date he has written. Time is personified in this poem, but also associated with the natural phenomenon of water, or vessels such as yachts seen on Slessor’s favorite location, Sydney Harbor (which is itself personified). Personification gives immediacy to an abstraction such as time, and elicits evaluative responses which are more arresting than an address to an abstraction could ever be. So Slessor finds that Time ‘enfolds me in its bed’, but – in the next line – it is ‘the bony knife’ which ‘runs me through. Seeing time everywhere, he notes that it flows through all things and his heart rebukes him: â€Å"Time flows, not you. † Kenneth Slessor constantly reminds us during the first part of the poem that time itself cannot be slowed down or stopped; it is just a force that never stops or runs out. He seems pessimistic about the subject of Time though, as he constantly keeps repeating himself which is why he chose the title for the poem as, ‘Out of Time’ because no matter what, Time will never stop for anyone or anything. He is the pawn of Time whose mastery is complete and indifferent to his emotions: it ‘drills me, drives through bone and vein’, just as ‘water bends the seaweeds in the sea. ’ Time may be cruelly dominant, but the speaker’s view of himself is worse: ‘the tide goes over but the weeds remain’. Yet the engagement with Time and its indifference to us. In both senses, we are, ‘Out of Time’: that is, at once part of its scheme, but then abandoned by it; and also (as in music) out of kilter with its rhythms and purposes. Contrastingly, in the second section, Time is now seen at a disadvantage (which, again, is given immediacy by personification). Time, always flowing, cannot abide in the lovely moments it affords. Ever changing, he is subservient to ‘to-morrow’ and deaf to the entreaties of such as ‘beauty’, urging him to be ‘still’. This is his ‘fate’. Slessor’s execration of Time intensifies as the stanzas proceed, as he proceeds himself through a depressing sequence of ‘dead now’s and heres’: ‘He keeps appointment with a million years’. In contrast, by implication, our limited human experience now begins to appear preferable: ‘I and the moment laugh, and let him go, / Leaning against his golden undertow. ’ Thesis and antithesis anticipate synthesis. Slessor’s threefold ordering of the poem has the structure of an argument. Accordingly, the third section celebrates what the first section denigrated: the moment out of time that liberates us from our time-bound world. Cleverly, Slessor takes a word separate from language to celebrate this escape from ordinariness. The speaker, so critical of himself earlier, now celebrates himself as ‘part’ of a dispensation that is ‘fleshless and ageless, changeless and made free†. His heart, in a rhetorical question, inquires: ‘Fool, would you leave this country? ’ But, as the first word suggest, it is not finally a rhetorical query, as the poem, in closing, returns to its beginning. Time’s ever-flowing processes cannot be resisted: ‘ I was taken by the suck of sea’, and mortality is grimly recovered is grimly recovered, along with the original imagery of the first section in a rhyming couplet that is too pat: ‘ The gulls go down, the body dies and rots, / And Time flows past them like a hundred yachts. In my opinion this is one of my favorite poems of Kenneth Slessor so far, as all 3 parts interconnect with each other which allows for very deep and meaningful analysis. He also discusses and describe that time cannot be controlled or stopped, it only flow’s on which most people and including me, can instantly relate to.

Free Essays on Home

Home : (hà ´m) n. 1. a. A place where one lives: residence. b. An apartment or house. 2. A household. 3. A place of origin. 4. A habitat, as of an animal or plant. 5. the goal in a game as in baseball. 6. An institution for those who need help or care syns: Abode, Digs, Dwelling, Habitation, House, Lodgings, Pad, Place,-adv. 1. At or toward home. 2. At the center of a target. 3. To the heart or center.-v. homed, hom-ing. 1. To return home. 2. To be guided to a target electronically. To many the above definition is what they believe is â€Å"home† however, to me â€Å"home† is my family. I was never privileged with being able to live in one area long enough to call it home. I do not have friends I have known from kindergarten or people who have known me for more than 5 years. Instead, I am honored with the life of a military brat. My father served our country to keep its citizens free and happy. In the process I have moved twenty two times in eighteen years. Many who consider the above definition to be true often wonder whether I regret this life. How could someone regret the opportunities this lifestyle opened to me. I was able to move all over the Morabito 2 world, meet people from all different ethnic origins, attend dinners with heads of states at the white house, and work at Marine Land and The Astor Mansion. Even though I never had close friends growing up I did have one of the most supporting families in the world. My family has stuck together threw many different trails, the most recent one being the Terrorist Attack on America. A plane flew into my father’s office at the Pennington, and my cousin perished when the plane she was flying on crashed into one of the World Trade Center towers. Although these attacks on our country hit home, it also bound my family even closer than we were before. Also, it was the support of my family and my history with moving so frequently that made the transition to college easier. ... Free Essays on Home Free Essays on Home Home : (hà ´m) n. 1. a. A place where one lives: residence. b. An apartment or house. 2. A household. 3. A place of origin. 4. A habitat, as of an animal or plant. 5. the goal in a game as in baseball. 6. An institution for those who need help or care syns: Abode, Digs, Dwelling, Habitation, House, Lodgings, Pad, Place,-adv. 1. At or toward home. 2. At the center of a target. 3. To the heart or center.-v. homed, hom-ing. 1. To return home. 2. To be guided to a target electronically. To many the above definition is what they believe is â€Å"home† however, to me â€Å"home† is my family. I was never privileged with being able to live in one area long enough to call it home. I do not have friends I have known from kindergarten or people who have known me for more than 5 years. Instead, I am honored with the life of a military brat. My father served our country to keep its citizens free and happy. In the process I have moved twenty two times in eighteen years. Many who consider the above definition to be true often wonder whether I regret this life. How could someone regret the opportunities this lifestyle opened to me. I was able to move all over the Morabito 2 world, meet people from all different ethnic origins, attend dinners with heads of states at the white house, and work at Marine Land and The Astor Mansion. Even though I never had close friends growing up I did have one of the most supporting families in the world. My family has stuck together threw many different trails, the most recent one being the Terrorist Attack on America. A plane flew into my father’s office at the Pennington, and my cousin perished when the plane she was flying on crashed into one of the World Trade Center towers. Although these attacks on our country hit home, it also bound my family even closer than we were before. Also, it was the support of my family and my history with moving so frequently that made the transition to college easier. ...

What do Women Writers Want from an Editor

What do Women Writers Want from an Editor What do Women Writers Want from an Editor? Laurie Garrison, Ph.D.  is the director of Women Writers School, a blog and course provider that works mainly with female authors. She has recently self-published a manifesto for her business, Women Writers in the Twenty-First Century. Previously, she was a university lecturer, an internationally renown critic of Victorian literature and the author of the book,  Science, Sexuality and Sensation Novels: Pleasures of the Senses.The online world is bursting with free advice for writers. Everywhere I look I see articles geared toward helping the writer shape her emails, pitches, proposals, synopses and, above all, her manuscripts into something an agent, editor or publisher wants to see. When the time comes to approach our target reader (whether they're an agent, editor or publisher), we must tread very carefully indeed. We must make no approach until we have completed the necessary research on titles, authors, style and interests (not our own but those of our target reader).When we make that first contact, we must be concise and get straight to the point. Our reader has very little time to spare. We must list our achievements with confidence but not boast too much, lest we irritate our reader before the attachment is even opened. We must choose the perfect comparison titles, but only those that strongly resonate with our intended reader, and we must get this right or a door will slam in our faces. We must be keen but not so keen that we ever chase for a response because, unless successful, a response is just too much to expect.Publishing Advice and Women’s Experience: Is Change Afoot?This detail-oriented, anxiety-ridden, almost desperate determination to shape oneself into whatever it is the recipient on the other end of the email journey wants is familiar to a lot of women, not just in publishing but in other competitive professional situations as well. The question of whether a woman should mold herself to fit the world around her (what I’d cal l the 'Lean In' approach) or whether it is the outside world that needs to change (what I’d call the 'Lean Out' approach) is a subject of much debate in modern feminism. Clearly, the majority of us in publishing are taking the 'Lean In' approach, not least because sometimes we just want to get published and will have to reform the world at another time.However, we are operating at a time where things are changing quickly. I wonder if a changed world, where agents, editors, and publishers cater more to the needs of writers, might not be so far away after all. In recent years, the rise of ebooks, the social web, and self-publishing have turned traditional publishing on its head. Dedicated independent authors can now sell as many books as authors from the Big Five. In the new status quo, it matters much, much more what the audience thinks than what the agent, editor or publisher thinks. "In the new status quo, what readers think matters MUCH more than what agents or publishers do" Add to this that women are experiencing a disproportionate amount of success in self-publishing, and I would very much like to ask, will there be a time where agents, publishers, and editors must cater not just to writers, but to women writers? What would the profession look like if it was shaped to suit the needs of female writers rather than the schedules and budgets of the publishing industry? For the sake of discussion, I propose that it would look very different from the world currently represented on publishing advice websites. That is where a writer is encouraged to mold every detail of herself and her work to fit what a hypothetical agent, editor or publisher is looking for -   whether the idea of that agent, editor or publisher is realistic or not. "What would publishing look like if it was shaped to suit the needs of female writers?" A New Kind of Writer-Editor RelationshipI’m going to propose a more equal relationship between writer and editor. It's a kind of relationship that represents what I think a woman wants from an editor. I can’t speak for all women, but I do speak from experience. I’m basing my description on many years of teaching mainly female students, supervising the work of postgraduate students (again, mostly female), working as an editor, teaming up with colleagues to act as co-editors and working with commissioning editors, peer reviewers and journal editors on my personal list of publications. I’m using ‘editor’ as a catch-all to mean anyone who takes part in a developmental editing process, so I think some or all of this could apply to agents, editors, and publishers.I believe there are three qualities to writer-editor relationships that work best for women. There needs to be a sense of shared responsibility for the quality of the work (as opposed to a top-down or competitive atmosphere), lots of personal interaction in the form of frequent communication, and the development of a long-term relationship where trust and familiarity can develop. Here’s what I think this would look like in practice.1. The process of editing and revising a manuscript would be a  team effortIn my best editing relationships, the editor reads the writer’s work with the intention of making the manuscript better, not with prescriptive solutions but with questions and pointers where the writing has become loose. After all, it should be the writer’s responsibility to come up with the solution. This type of back and forth between editor and writer is especially crucial when complex ideas are involved: spelling them out enough to engage the reader engages while avoiding the pitfall of being too pedantic. In my experience, this kind of collaboration works best through conversations, not email or comments on manuscripts. If there are multip le ways of improving particular portions of a text, a conversation is often the most successful means of working this out. "Editing often works best through conversations, not emails or comments on manuscripts." 2. The editor would be able to judge the right time to empower the writer to take charge of editorial decision-makingEvery manuscript is different, and every subject is different. There is no one-size-fits-all solution for any editing challenge. If the editor is acting as an expert on structure and style, then the writer should be the expert on content and whether or not proposed changes work with the content. I have done developmental editing on manuscripts about subjects as disparate as eighteenth-century phrenology and the US-UK special relationship in James Bond novels. My role as editor in these situations has been to think creatively about how that unique subject would be best presented to an audience, bearing in mind that the final say has to go to the author as the person who knows more about the subject than anyone else.Very often, editorial decisions will depend on subject matter expertise. At these times, pointing out where there are decisions to be made is a better course of action than trying to work out a solution.3. There would be a balance of positive and negative criticismThe process of editing focuses so much on negative criticism (with the best of intentions) that it is easy to forget that a writer also needs to know what works well in a manuscript and which are the stand-out points that should be kept at all costs. There have been times when I have got the distinct feeling that my editor was desperately searching for corrections to make. I mean, for example, lots of unnecessary fiddling with word choice when the edit was supposed to be a big picture view of the manuscript. Sometimes a manuscript doesn’t need much work, but an editor wants to feel like they’re doing their job. Not just in these situations, but in any editing task, we should seek to fill up at least some of the space with positive criticism because it can be equally helpful for honing technique and developing confidence. "The editing process often focuses too much on negative criticism" #amediting w. @lauriebg_ 4. There would be regular, enjoyable communication between editor and writerI have had a number of editing relationships where I really looked forward to the conversations I would have with my editor or with the writer. But I have had an equal amount where there was no possibility of having any conversation at all and I had to make my best guess at exactly what the editor was asking me to do when the comments were unclear. I just don’t think an editor-writer relationship can be completely successful if there is no possibility for conversations between the editor and writer, at the very least to get clarification on some of the comments. When communication has been at its best in my relationships of this type, discussing the manuscript is more of a brainstorming activity than an exercise of passing information back and forth.5. Both editor and writer would improve their own writing as a result of the writer-editor relationshipIn my best writer-editor relationships, the process of working so closely with another writer results in a transformation in my own writing in future manuscripts as well as the one at hand, regardless of which role I’m taking. This is what happens when you spend a large amount of time working on someone else’s writing, which can be a bit of an exercise in being in another person’s head. If you find someone you can work with on this level, hang on to that relationship, but also keep looking for others. Multiple relationships like this can open up all sorts of possibilities for experimenting with new styles and approaches. There are so many different ways a writer’s work can transform over the years of a career, and I think editing relationships have everything to do with this.This is what I think women want from an editor. I would love for this piece to start some discussion. Is this the way you imagine an ideal writer-editor relationship working, either for men or women? Or is there another way that works best for you? Leave me a comment in the box below, and I'll do my best to answer.

Lower Divison Capstone Essay Example | Topics and Well Written Essays - 1000 words

Lower Divison Capstone - Essay Example K., & Versace, G.2011). Company authorities knew that the market was already ruled by some of the most prominent and famous luxury watch manufacturers such as the Anne Klein Watches, Rolex and Di Molodo Watches. Therefore, the Company authorities were well aware of the fact that the Company will have to deliberately set a low price because it faces a high degree of competition posed by legendary luxury watch manufacturer’s, who have been in the business from decades. Therefore, in launching the Versace Luxury Watches, the Company had to employ the theory of Price Penetration in an effort to gain a footing in the market. So, initially the prices of Versace watches were deliberately set very low as compared to the prices of other luxury Brand watches. The idea behind the implementation of price penetration strategy was to introduce the consumers to the Versace Watches at a lower price which would inevitably encourage the consumers to buy them. Secondly, the other purpose of sett ing lower prices was to encourage the customers to develop the habit of using Versace watches, so that when the Company eventually raises the prices, their sales would not be affected substantially. (Hassan et al 1994). Thirdly, the company’s use of penetration pricing strategy ensured that it would gain a substantial slice of the market because the low price of their watches would definitely attract retailers to buy large quantities of their product. The results of the implementation of the pricing penetration theory were simple; the Versace Watches were an instant success and their first annual sales were several folds higher than the Company had initially expected. The success of pricing penetration theory lies in the fact that Versace is a huge Company with revenue of over â‚ ¬ 162.7 million, thus the Company was well adapted to cope with the high cost of the implementation of the theory. (Davis, D. K., & Versace, G.2011). However, if I had been the senior manager at t he time the Company launched the watches, I would have definitely employed the theory of Market Skimming. Through the implementation of this theory, I would have ensured that the product is sold at a high price at the time of its launching because initially the product is unique in the market and for a large number of consumers; Uniqueness matters more than the price. (Needham et al 1990). Over the last few years, the Versace business environment has changed dramatically, and globalization has proved to be the catalyst of the change. In an effort to cope with the expansion of its business, Versace has sought to employ the strategy of employee empowerment. The company is based in Italy but is now expanding their business worldwide and for this the adoption of employee empowerment culture plays a vital role. Due to the opening of boutiques and stores across the world, the Company now relies extensively on the capabilities of its employees. The Company has introduced a range of trainin g programs and other services which ensures that their employees are more reliable and capable of performing better than ever before. On the other hand, the Company ensures that its employees feel trusted and gives the right of decision making to them. Furthermore, through various employee benefitting policies, the employees are given self confidence in an effort to ensure that they remain motivated and perform their duties to their full capabilities. Therefore, in many ways the Versace fashion house lets its employees know that for them, their

Enrolling at the Florida State College at Jacsonville Essay

Enrolling at the Florida State College at Jacsonville - Essay Example According to the research findings, it can, therefore, be said that   FSCJ takes advising and counseling as a serious commitment. Curriculum advising is done to assist students in achieving their academic goals, whereas counseling works to guide students in their personal concerns such as dealing with traumas or crises, coping with stress and problems, and surviving difficulties brought about by unplanned pregnancy, family conflict, and so on. Students may avail of advising and counseling support by calling in the Counseling/Advising office and securing an appointment. To ensure taking the right steps in their studies, students should are assigned to an academic advisor who will advise them what classes to take especially for the first term. Students should know their advisor’s name and schedule and should visit their advisors not only during enrollment. A strong rapport is encouraged between advisors and advisees especially for those who are working because they need to inf orm their advisor of their own work schedules. In addition, when talking with the advisor, students should note down the important information they are given. It is also preferable to jot down questions one needs to ask before attending the advising session to facilitate addressing the issues that need to be addressed. On the aspect of counseling, professors may also refer students for counseling if they feel the need to. Further counseling, which may need the help of out-of-school professionals, may likewise be provided to students who demonstrate such need. Providers of counseling service may include the members of the community such as churches, youth centers, and health clinics. Students who are looking for lodging houses and laundry services may likewise seek help from the counseling office because the latter maintains contact with some establishments within Jacksonville. However, such referrals may cost more than what a friend can provide.