Project Coursework Example | Topics and Well Written Essays - 750 words

Project - Coursework Example This organization was founded back in 1902 and together with its subsidiaries; it engages is production, marketing and distribution of non-alcoholic beverages, most of which belong to the Coca Cola Company. The CCBCC trades in sparkling beverages like energy drinks, and still beverages such as bottled mineral water, tea, ready to drink coffee, juices, enhanced water as well as sports drinks. The beverage agreement under which it operates is the cola agreement and the allied beverage agreement that allows the company to produce distribute and market the sparkling beverage products of the COCA COLA Company in specified regions. This company sells and distributes its products directly to retail stores and other outlets. Food markets, institutional accounts, and vending machine outlet are some of the outlets served by this company. The bottling rights used by this company were issued to it directly by the Coca Cola Company to bottle in the area covering North Carolina, South Carolina and West Virginia. It also covers some parts of Alabama, Mississippi, Kentucky, Virginia, Pennsylvania, Tennessee, Florida and Georgia. This company has fulltime employees that amount to 5,000 and part time employees amounting to 1,500. The total number of employees in this company is about 6,500. The top leardership of the company is composed of the Board of Directors whose members are together with; J. Frank Harrison (Chairman of the Board and the Chief Executive officer), Henry W. Slint (President, COO, Secretary and Director), William H Jones (Independent Director) , Morgan Harrison Everett (Director and Director Community Relations), and James H. Morgan (Independent Director) (Nasdaq, 2014). The Coca Cola Bottlers Consolidated operates under the consumable goods industry under the soft drink sector. This industry is filled with several competitors; some produce consumables that are not actually soft drinks; hence are in different sectors but within the same industry. At the

The Role Of Communicative Language Teaching

The Role Of Communicative Language Teaching Introduction Foreign languages play a very important role in our system of knowledge. They are not only an effective tool for us to exploit information to acquire scientific technology, to share experiences with or to learn experiences from others in specialized fields but also a useful means of improving peoples material and spiritual lives. In the sixteenth century English became known as a communication language for people around the world. Its popularity as a foreign language has been increasing since then and been developing into the second language of many countries (Richards and Rodgers, 2002). English is now the most popular foreign language in Vietnam and English competence is considered one of the most necessary characteristics for anyone who would like to integrate themslves into the global society and access the worlds knowlege to be sucessful in life. English gradually becoming the main communication language in parts of education, business, entertainment and culture exchanges with o ther cultures excitingly taking place in daily life in Vietnam require appropriate recognition of English speaking from Vietnamese learners, especially teachers and those who are working in education. Language teaching profession has experienced many changes and a number of different language teaching methods and approaches have been proposed and applied for the sake of teachers and learners benefits in their teaching and learning so far. However, which one is the most appropriate for teachers and their learners depending a lot in their teaching and learning context. Therefore, Communicative Language Teaching has been employed in most of Vietnamese classrooms, especially in PVMTC, for its advantages in improving the speaking skills though it is not the latest one. HISTORICAL BACKGROUND THE MAJOR TRENDS OF LANGUAGE TEACHING METHODS AND APPROACHES. Since the begining of the twentieth century, communication between people of different cultures in differrent parts of the world has became urgent request. Teaching and learning a foreign language became more and more popular. However, to teach a foreign language effectively requires a lot of effort from the teachers who have direct and significant impact on their students achievement which is controled by the methodology they choose to apply to their language teaching in different learning and teaching contexts. Understanding the importance of the matter , linguists and teachers themselves have been done a large number of studies on language teaching in order to find out and introduce more practical and effective language teaching methods and approaches that help teachers in performing well their job. The two recent centuries have witnessed ceaseless changes and innovation in language teaching in terms of teaching methods and approaches. These decide how the language is taught and what materials and activities are used in the classroom to help learners get the best achievement in their language learning. Thus, each approach shows its own view of the nature of the language and how the language is learnt. According to Richards and Rodgers (2002, p. 3), Latin was the dominant language of education, commerce, religion and government in the Western world until the sixteenth century when French, Italian and English gradually replaced it to become the languages of communication. However, the tremendous impact of Latin teaching and learning principles and procedures on the way of teaching and learning the newly emerging languages was still occuring until the nineteenth century. This language teaching method has been known as Grammar Translation Method (GMT). As the result, the language lessons occured mostly in students first language, heavily focused on grammar rules which were deductively taught to students in order to guide them to decoding written texts and producing correct writing in target languages (Prator Celce-Murcia, 1979). Translation activities with the assistant of billingual dictionaries were conducted to achieve the accuracy. Students were expected to memorize a number of w ords and their meanings and all grammar rules and then apply them to make sentences. They were also expected to read, comprehend literature and write sentences without errors. Listening skill and speaking skill were completely ignored (Larsen-Freeman, 1986) in GMT classrooms. However, the changes in the society at the time resulted in the change of learners goal of learning languages: learning languages to communicate. The Grammar Traditional Method then couldnt meet the requiement since it appeared to fail to equip learners with interaction and communication skills in the target language (Larsen-Freeman, 2000, p. 23). In 1880 Francois Gouin, a teacher of Latin in France introduced a famous book called Art of teaching and learning of languages to the public. His assumptions of how a foreign language could be taught together with those of Henry Sweet, an English philologist, came together on encouraging students to think in the target language in learning process (Nagaraj, 1996, p. 71-72). This shaped the early version of the Direct method, a revolution in foreign language teaching, which went against the current traditional one. The Direct Method (known as Natural Method) was first introduced in Germany and France and it was the strong response to the dra wbacks of the Grammar Translation Method. It then became popular in The United States in the late of nineteenth century. At the time, Lambert Sauveur, an extraordinary man and his colleage, Gottlied Henness, first applied object lesson technique to teach German and French in their classrooms and they enjoyed great success. Sauveur after that developed this teaching method to the one known as Natural Method and used it widely in his language schools (Howatt, 2004, p. 217). At the same time, Maximilian D Berlitz also used this teaching method in his language schools in the US but in another name: Berlitz Method. Basically, the Direct Method based on the assumption of using the target language to teach itself and that oral practice could help students assess the target language in terms of forms and meanings. It was also the advocacy for the natural language learning principles and teaching of oral skill. So all instructions in the classroom were in the target language. Pronunciation a nd speaking skill were strongly emphasized by conducting question-and-answer activities to motivate and encourage students in using the language confidently (Larsen-Freeman, 1986). Interaction between teacher and students in the target language was considerd a way to present it. Grammar, vocabulary and translation skills which were very important under the Grammar Translation method was now marginalized to guaratee the acquisition of oral proficiency because the proponents of the method had a strong belief that everyday vocabulary used in the classroom could be learnt effectively through visual presentations and that grammar rules could be worked out by students through the teachers inductive grammar teaching. By means of its innovation in language teaching, the Direct method, which negated the effectiveness of the Grammar Translation method, became the first and the most concerned language teaching method that marked the begining of the method era (Richards Rodgers, 2002, p. 14). However, apart from being a breakthrough in teaching interactive speaking skills, the Direct Method also showed its weaknesses in terms of applied linguistics which made the method not take well in public education where the constraints of budget, classroom size, time, and teacher background made such a method difficult to use (Brown, 1994, p. 54) or to Richards and Rodgers it was a dramatic alteration in language teaching which firmly focused on oral skill but lacked a systematic basic in applied linguistic theory and practice (2002, p. 38). In the 1920s and 1930s in Britain, British applied linguists led by Harole Palmer and A. S. Hornby exerted themselves to establish an approach called Oral Approach (or Situation Language Teaching) to language teaching based on more scientific foundation, in which sponken language was important, only general and useful vocabulary was introduced, grammar was graded strictly and all practice took place in situations. The approach also enjoyed the popularity in English for decades there and many textbooks and courses were designed under it principles (Richards and Rodgers, 2002, p. 36-41). Another method became known as the Army method fisrt and then Audio Lingual Method (ALM) as we know it now was a new creative trend in language teaching methodology in The US in the second World War. It was first applied in a special language training programs of Military of the United States. It was devised by an American linguist, Leonart Bloomfield for the servicemen who were going to work as translators, interpreters and quickly needed to have perfect communicative proficiency to perform their jobs in different parts of the world. The method was the combination of language teaching through intensive practice of speaking skills to develop communicative competence with the language learning method based on the disciplines of descriptive linguistics and behaviuor pychology (which considers language learning is a set of language). In this method, immitation, repetition, memorization and reinforcement were impressed within speaking practice with variety of drills. Limited vocabulary w as introduced. Grammar was important but was taught inductively and inexplicitly throughout the conversational dialogues that learners practised orally but no errors were accepted because according to them errors could become bad habits. It was Charles Fries, another American linguist advocating Audio Lingual Method applied the method widely in his English language center, who deserved credit for making this method popular in foreign language teaching in the United States particularly in the 1950s and 1960s (Wong, 2006) and the world. However, the effectiveness of Audio Lingual Method on oral proficiency got questioned in the 1960s. Many experiments were done and according to Scherer and Wertheimer (1964), this effectiveness was not significant. In the 1970s, the new method based on the wiew of language learning as active mental processes, which was advocated J.B. Carroll and K. Chastain in the 1960s, Cognitive-code-Method was born. As Carrol stated, this deductivist method was a modified, up- to-date grammar-translation theory (1966 cited in Stern, 1987, p. 469). It adopted generativist grammatial theory (Danesi, 2003) and focused on grammar structures and all four skills. Clear examples and grammar structure explanation to learners came first. Learners were then asked to pracise them in meaningful contexts. Despite the fact that the method did not win the teachers and linguists favour for long, it deserved merit in leaving contexttualized gramar tranning and the technique of Error Analysis to language teaching ( Danesi, 2003, p. 11). In the early 1980s, the Natural Approach was developed by Tracy Terrell and Stephen Krashen based on Krashens theory about second language acquisition. It looks at language as a set of messages which can be understood. Vocabulary and meaning are primary (Terrell Krashen, 1983 cited in Richards and Rodgers, 2002) and the principles for teaching a language are based on the five hypotheses in Krashens second language acquisition theory. The approach was widely welcomed in the US and around the world for its positive influence on forming more overall principles for effective language teaching that have been considered in the later approaches. In the 1970s, the need for communicative competence continued to increase in line with the changes of economic and political situation in Europe. But teachers and linguists did not satisfy with the current language teaching methods and approaches which were not effective in helping learners use the target language to interact or communicate in real life situations. Communicative Language Teaching (CLT) or Communicative Approach to the teaching of foreign languages then emerged as the answer to the problem. It has didfferent features from those of the other approaches since one of the most characteristic features of Communicative Language Teaching is that it pays basic attention to functional as well as structural aspects of language (Littlewood, 1992, p. 1). To serve communicative goal of language learning, the Communicative Approach is based on the premise that what we do in the classroom should have some real life communicative values or it looks at what people do with language and how they responde to what they hear (Flowerdew Miller, 2005, p. 12). Therefore, all activities used in a CLT classroom are appropriately designed based on these principles. Teachers measures language learnerssuccess by looking at their development in communicative competence which is implied in their making use of any means of communication, verbal or nonverbal, within the limited knowledge of the language they have to. To some extent, CLT makes use of presenting and practising speaking and listening in real life situations to help students complete tasks and build their fluency and confidence. The last approach I would like to mention is Task-Based Approach popularized by Prabhu. The method has attracted teachers and linguists in recent years. It impresses on using authentic language in real life, classrooms are managed to take place in real world communicative context in form of tasks and the tasks outcome, not the accuracy of language forms, is used to evaluate students progress and competence. The activities in the classroom mainly focus on speaking and students are required to be highly active and cooperative. The approach is rather new and not very familiar to teachers and students in some Southeast Asian countries. However, nobody who concerns linguistics negates its state of the art in the field and it is considered the development of CLT. ENGLISH LANGUAGE TEACHING IN VIETNAM: STATE OF THE ART In the last twenty years, the demand for communicating between people of different cultures has pushed English to its recent status as a popular global language. English has become an official languge in Singarpore, India, the Philipines, Hongkong and a popular foreign language in most Asian nations for economic and political reasons. English teaching profession in the region, as the result, receives more concern of teachers, educators and linguists. In line with the current language teaching trends of the world, English language teaching in Asia has also been inspired by a more effective alternative, Communicative approach which emerged in the ash of less effective approachs and methods of language teaching that had big impact on English language learning and teaching for a long time. The wind of changes prevails and results in a lot of other changes related to English language teaching. Teachers have been encouraged to employ CLT in their English classrooms to improve students spea king skill. However, in some Asian countries of ESL where CLT and other later approaches have been imployed in English classrooms and claimed for some success whilst in Asian EFL classrooms whether CLT has been really applied or not, and if it has, how effective it has been, is still questioned. So, what has been the problems? In his study, Hird (1995, cited in Lewis McCook, 2002) stated that the differences in cultures led to the differences in interpreting CLT. The Asian traditionally appreciate the perfection such as acurracy in learning, CLT to their understanding, however, emphasizes more on fluency, appropriateness and spontaneity, not acurracy. Therefore, teachers as well as students were dubious about the effectiveness of CLT. A study of Musthafa Personal author, compiler, or editor name(s); click on any author to run a new search on that name. (2001, p. 1-10) on CLT in Indonesian argued that the communicative approach has failed to help students become any more competent in the use of the English language for real-life purposes. Or Manajitt (2008, p. 83-87) pointed out, although most of the Thai EFL school teachers in Bangkok were very intersted in CLT, learnt about it in many ways and had clear CLT conceptualization, their teaching and their students learning was still a combination between trad itional and communicative approach or still stayed traditional because of difficulties they faced while organizing a CLT classroom. In Vietnam, English became one of the subjects at school in 1987 after Vietnam started Doi Moi in 1986. English appeared in classrooms in some parts of the country. The course books at the time focused on reading skills and grammar and the Grammar Translation Method was applied widely in English teaching in Vietnam (Denham, 1992) beacause the new approaches and methods of teaching English did not reach the country yet and the teachers who were trained before 1986 felt most confident using it (Pham, 1999). Speaking skills were overlooked. Students had to work very hard with grammar rules to past the examinations. Teachers taught to test and students studied to do tests. In 1996, English proficiency at different levels was required to high chool and university students when they finished their study. English joined the rank of major subjects at education institutions. However, teacher-centred or teacher-fronted classrooms remained typical ones in Vietnam (Sullivan, 2000). Students cont inued with their rote learning in teacher-centred classrooms and the English teaching methods of the teachers in Vietnam in the late of 1990s were out-of-date (Kennett Knight,1999). The fact that teaching and learning English in Vietnam for over a dacade was staying the same. Yet the social demands for English for communication purposes were increasing because more and more activities in different fields needing poeple with good communicative English competence urgently required a significient change in language teaching profession. In an attempt to improve the quality of teaching and learning English especially the speaking skill, a movement to transform curriculum, text books, and teaching methodologies (Kim, 2001, p.140) was launched. Now, CLT has been announced to be the best choice to replace Grammar Translation approach in Vietnam. Teachers are annually invited to attend workshops about CLT. The new versions of English text books for students at secondary and high schools have replaced the old ones. The new text books, however, include more every day dialogues as the only evidence for the change since long reading texts and grammar exercies which promise to be the most in typical tests that students are going to take still predominent these books. As a result, speaking skills are skipped in class. Teachers spend most of the time on explaining grammar rules and translating reading texts to students. Students have to work with reading and grammar even harder than ever to survive the exams which mainly compri se long reading texts and extremely complicated grammar points. So, CLT although is officially prefered in Vietnam but whether it is really applied in classrooms to enhance students communitive competence or not is still a big question to anyone who has ever taught English in Vietnam. These lead to far-reaching consequence. At universities and colleges, Communicative course books are also chosen for students like the Lifelines set (Hutchinson, 2001), International Express set (Taylor Lane, 2007). The course books cover four macro skills. However, no oral or listening tests but reading and writing tests are carried out during the course. Inconsistencies between teaching and examinations lead to serious consequence like speaking skills are inorged in such these test-oriented tertiary EFL classrooms, students dont even have oppotunities to use the language verbally inside their classrooms because Vietnamese is used by teachers and students most of the time (Bui, 2006). Under these con ditions, students suffer from the failure in communicating or interacting. In terms of applying effectively new methods to teach English to students to help them use English communicatively, teachers fail to teach their students how to speak or listen but read and write in the target language. According to Pham (1999), there are socio-cultural factors against success in tertiary English language training programs in Vietnam. He emphasizes the fact that not only students but also teachers who lack ability of communicating in the target language get so scared to be in CLT classrooms where speaking skills are focused. The new method required both teachers and students really work actively in class. However, they got used to learning and teaching passively with Grammar Translation Method and they have to struggle to overcome their inherent passiveness, shyness, inferiority and fear to deal with the lesson in the new method. To these teachers and students, their English class put them in a state of panic. These have resulted in the quality of teaching speaking skills at university in Vietnam is still poor. And the explanation of the poor quality speaking teaching in English language tertiary education in Vietnam which results in a large number of graduates who have difficulty with communicating English (Bui, 2006) must take into account the concrete factors such as teachers and students conceptualization and practice of CLT, teachers ability and enthusiasm for their badly paid jobs, budget for language education, syllabus design, material and assessment which are the same in most developing countries (Gorlach, 1995). PetroVietnam Manpower Traning College (PVMTC) belongs to the system of vocational schools in Vietnam but mainly funded by Petrovietnam. For nearly fifteen years, the Streamlines set was used as the main course books and Grammar Translation Method was applied in teaching English in our college. But since 2007, we have replaced the course books with the Lifelines and International Express set. CLT has hardly received any warm welcome from the senior teachers beause they do not want to change the method that they have used for such a long time and as for them, they do not believe in the effectiveness of the new method and they even do not exactly know what CLT is and how to apply it. However, it has enjoyed the popularity among the younger teachers like me. We have been sent to have training courses on CLT together with our colleagues from other schools and colleges. We have excitingly discorvered it and applied or adapted it to our classes when we teach thousands of both types of stude nts studying English there: regular students and project students. Most of the students in PVMTC now are project students who are recent graduates or experienced technicians and engineers from different parts of Vietnam recruited to work for projects of Petrovietnam. They are paid to take a special intensive English course at PVMTC to improve their English skills, especially speaking skills, to perform their job together with foreign experts in their field at industrial facilities or in offices. They are highly motivated because they are given test of four skills and they are expected to achieve at least 650 marks on TOIEC when they finish the training course. They already took a placement test before doing the course and their English proficiency is Pre-intermediate. These are also advantages to us to apply CLT in these classrooms. International Express set is chosen for the course for its characteristics which support teachers and students a lot in conducting a communicative approach classroom. Inductive approach to grammar employed to guide stude nts to work out rules and usage which is usually a foreseen failure to many regular classes for regular students can be acceptable in these classes although both teachers and students have to work extremely hard when dealing with complicated grammar points and occasional failures are inevitable. Students are offered oppotunities speak, to discuss to complete all the task given by the teacher or to solve the problems emerging in the lessons. They are encouraged to use their own experiences, limited language they have learnt and appropriate learning strategies to deal with the English language in particular situations together in pair and group work activities. They are encouraged to keep speaking English with their classmates and teachers as much as they can without caring much about making mistakes when speaking. Authentic materials such as video clips or articles from the internet or newspapers, or any sourses relating to the topics of the lessons can be taken into the classroom to link the language they learn in the cousre book and those in real life. Although English is used by teachers and students most of the time in class, most of the students, especially more advanced and senior ones, generally appear to be successful and get progressed in their learning in terms of using the language communicatively, fluently and confidently. With regard to applying CLT in teaching English speaking effectively in these kinds of classrooms, we proudly claim that both the teachers and students in PVMTC have worked increadibly hard to make it success. We, however, confess our less successful outcome when applying CLT to most of the classes for regular students who are young adults at college and are being trained as workers to work for PetroVietnams subsidiaries. Most of them have been studying English for at least three years at high school but their English proficiency level is still beginner only. They are required to pass an English reading and writing test after finishing 90 hours of learning English in the first semester. Then they are offered a free optional 200 hour course of English to get the A level certificate as the education policy of PetroVietnam. The impacts of the different learning context on English teaching and learning are obvious in this situation. Therefore, as motivated language teachers, we have been doing our best to adapt the most appropriate teaching methods we have known to teach our students to get them improved and to these classrooms, an adapted combination of Audio Lingual Method and CLT has appear ed to be the most appropriate. To a large extent, CLT has enjoyed the popularity in PVMTC for proving itself a more effective method in teaching and learning English speaking skills in PVMTC context in this stage. CONCLUSION AND RECOMMENDATION FOR FUTURE DIRECTIONS In conclusion, language teaching profession has undergone great changes. Teaching approaches and methods ranging from Grammar Translation to Task-based were born in different stages in teachers, linguists tireless attempts to improve quality of teaching and learning languages. The later coming into the world does not completely exclude of the previous ones but it maintains the quintessence and condemns the drawbacks of them and contributes innovation to the field ensuring its appropriateness for teaching and learning contexts in a particular period. A number of studies have been done for centeries on teaching approaches and methods reflecting increasingly concerns about speaking skills and the recognition of the importance of the the skills in teaching, learning and using the target language. Improving the quality of teaching and learning English are the main chalenges facing Vietnam educators and government beacause it has been considered part of its social, economic and political development strategies. The first step as access to expected success has been made. In Vietnam, CLT has just really been popularized and used in English classrooms to ameliorate learners English competence. A lot of objective and subjective factors impacting on the effectiveness of this communicative method are still existing in Vietnam education system. So CLT will be the most appropriate one to use in the next years in Vietnamese teaching and learning context before trying to exploit the later ones. PVMTC have become aware of the neccessary of choosing and applying CLT in teaching English to acheive the proposed objective of any English courses to satisfy our students need, to prepare them for their future jobs by getting students involved in using English communicatively effectively, And as I mentioned early, we have enjoyed remarkable success but sometimes our teaching ends in falures. In spite of those, I believe that no teaching methos or approaches are perfect to all types of learners and that depending on object of the courses, as asthusiastic language teachers and if we are creative enough in teaching art, we will know how to adapt the methods we have known for use in each of our particular teaching and learning contexts and we will be successful in preparing our students with communicative competence.

Who’s Hungry? :: Argumentative Persuasive College Essays

Who’s Hungry? It’s almost 7:30 and the sun is just beginning to set for the night. I rush out of the shower and throw on whatever I have in my locker to wear. Dashing out of the locker room I try to avoid eye contact as I scurry out the door. If I stop to talk to a friend or check my mail I could miss my meal for the night. For at 7:30, the main dining facility and more than half the other on-campus will lock their doors until the next day. The inadequate dining hours at James Madison University have left students all over campus rushing out of various activities, classes and sports practices to try to get some much needed food and drink. Due to these extremely stringent dining hours, students are not performing as well and the university is missing out on a very profitable resource. Out of the thirteen dining facilities at James Madison University, only one is open past 8:00 PM throughout the entire week. This sole dining location is PC Dukes located on the ground floor of the Phillips Center (JMU Dining Services). Although it does provide quality food, the quantity you can get here for a punch is minuscule compared to Gibbons Dining Hall. A punch, as referred to by the students, is an equivalent of four dollars. At PC Dukes, this usually means a sandwich and a drink, while at Gibbons Dining Hall food is unlimited. Dining facilities, especially the main on-campus food facility, Gibbons Dining Hall, need to remain open later to accommodate everyone. By giving students more time to eat, more students would opt for the more costly meal plans and not have to load up on snacks and other items from off campus stores such as Wal-mart. The less students go off campus, the more likely their revenue is to stay in the university. The addition of dining hours would certainly benefit everyone involved in the university. Some dining locations are open past 8:00 PM several nights of the week on-campus. However, many of these eating facilities are relatively unknown to a large portion of the underclassmen. Most are located under dorms and hidden from the student’s eyes. They are also incapable of holding a large amount of students simply because they don’t have the room.

Information Security Essay

1. What is the difference between a threat agent and a threat? A threat agent is the facilitator of an attack however; a threat is a constant danger to an asset. 2. What is the difference between vulnerability and exposure? The differences are: vulnerability is a fault within the system, such as software package flaws, unlocked doors or an unprotected system port. It leaves things open to an attack or damage. Exposure is a single instance when a system is open to damage. Vulnerabilities can in turn be the cause of exposure. 3. How is infrastructure protection (assuring the security of utility services) related to information security? Information security is the protection of information and it is critical elements, including the systems and hardware that used, store, and transmit that information, Thus, assuring the security of utility services are critical elements in information system. 4. What type of security was dominant in the early years of computing? The type of security was dominant in the early years of computing security was entirely physical security. And MULTICS was first noteworthy operating system to integrate security in to its core system. 5. What are the three components of the C.I.A. triangle? What are they used for? The three components of the C.I.A triangle are: Confidentiality: Information’s should only be accessible to its intended recipients. Integrity: Information arrive the same as it was sent. Availability: Information should be available to those authorized to use it. 6. If the C.I.A. triangle is incomplete, why is it so commonly used in security? The CIA triangle is still used because it addresses the major concerns with the vulnerability of information systems. It contains three major characteristic confidentiality, integrity and availability which are important even today. 7. Describe the critical characteristics of information. How are they used in the study of computer security? The critical characteristics of information are: Confidentiality-preventing disclosure to unauthorized individuals Accuracy-free form errors; Utility-has a value for some purpose; Authenticity-genuine and Possession-ownership. 8. Identify the six components of an information system. Which are most directly affected by the  study of computer security? Which are most commonly associated with its study? The six components are: Software, Hardware, Data, People, Procedures, and network. If there is a flaw or oversight in any of category it could lead to exposure and or vulnerabilities. The components most associated with the study of information security are: hardware and software when it views as science also people when it view as social science. 9. What system is the father of almost all modern multiuser systems? Mainframe computer systems 10. Which paper is the foundation of all subsequent studies of computer security? The foundation of all subsequent studies of computer security is the Rand Report R-609. 11. Why is the top-down approach to information security superior to the bottom-up approach? Top down has strong upper management support, dedicated funding, clear planning and the opportunity to influence organizations culture, whereas Bottom up lacks a number of critical features such as participant support and organizational staying power. 12. Why is a methodology important in the implementation of information security? How does a methodology improve the process? A formal methodology ensures a rigorous process and avoids missing steps. 13. Which members of an organization are involved in the security system development life cycle? Who leads the process? 14. How can the practice of information security be described as both an art and a science? How does security as a social science influence its practice? Information security can be described in Art because there are no hard and fast rules especially with users and policy. Also, it can be describe in Science because the software is developed by computer scientists and engineers. Faults are a precise interaction of hardware and software that can be fixed given enough time. 15. Who is ultimately responsible for the security of information in the organization? The Chief Information Security Officer (CISO) 16. What is the relationship between the MULTICS project and the early development of computer security?  It was the first and operating system created with security as its primary goal. Shortly after the restructuring of MULTICS, several key engineers started working on UNIX which did not require the same level of security. 17. How has computer security evolved into modern information security? In the early days before ARPANET machines were only physically secured. After ARPANET it was realized that this was just one component. 18. What was important about Rand Report R-609?  RR609 was the first widely recognized published document to identify the role of management and policy issues in computer security. 19. Who decides how and when data in an organization will be used or controlled? Who is responsible for seeing that these wishes are carried out? Control and use of data in the Data owners are responsible for how and when data will be used, Data users are working with the data in their daily jobs. 20. Who should lead a security team? Should the approach to security be more managerial or technical? A project manager with information security technical skills lead the team. The approach to security should be managerial, top down.

Human Capital Theory

To what extent can Human Capital Theory provide a plausible explanation for inequalities in the labour market? Illustrate your answer with examples of labour-market segmentation tied to race or gender or social class. Introduction: Human capital theory can be identified as studies of organisations, individuals or nations which accumulates stock of productive skills and technical knowledge from study of investments (Becker, 1964). By following the judgement of human capital theory it can be said that it represents a path for the individual to develop his or her charisma to the labour market . Human capital theory is used as a analysis of theoretical frame , development of competence , formal education and job tenure probably are the crucial aspects for the individual’s perceived employability. As a result investment of individuals in these respects would be essential factors in identifying their perceptions of the possibilities that exist for gaining new employment (Judge and Bretz, 1994 et al, 1995). Efficiency losses and Gender differences: In recent times around 50 % of woman around the world are in the labour force officially, approximately 1/3rd of all workers are constituted by women’s. Work unpaid performed by females most of them because following the tradition of division of labour within nature of employment on family farms . Although it attracts pay, men’s work is valued more than women’s. Earnings of women is normally average around 2/3rd of men’s . In general, simply 1/5th of world’s wages accrue to women partly because they are engaged usually in low paying-jobs. Still in these jobs, payment is less usually to women compare to men instead doing comparable work (Bergmann, 1971), the result of discrimination and exclusion of women are solely the gender differences in labour market, to evaluate a method the output and wage are affected under conditions of discrimination it has been projected in the context of racial segregation, According to (Tzannatos, 1988) this method can be extended to apply in context of gender on the basis of assumption that men and women have same human capital and preference. This exercise is preceded in two steps, in beginning it estimate the output in present conditions, namely, when differences occupational and wage within industries. Secondly, output is re-estimated assuming within industries are eliminated due to occupational differences, Therefore differences between two estimates of output provided when there is maximum welfare gains indicated it can be achieved, but characteristic and preferences are same of women as compare to men and equally treated in labour market. For Example: UNESCO 1999 In India , women around 88 % in higher education opted to majors in arts and commerce but 1 % of women choose occupations like engineering . low paying jobs are choose by majority of women in Kerala like nurses , clerks , school teachers and typists. Dreze and Sen, 1996) Kerala which ranks first within states of India in Gender development and Human development Index, In fact female in Kerala enjoyed a better status in society than other females in rest of the part of India and although a male child is considered to be more valuable compare to female in India but in Kerala it is different case, women exceeds 1000 to males Except districts such as Wayanad and Idukki. According to census conducted in India, Kerala outnumbered men, the independence and pride among the women in Kerala has instilled in them (Jeffrey, 1987). In Some countries, women who are married are prevented from working due to law or by strong social customs, in late 1970s and early 1980s it was true in Korea and Japan in which women had to left their jobs due to marriage (Horton, 1994), although in Korea it is no longer to discriminate against women married in dismissal and promotion, hiring in discrimination is still un punishable due to law and remained sex stereotyped in Japan ,Discrimination against married women is still carried and permitted in Indonesia and due to the law husband is identified as the household head. Provisions such as results in working women or women workers being left with the last option that is into dead-end jobs, although first to lay off but still paid low wages, This overcome women’s incentive to remain in labour force to human capital. Treatment for the married workers in the family can be strengthen the traditional specialization of labour with in the statistical discrimination and household . From the perspective of Cigno (1994) there is existence of gender biases in various forms, more often in family treatment as a tax creates disincentives to work for women and taxation due to joint tends women to stay at home rather than separate taxation due to the higher marginal taxes that the earnings of worker which is considered secondary or usually, the wife attract . axation if separated may increase incentives of women while working and might result in greater participation as compare to the husband in domestic activities. Apart from this area Gustaffson (1995) believed that divorce laws not to oblige fathers to support their children. Additionally, the financial ability was lacked by women to access the courts . hile enabled legal provisions that equal sharing of responsibilities and child care among parents, on work constraints women’s are relaxed and eased so poverty declined among mothers for an example authorities in Sweden serious attempts are made to identify th e fathers to make them share the cost of finance for the child rearing die to this there is increase in price of children to men and indirectly there is reduction in the fertility which results in beneficial effects to welfare of women and work . Trzcinski and Alpert, 1994) maternity leave deals with which is physically demanded by new mothers and pregnant mothers and there is variation in the provisions maternity legislation among the developed countries for example in Canada there is 15 weeks leave where as in U. S. A only 6 weeks and provisions of maternity also differs such as private one or national system . here as in Philippines and Thailand the family extended has enables women to work after the family formation by giving the day care facility and in some South Asian countries and African Countries children are not constituted as a major barrier for female in labour force participation and neither there is reduction of potential duration of working life compare to men . Ther e are two types of legislations:- 1. Equity promoting legislations It is known as the requirement that women and men are paid equal wages or have equal opportunities. 2. Protective legislations In short it consist of maternity , hazardous and night work it is seen that this legislation is more valuable to women than was legislation to ensure the conditions exploited women faced during the industrialization. (Goldin, 1990) According Mason (1988) Protective legislation to women can lead to discrimination statistical against the group deem to benefit such kind of regulation usually helps out who are already working but hampers which are seeking for a job in the protected sector or it can create blockage between both covered and un covered sectors . For example restriction on night work from specific work can excessively reduce ability of women to compete effectively in the labour market. In countries like Britain, New Zealand, Canada and Greece female pay used to be prescribed as reference to male pay underpayment of women was depended in two things and first thing is man was considered usually to look after and support a family and be paid family wage by which he can support him and his family, secondly it was considered women working for her own as single and married for additional family income. MacDonald, 1994) Wage setting of this kind refection of existing norms. This type of wage setting was suitable for employers on the basis of short run-minimization of cost considerations. while the differential pay rates for men and women workers was removed from law and single wage rate was added in the law due to this gender pay gap was reduced in some of the cases. Previously female and male wage rates were replaced by rates for l ight and heavy work . According Ehrenberg and Smith, (1987) in the case of gender differences of pay by employment segregation instead of unequal pay in the same job or employment and overt wage is illegal and discriminative, Schemes such as job evaluation can be undertaken to check a cook or carpenter is worth in comparison, although it is true that both work requires same level of training , esponsibility and effort, possibly cook are mostly women’s and carpenter are men’s in this case labour market will first assign lower wage to cook than carpenter . It is not fair as two comparable workers in terms of human capital characteristics will be awarded differently and it has been proved by having a glance at evidence in U. S. A that it has adverse effects on employment by following the comparable worth principle. Conclusion: This concludes that a labour market perspective, and most important recommendations of this is that policies should treat reproduction and unpaid work as recognized economic activities, secondly the legislations are important timely but not be over designed and case of economies indicates that women workers faces risk of poverty that were traditionally borne by enterprises are now lost such family leave, day care, child allowances. It also explains the discrimination faced by women and inequality done in labour market segmentation tied to gender and race and also due to the unfair law followed in earlier times by many countries but in these some legislations proved to be successful such as equal payment to men and women in developed countries and facts such as comparison of labour resulted in unfair wage distribution found by evidence from U. S. A We also know that how women are considered less valuable in some countries in comparison to men and how it affects the women society and indirectly the human capital of women workers and moreover it can be seen that it is male dominated, certain action plan worked in developed countries but not in other countries and from example of India we can see the selection of work of women that is the low wage work selection due to this women are lacking behind because of decision-making ability compare to men ,Thus from the above essay we can see the inequalities and problems faced by women while surviving in the human capital labour market . References:- Becker, G. S. (1964). Investment in human capital: A theoretical analysis. Journal of Political Economy, 70, 9-49 Bergmann, B. (1971) The effect on white incomes of discrimination in employment. Journal of Political Economy 79(2), 294–313 Tzannatos, Z. (1988) The long run effects of the sex integration of the British labour market. 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