Cybercrimes The New Terror On The World Essays - Cybercrime

Cybercrimes: The New Terror On The World With the ever-increasing rise of internet crimes, law enforcement agencies will now have to train their future rookies on the acts of cybercrimes. No more, will these cops be roaming the streets of a city trying to catch criminals. Law enforcement agencies will now be monitoring the internet. Cybercrimes are not only affecting the United States but also in other countries as well. These cybercriminals are using the internet to commit white-collar crimes such as internet swindles, fraud, bank heists, and terrorists are trying to derail the infrastructure of major countries by the use of technology. By understanding how these crimes are committed, law enforcement agencies can prepare themselves for the war ahead of them. When considering the vast issues and difficulties facing law enforcement agencies, cybercrime investigations can become complex and challenging. Everyday police officers cannot effectively handle these tasks. Cybercrime investigation is considered to still be in its infancy. The technical investigation practices and policies of global law enforcement are also still evolving in response to the growing threat of the cybercriminal. The growth of the global PC market is coming from developing countries and since most cybercrimes do originate from these developing countries (7 out of 10), according to a report by the HTCIA (High Technology Crime Investigation Association 12). Cybercrime footprints across these developing countries are growing at an extremely high pace. "Developing world-based criminals have reportedly employed hackers to create trojans to steal passwords, diverting their efforts from traditional crimes to cybercrimes and expanding their business globally" (Hunton). According to Nir Kshetri, "In some estimates, the global cyber-crime industry has been generating one trillion dollars annually" (1057). Organized criminal groups commit most cybercrimes. Many developing countries laws vary in their ability to deal with cybercrime. While an increasing number of developing countries have not enacted regulations dealing with cybercrimes, these countries lack the juridical system to understand these crimes. The phenomenon of such crimes has become a constant threat whenever using the internet. Considering that cybercriminals utilize different combination methods to attack sites even makes it more complex to investigate. Subsequently, the major challenge to the global law enforcement agencies is that there is no crime scene to investigate. Digital information cannot be analyzed as evidence like normal crimes. Some crimes span several jurisdictions, which in turn, these jurisdictions have their own legislation and different standards of what is considered acceptable evidence in the investigation process. The next generation of law enforcement will have to be trained in cyber forensics. Instead of looking for murder weapons, these forensic specialists will be trained to look for software applications that trigger worms, malware, and DDOS. Very sophisticated hackers can easily conceal evidence of a breach in the system. Therefore, law enforcement agencies must have the right skills to recognize the signs and act quickly. New law enforcement agencies must be trained and educated in cyber forensics. With all segments of society becoming increasingly more dependent on information technology, this technology is becoming more tempting to criminals. The ability to gather evidence will also help with the ability to prosecute the cybercriminals and help defend against intrusions into these systems. Will future cyber attacks be the next world by terrorist? According to United States Defense Secretary Panetta, "Future cyber attacks could rival 9-11, crippling US" (Williams). Terrorist are attacking the infrastructures of all major countries. Panetta acknowledged that recent distributed denial of service (DDOS) attacks on U.S. financial institutions that disrupted their websites and expressed concern with the speed at which they hit (Williams). If terrorist were ever able to breach the infrastructure of any government, they could do extremely great harm to the water supply, power grids, and our transportation systems. These attacks can be considered as an act of war. To prevent these terrorist attacks, the United States Department of Defense is investing more than three billion dollars in developing new capabilities to fight against cybercrimes. Eugene Kaspersky, CEO of the Russian antivirus company Kaspersky Lab, has admitted that it has crossed his mind that he might die in an airplane crash caused by cyber attacks when interviewed for a story on cyber attacks for PC World columnist Daniel Tynan (Talbot 36).

Com+155+-+Course+Syllabus (1).Doc Essays

Com+155+-+Course+Syllabus (1).Doc Essays Com+155+-+Course+Syllabus (1).Doc Essay Com+155+-+Course+Syllabus (1).Doc Essay [pic] |Course Syllabus Axia College/College of Humanities COM/155 Version 3 University Composition and Communication I | |Copyright  © 2011, 2010, 2009 by University of Phoenix. All rights reserved. Course Description This course addresses the key elements necessary for effective academic writing in college. The course begins with focus on prewriting strategies and builds to drafting and revising essays. In addition, the course includes skill development at the sentence and paragraph level. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: University policies: You must be logged into the student website to view this document. Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials McLean, S. (2011). Writing for success (1st ed. ). Irvington, NY: Flat World Knowledge, Inc. Axia College’s Short Form Writing Style Handbook, available online via the student website. Axia College’s Writing Style Handbook, available online at https://ecampus. phoenix. edu/secure/aapd/CWE/pdfs/Axiawriting_style_handbook. pdf All electronic materials are available on the student website. Week One: Proper Sentence Structure | | |Details |Due |Points | |Objectives |Identify the components of a basic sentence. | | | | |Identify the four most serious writing errors. | | | |Course Preparation |Read the course description and objectives. | | | |Read the instructor’s biography and post your own. | | | |Reading |Read Section 1. 1: Components of a Sentence in Ch. 2 of Writing for Success. | | | |Reading |Read Section 1. 2: Sentence Structure, Including Fragmen ts and Run-ons in Ch. 2 of Writing for| | | | |Success. | | | |Reading |Read Section 2. : Agreement in Ch. 2 of Writing for Success. | | | |Reading |Read Section 2. 2: Errors in Subject-Verb Agreement in Ch. 2 of Writing for Success. | | | |Reading |Read Section 3. 1: Regular Verbs in Ch. 2 of Writing for Success. | | | |Reading |Read Section 3. 2: Irregular Verbs in Ch. 2 of Writing for Success. | | | |Reading |Read Section 3. 3: Maintaining Consistent Verb Tense in Ch. of Writing for Success. | | | |Reading |Review this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. | |1 | |Assignment |Resource: Axia College Material: Appendix A | |5 | |Sentence Structure Review |Read Appendix A. | | | |Review the eight sentences. | | | | |Identify which of the four errors, if any, is present in each sentence. | | | | |Rewrite the sentence so that it is a grammatically correct s entence. | | | | |Post your assignment as a Microsoft ® Word attachment. | | | Week Two: Verb Problems | | |Details |Due |Points | |Objectives | | | | | |Define subject–verb agreement. | | | | |Identify how to avoid mistakes in verb tense. | | | |Explain when to use each tense. | | | |Reading |Review Section 2. 1: Agreement in Ch. 2 of Writing for Success. | | | |Reading |Review this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. |1 | |Nongraded Activities and |Access the Toolwire ® Learnscape: Overview of the CWE through the link located on the student | | | |Preparation |website. | | | |Learnscape Activities | | | | | |Complete the Learnscape Activities. | | | | | | | | |Subject–Verb Agreement | | | | | | | | | |Resource: Axia College Material: Appendix B | | | | |Follow the directions in Appendix B to complete the following exercises on MyWri tingLab: | | | | | | | | | |Sentence to Paragraph: Complete Sentences and Subjects and Verbs | | | | | | | | | |Access the Grammar Mechanics section of the Grammar and Writing Guides. | | | | | | | | |Click Library. | | | | |Go to the Center for Writing Excellence. | | | | |Click Tutorials Guides. | | | | |Click the Grammar and Writing Guides under Grammar Tutorials. | | | | |Click on Grammar Mechanics. | | | | |Finally, click Subject–Verb Agreement. | | | | |Review the information provided. | | | | | | | | | | | | | |Post your assignment for faculty review. | | | | | | | | | |Feedback Question (optional): How are your reading strategies working for you? Is reading the| | | | |content of this course the same as or different from reading content in other courses? Is it | | | | |easier? Is it harder? Do you have any suggestions for how to make reading this sort of | | | | |content more effective for yourself? | | | |Assignment |Resource: Weekly Readings | |5 | |Verb Practice | | | | | |Write five sentences about the role of ducation in successful financial planning, in which | | | | |you correctly use a different verb tense in each sentence. | | | | | | | | | |Mark each verb used in bold and, in parentheses, identify the specific tense used. | | | | | | | | | |Post your submission as an attachment. | | | Week Three: Punctuation and Capitalization | | |Details |Due |Points | |Objectives | | | | | |Recognize the appropriate use of punctuation. | | | | |Demonstrate proper use of capital letters. | | | | |Differentiate between plurals and possessives. | | | |Reading |Read Section 4: Capitalization in Ch. 2 of Writing for Success. | | |Reading |Read Ch. 3 of Writing for Success. | | | |Reading |Read Section 2. 1: Common Spelling Rules in Ch. 4 of Writing for Success. | | | |Reading |Read Section 5. 1: Simple Verb Tenses in Ch. 5 of Writing for Success. | | | |Reading |Review this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. |1 | |Nongraded Activities and |Resource: Axia College Material: Appendix B | | | |Preparation |Follow the directions in Appendix B to complete the following exercise on MyWritingLab: | | | |Capitalization | | | | | |Mechanics: Commas and Mechanics: Apostrophes | | | | | | | | | |Access the Grammar Mechanics section of the Grammar and Writing Guides. | | | | | | | | | |Click Library. | | | | |Go to the Center for Writing Excellence. | | | | |Click Tutorials Guides. | | | |Click the Grammar and Writing Guides under Grammar Tutorials. | | | | |Click on Grammar Mechanics. | | | | |Finally, click Subject–Verb Agreement. | | | | |Review the information provided. | | | | | | | | | | Post your assignment for faculty review. | | | |Feedback Question (optional): Is writing in college what you expected it to be? What | | | | |challenges have you found to being an effective college writer? | | | |Assignment |Resource: Axia College Material: Appendix C | |5 | |Identifying Errors in Writing |Review the passage in Appendix C. | | | | | | | | | |The passage has 20 errors related to the concepts covered this week. | | | |Mark each of the errors in bold and make the correction in parentheses after the error. | | | | |Example: My cars interior is black. | | | | |This must be marked as follows: My cars (car’s) interior is black. | | | | | | | | | |Post your assignment as a Microsoft ® Word attachment. | | | Week Four: Proper Word Use | | |Details |Due |Points | |Objectives | | | | | |Demonstrate proper word choice for a complete sentence. | | | | |Identify commonly confused word mistakes. | | | |Reading |Read Ch. 4 of Writing for Success. | | |Reading |Review this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. | |1 | |Nongraded Activities and |Review the Word Choice video located on the student website. | | | |Preparation |Feedback Question (optional): Make a plan to organize your first academic paper. Include | | | |Word Choice |references to the Axia College’s Short Form Writing Style Handbook. This plan must include | | | | |your time management preparation and elements of how to maintain a healthy stress level, | | | | |because this is your first academic paper. | | | |Assignment |Resources: Weekly Readings; Axia College Material: Appendix D | |10 | |Sentence Correction and | | | | |Changes in Writing |This assignment has three distinct parts. | | | | | | | | |First, determine whether the sample sentences in Appendix D are correct. If it is not | | | | |correct, make the correction needed. | | | | |Second, write five sentences in which you address changes in your writing. | | | | |Third, write a brief 100-word explanation in which you explain how the material studied this | | | | |week has changed the way you write. | | | | | | | | |Provide at least two specific examples of changes you have implemented based on what you | | | | |learned this week. | | | | |Post your submission as a Microsoft ® Word attachment. | | | |Week Five: Use of Substitution for Nouns | | |Details |Due |Points | |Objectives | | | | | |Define the function of a pronoun. | | | |Explain how to use a pronoun correctly. | | | | |Summarize appropriate use of pronouns for academic writing. | | | |Reading |Review Section 5: Pronouns in Ch. 2 of Writing for Success. | | | |Reading |Review this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. |1 | |Nongraded Activities and |Access the Toolwire ® Learnscape: Working with the CWE through the link located on the student| | | |Preparation |website. | | | |Pronouns |Complete the Learnscape Activities. | | | | | | | | | |Pronouns | | | | | | | | | |Access the Grammar Mechanics section of the Grammar and Writing Guides. | | | | | | | | |Click Library. | | | | |Go to the Center for Writing Excellence. | | | | |Click Tutorials Guides. | | | | |Click the Grammar and Writing Guides under Grammar Tutorials. | | | | |Click on Gr ammar Mechanics. | | | | |Finally, click Pronouns. | | | |Review the information provided. | | | | | | | | | |Post the screenshot of the completed activities. | | | | | | | | | |Feedback Question (optional): How are your organization skills working for you? What is | | | | |working? What challenges remain? | | |Assignment |Resource: Weekly Readings | |5 | |Pronoun Practice | | | | | |Write several sentences describing a recent interaction with a friend or family member about | | | | |personal finance or credit cards. This interaction may be imagined or real. | | | | | | | | | |Use at least five different pronouns in your sentences. | | | | | | | | | |Identify all pronouns used by bolding them. | | | | | | | | |Post your assignment as a Microsoft ® Word attachment. | | | |Week Six: Adjectives and Adverbs | | |Details |Due |Points | |Objectives | | | | | |Describe the use of an adjective. | | | |Describe the use of an adverb. | | | | |Differentiate between an adjective and adverb. | | | |Reading |Read Section 6: Adjectives and Adverbs in Ch. 2 of Writing for Success. | | | |Reading |Review this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. |1 | |Nongraded Activities and |Resource: Axia College Material: Appendix B | | | |Preparation | | | | |Choosing the Right Words – |Follow the directions in Appendix B to complete the following exercises on MyWritingLab: | | | |Adjectives and Adverbs | | | | | |Choosing the Right Words: Adjectives | | | | |Choosing the Right Words: Adverbs | | | | | | | | | |Post your assignments for faculty review. | | | | | | | | |Feedback Question (optional): Imagine you are expected to write a three-page paper. Design an| | | | |organizational and time management plan to complete this paper. Keep in mind the paper | | | | |requirements are to select a topic, write a thesis, write supporting material, and inclu de a | | | | |minimum of three sources. | | |Assignment |Resource: Weekly Readings | |8 | |Review – Adjectives, Adverbs, |Use at least five adverbs and five adjectives to write a brief review of a movie, sporting | | | |and Comparisons |event, musical performance, or television show. | | | | |Bold each adverb. | | | | |Underline each adjective. | | | | |Compare the event to one or more similar events. When comparing, use at least three | | | | |comparatives and three superlatives. | | | | |Post your assignment for faculty review. | | | |Week Seven: Topic Sentences and Writing Paragraphs | | |Details |Due |Points | |Objectives | | | | | |Explain effective practices for developing a topic sentence. | | | |Explain effective means for writing a paragraph. | | | |Reading |Read Section 2: Effective Means for Writing a Paragraph in Ch. 6 of Writing for Success. | | | |Reading |Read the Axia College Short Form Writing Style Handbook. | | | |Reading |Review this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. |1 | |Nongraded Activities and |Resource: Center for Writing Excellence | | | |Preparation | | | | |Topic Sentences |Access the Grammar Mechanics section of the Grammar and Writing Guides. | | | | | | | | | |Click Library. | | | | |Go to the Center for Writing Excell ence. | | | | |Click Tutorials Guides. | | | |Click the Grammar and Writing Guides under Grammar Tutorials. | | | | |Click on Writing Style. | | | | |Finally, click Topic Sentence. | | | | |Review the information provided. | | | | | | | | | |Feedback Question (optional): Have you been using the Center for Writing Excellence? How has in which you do the following: | | | | | | | | | |Identify which paragraph was more effective and analyze why this was so. | | | | |Include a discussion of sentence variety and the rhythm of the author’s writing. | | | | |Focus on the writing rather than the opinions presented. | | | | |Underline your topic sentence. | | | | | | | | | |Submit your paragraph to WritePointSM in the Center for Writing Excellence. | | | | | | | | |Review the feedback provided by the Center for Writing Excellence and make corrections to | | | | |your paragraph. | | | | | | | | | |When doing so, understand that WritePointSM may be helpful but is not always correct. Make , in which you describe the feedback you | | | | |received from WritePointSM, providing specific examples of helpful suggestions, as well as | | | | |ones you felt may have been incorrect and why you think that is the case. | | | | | | | | |Underline your topic sentence. | | | | | | | | | |Write a third and final paragraph in which describe your strategy for using WritePointSM in | | | | |the future. | | | | | | | | |Include a discussion of how to accommodate submission and feedback time. | | | | |Underline your topic sentence. | | | | | | | | | |Post your three paragraphs as a Microsoft ® Word attachment. | | | Optional Discussion Questions Week One Discussion Questions List at least one of the serious writing errors identified in Ch. 2, Section 1 of Writing for Success and identify how such an error could negatively affect your writing. Identify which of the four most serious writing errors listed in Ch. 2, Section 1 of Writing for Success you find challenging to overcome i n your own writing. State a method to avoid this error. What are the key lessons you learned from these activities? How might the exercises help you as you work on improving your writing? Chapter 2, Section 1. 1 of Writing for Success provides information about verbs. List the difference between a linking verb and an action verb. Use at least one example of each type of verb in a sentence. Explain the role of verbs and nouns. Describe their usage and the most common ways that they are misused. Week Two Discussion Questions How might a potential employer evaluate your writing if you did not use proper verb tenses? Why? Identify the five trouble spots located in Ch. 2, Section 2. 2: â€Å"Errors in Subject Verb Agreement† of the text to help avoid making mistakes in subject-verb agreement. Which mistake do you think is the worst? Why? This week, we discussed verb usage by focusing on subject–verb agreement and verb tenses. Based on the grammar apply section of MyWri tingLab, what lessons have you learned that will change the way you write in the future? What is the definition of subject–verb agreement? Provide one example of how to avoid making mistakes in verb tense and explain why this information will help your writing skills. What are the definitions of the past progressive and future progressive tenses? Write two sentences about family financial goals using the past progressive and future progressive tenses. Week Three Discussion Questions Often, students rely on improper punctuation and capitalization because of the popularity and convenience of sending text messages. In academic writing, however, you must strive to use appropriate punctuation and capitalization. Why do you need to use appropriate punctuation, including plurals and possessives, in your writing? Chapter 3, Section 1. 1 of the text provides examples of how comma placements may completely change the meaning of a sentence. Knowing this, what can you do as a writer to ensure your comma usage helps you to communicate clearly? Review the lessons on commas and apostrophes in MyWritingLab. Based on what you learned, what can you do to minimize errors when using commas and apostrophes in your writing? Write three sentences using plurals correctly and three sentences using possessives correctly on the topic of how to store personal financial information effectively and efficiently. Chapter 2, Section 4. 2 of the text shows examples of proper nouns that need to be capitalized. List four examples of capitalized proper nouns from this chapter. Explain your strategy for determining when to use capitalized proper nouns in the future. Week Four Discussion Questions Writing errors, such as those identified in the readings for this week, may influence the way a reader interprets your writing. A resume that is marred by grammatical errors, for example, may prevent a job candidate from progressing to the interview s tage. Do you think it is appropriate for people to be judged based on their writing? Explain your answer. List five commonly confused word mistakes. Then, demonstrate their correct usage in well-written sentences. This week, the discussions have focused on the importance of word choice and avoiding commonly confused words. Identify three key strategies to ensure you will choose words correctly in the future to improve your writing. Chapter 4 of the text mentions that a thesaurus is a helpful tool. One challenge of using a thesaurus is that each word has its own connotation, and although the meanings may be similar, there are often subtle differences. Think about the following pairs of words: confident and arrogant, quiet and introverted, pure and naive. The general meaning is the same, but one word in each pair typically has a positive connotation, whereas the other has a negative connotation. Write one sentence using each word to demonstrate that you understand the correct connotation. When using synonyms, what steps might you take to ensure your word choice carries the correct connotation? Spelling errors may be eliminated by using spell check. Spell checks often do not catch errors if the wrong word is chosen, however. This has led to common writing errors such as advice instead of advise, loose instead of lose, and there instead of their. Describe your strategies that ensure you will not make these kinds of mistakes. Week Five Discussion Questions Write six original sentences in which pronouns are used in a consistent manner. What strategies might a writer use to ensure pronouns are used effectively? Rewrite the first sentence of Ch. 2, Section 5 of the text in your own words. Identify commonly used pronouns. Explain why using pronouns may help make your writing more effective. This week, we discussed how to properly use pronouns. You have been asked to complete several exercises to help practice using pronouns effectively. Explain which of these exercises you found most useful and elaborate on how it will help your writing in the future. The words who and whom are often used incorrectly. Review Ch. 2, Section 5. 3 â€Å"Who vs. Whom† of the text. Imagine that you are teaching an ESL (English as a second language) student about how to use who and whom. Provide an explanation to make it easy for him or her to understand the concept. Provide at least three examples using each pronoun. Academic writing standards generally condemn the use of first- and second-person pronouns such as I, me, my, you, and your. Why do you think this is the case? Week Six Discussion Questions Review Ch. 2, Section 6 of the text. Describe your experience with credit and credit cards in a brief paragraph using at least five adverbs and five adjectives in your description. Bold the adverbs and underline the adjectives. What is the most effective way to determine whether a word is an adjective or an adverb? Students are often confused about the use of the words good and well in their writing. Write a 100-word passage to Scott McLean, the author of the course’s textbook, in which you describe five details from her book that are good and five details about the book that are written well. It is not unusual for writers to confuse adverbs and adjectives. How did the material in MyWritingLab help reduce the possibility of confusion? Describe the strategies you have developed to avoid confusing the use of adverbs and adjectives in the future. Find a movie review in an online publication for a movie currently playing in theaters. Post the link to the review for the class and provide five examples of how the reviewer used adverbs and five examples of the use of adjectives. Has the reviewer used them effectively? Why or why not? Compare and contrast your abilities as an academic writer now as opposed to when you began at Axia College. Using four comparatives and four superlatives within your responses, explain what has led to these changes and what changes you will make in the future. Week Seven Discussion Questions Based on the readings in Ch. , Section 2 of the text, identify key points to keep in mind when writing a topic sentence. How might these key points help you write effectively? This week, you were asked to review the Topic Sentence section in the Center for Writing Excellence. Using the topic of home ownership versus leasing, identify a topic and provide a topic sentence you would use in a paragraph about the topic. After reviewing the information in Ch. 6, Section 2 of the text, identify the three key parts of a paragraph. Page 186 of the text has five paragraphs. Review the five paragraphs and identify which you think is most effective. Explain why you think it is the most effective. When writing a paragraph, it is important that the topic sentence and supporting points within that paragraph be directly related. What would be the reaction of a reader if the topic sentences in an essay did not coincide with the supporting points? Week Eight Discussion Questions Read the summary paragraph on the bottom of p. 177 of the text. Identify the author’s goal in writing the paragraph. How effectively do you think the author met that goal? Read the two-paragraph analysis passage on p. 177 of the text. Identify the purpose of the writing. Pages 1? 3 of the Guidelines for Writi ng Academic Essays in the Center for Writing Excellence show different types of essays. Explain the key differences between the types of essays. Read the second paragraph of the synthesis passage. It may be found on p. 178 of the text. Using your reading for the week and this paragraph in particular, answer the following questions. o What is the key objective when writing a paragraph on synthesis? o Do you feel the author was effective? Review the evaluation paragraph on p. 179 of the text. Identify what the author did well and what the author could have done better. Explain what situations lend themselves to evaluation. Week Nine Discussion Questions It is important to consider sentence variety and rhythm in your writing. Define sentence variety and rhythm in your own words and explain how they interact in effective writing. Define repetition in writing and explain why it is important to avoid repeating words or phrases when you create an academic essay. You will be required to write multiple paragraph essays in future courses. One common mistake to avoid is writing paragraphs that are too short or too long. After reviewing the sentence variety exercises for this week, how can you ensure that your paragraphs are of an appropriate length? Review the example paragraphs on p. 202 of the text. In what ways, if any, are these changes significant? What specific modifications make one paragraph more effective than the other? What are two common mistakes a writer might make that could cause his or her writing to be ineffective for readers? What steps might you take to avoid these mistakes early in the writing stage, thereby communicating more efficiently and effectively? Copyright University of Phoenix ® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft ®, Windows ®, and Windows NT ® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix ® editorial standards and practices.

Summary essay Example | Topics and Well Written Essays - 750 words - 4

Summary - Essay Example In order to convince the public, she used facts, statistics, and name calling to present her arguments. Emma Watson delivered a game-changing and persuasive speech about feminism at the United Nations assembly (â€Å"Emma Watson’s UN speech: has it been effective?†). The much talked about speech was highly admired and went viral in the social media, as well as elicited mixed reactions. She delivered the speech six months after her appointment as the Goodwill Ambassador to the United Nations. She did this in an attempt to promote and push the new United Nation’s HeForShe project. The primary reason for the speech was to discourage stereotyping of women in the society. In addition, Emma’s motive was not only advocate the empowering of women, but also liberate some men in the society. Her sole mission was to encourage both sexes to identify as feminists. This speaker addressed all forms of violence and discrimination faced by women and girls in the society. She argued that not only women, girls and transgender that suffered discrimination, but some men too fell victims to these acts. She invited men to join the conversation of feminists since this issue concerns them as well. Her sole intention was to get a large number of men and boys to commit to joining the gender equality campaign. In addition, according to Hashempour (â€Å"Emma Watson’s UN speech: has it been effective?†), she told the world that in order to achieve gender equality and eliminate harmful and destructive stereotypes the idea of masculinity must change. Moreover, Watson used one of the strategies of propaganda to convince the public of her ideas. She adopted the name-calling to get the attention of her audience and project her ideas as favorable (Class Notes Week 8). She mentioned statesman Edmund Burkes and quoted his condemning words that aimed at

CGI Group, Inc Essay Example | Topics and Well Written Essays - 1250 words

CGI Group, Inc - Essay Example As the essa declares GIB is headed by its founder Serge Godin, who has been serving as both the Chief Executive Officer and Chairman of the Board since 1976. As per GIB’s latest annual report, Mr Godin’s annual salary and bonuses amounted to $810,000. This paper stresses that given that Yahoo! Finance or Reuters does not have a GIB beta estimate, estimate of MSN Money is used. GIB’s beta is currently set at 1.64. This shows the measure of the sensitivity of a stock, bond, or fund to swings of an index or the overall market. In this case, GIB’s stocks are compared with the S&P 500 index and its bonds and bond funds are compared with the Lehman Brothers Aggregate Bond index. Given the GIB’s estimated beta is higher than 1.0 indicates its relatively higher volatility compared to the overall market. As such, it is forecasted that if the S&P 500 moves 10% higher, the GIB stock with a beta of 1.64 should move by 16.4%. As compared to other notable players in the same sector, GIB is less volatile than E-Bay or Amazon.com, which has betas of 2.06 and 2.65, respectively. GIB’s beta of 1.64 is already its leverage beta. This is because the beta derived by MSN Money takes into consideration both the stocks or equi ty of the company as well as the bond and bond funds which are the company’s borrowings. GIB’s debt component is comprised of unsecured revolving term facility bearing an interest equal to the US LIBOR rate plus banker’s acceptance rate of 1.25% plus 1.25%, and senior US unsecured notes bearing an average interest rate of 4.97% and maturing on 2014.

Seminar Unit 6 Research Paper Example | Topics and Well Written Essays - 250 words

Seminar Unit 6 - Research Paper Example of accessing and holding an idea yet to be manifested and have the familiarity of the inventive process, discipline, strength of will and enthusiasm to sustain that vision via the entire creative course and at the same time lead others into the materialization of that vision. Creativity is about appreciating the concepts overriding the creative process, which governs our creative deeds. Visionary leader is able to associate the entire globe as it is and the environment that will be influenced by that vision. It is important to study leadership because it is a fundamental element of human conditions. Leadership deals with managing people, therefore, leaders need to understand the traits of employees. Leadership is an art because it can be developed and enhanced. This is because it is easy to study leadership skills and techniques (Denhardt, 2012). The leadership I posses is transformational style because this type of leadership advocates for what would be referred to us intellectual stimulation. Offering a room for creativity free from many red tapes predisposes leader’s followers to a greater level of confidence. As a leader, it is better to be feared because it is easy to exert control, make popular decisions, and give

Influence of Language Contact on English Language

Influence of Language Contact on English Language To what extent has language contact affected the English language? In discussing the influence of other languages on the English language, the term language contact may be defined as the impact of other languages on English as a result of socio-historical interaction (Mà ¡rquez 90). Languages are dynamic entities, which are constantly evolving to reflect our needs and the state of the societies that we live in (Bex 26). This is certainly the case for the English language, which has been heavily influenced by many languages throughout history as a result of numerous invasions, proselytism, interest in so-called prestigious languages, and many other factors, with the code-switching that ensued as a result of these having a profound impact on English. Therefore, this essay will illustrate the enduring impact that language contact has had by looking at how aspects of the English language like lexicon, orthography, phonology and place-names have been greatly affected by Englishs interaction with other languages, with particular focus on the influence of the Italic languages of Latin and French. Regarding lexicon and place-names, Latin has undeniably left a lasting impression on the English language. For instance, Jonathan Culpeper states that the Romans most successful raid under Emperor Claudius in AD 43 was what successfully laid the foundation for the partial Latinisation of many of Britains Celtic place-names (2, 3). While it remained rare for British place-names to be mostly derived from Latin origins, rare exceptions such as Speen from the Latin Spinis do exist; however, one of the most prominent legacies that Latin left occurred through compounding, with certain elements of the names of numerous cities and towns having Latin roots (Nielsen 154, 155). For instance, the suffix -wich in place-names such as Greenwich was derived from the Latin vicus, meaning village (Ayers and Cherry 7). Regardless, while Latin certainly had an impact on many British place-names, it also left a more general mark on the English language in the form of borrowed lexicon and loanwords. According to Culpeper, while early Christian missionaries introduced approximately four hundred and fifty Latin words into Old English through religious texts, and thousands of Latin loans entered the English Language during the Middle English period from areas such as religion, science, law and literature, it was not until the sixteenth century that borrowing from Latin and Greek became extremely popular (36, 37), which became a defining feature of Early Modern English (c.1500 17000). This may be explained by the influence of the Renaissance (c. 1300 1600), which was a time of significant interest in the sciences and arts, and which led to a renewed interest in Latin as the language of scholars, scientists and philosophers (Minkova and Tunberg xxvi). However, as there were no English equivalents for man y of the complex scholarly terms featured in these texts, approximately seven-thousand Latin loanwords entered the English language, which often represented abstract concepts, unlike English words of Germanic origins (Culpeper 39). Also, several Latinate roots have been borrowed numerous times, resulting in doublets; for instance, the Latin word sal has inspired numerous English words, including saline and salary (Green 35). Nonetheless, borrowing from Latin decreased after the seventeenth century, mainly due to Englishs newfound prestige and status as the language of scholarship (Culpeper 37, 38). Regardless, it is clear to see that Latin has had a profound impact on the English lexicon through thousands of loanwords. On the other hand, because of the Norman invasion of 1066, French became the official language of law and administration in England and, due to its prestigious status as the language of the upper class and the code-switching that occurred after the invasion, approximately ten-thousand French words associated with warfare, rule, law and fashion (Millar 126) were adopted into the English language during the Middle English period (c. 1100-1500) (Mellinkoff 97). However, while some Norman-French terms completely replaced their Old English counterparts, such fortune replacing wyrd, semantic change occurred when both terms survived, with an example being the distinction between the Old English house and the French loan mansion (Culpeper 37). However, much like Latin, French borrowing has been in decline since the upper class stopped speaking French and English became regarded as the new language of administration (Culpeper 37, 38), yet the influence of French has lived on in various levels of borrowings, such as through borrowed food-related lexis like poultry, phrases such as mà ©nage à   trois, and bound morpheme suffixes like -ible (Fromkin et al. 358, 505). Unlike the written lexis of Latin, the fact that French influenced English mostly through spoken vocabulary is significant because it places French loanwords between Germanic and Latinate lexis in that they may convey a mixed register and refer both concrete and abstract concepts (Culpeper 39). However, while Norman-French generally had a small impact on place-names as most British places already had established names by 1066, some elements of French did inspire certain naming practices. For example, the French-speaking aristocracy routinely named castles and estates like Belvoir and Malpas directly after landmarks and places in France, Norman scribes substituted sounds for some more familiar to French (which is reflected in the spelling and pronunciation of places such as Cambridge), and the prevalence of double-barrelled named manors like Kingston Lacy can also be attributed to the French aristocracy, who often gave their properties recognisable names to distinguish their manors from others (Mills xvi). Consequently, much like Latin, it is undeniable that French has had an impact on the place-names and lexicon of the English language. Moreover, it may be argued that both languages have had a significant impact on the orthography and, in turn, the phonology of the English language. The fact that English spellings are not always phonemic, for example, may be attributed partly to the move from the Runic alphabet to the Latin alphabet used by the Romans during the Conversion Period (c. AD 597 AD 735), which meant that there were not enough orthographic counterparts for all of the Old English phonemes, as the Latin alphabet consisted of only twenty-three letters (Culpeper 22). Also, Doreen Scott-Dunne has noted that Latin impacted English orthography and phonology through etymological respellings. For instance, because of the renewed interest in Latin and Greek texts, many Renaissance scholars decided to respell certain words to make them orthographically resemble their Latin origins, which is evident in the change of words like the Middle English det to the modern debt, which now more closely resembles the Latin debi tum (62). However, while this simply resulted in the addition of silent letters to many words (Scott-Dunne 62), other Latin-inspired spelling changes were mirrored by significant changes in pronunciations. For example, Renaissance scholars often added the letter after in words to make English appear as prestigious as Latin, which changed lexis like the Old French loan trone to throne (Algeo and Butcher 155).   This resulted in a change of pronunciation, with the words first phoneme shifting from [t] to [ÃŽÂ ¸]; nonetheless, this was not a universal change for all words that contained the letter , and words like Anthony did not always change in pronunciation in British English, which exemplifies the fact that language contact can often result in a lack of regularity (Algeo and Butcher 155). Furthermore, French scribes during the Middle English period may have caused English spelling variations (House 243), which often led to phonological changes. For instance, the runic symbol , which represented the phoneme [w], was scarcely used after 1300, due to it being replaced by the symbols or , which originated in northern France (Culpeper 22). Also, the letter represented a vowel in Middle English, but a consonantal that was pronounced as [dÊ’] appeared during the Middle English period, which is often attributed to the influence of Norman-French (House 241). However, another significant phonological impact occurred because the importation of French lexis during the Middle Ages encouraged a separation of voiced and unvoiced fricatives into separate phonemes (Millar 126). While Old English had simply represented [f] and [v] as at the start of words and in other positions, the importation of French lexis like voice that began with the phoneme [v], along with the desire to speak with a prestigious French accent, meant that graphological distinctions between the phonemes naturally occurred (Millar 126). Similarly, while lexis such as centre was borrowed from the Latin centrum, the influence of French meant that the grapheme started to represent the phoneme [s] instead of [k] in some words (Culpeper 26), leading to a lack of regularisation. Additionally, while Old English had a strict stress pattern, in which stress fell on the first central (not prefix) syllable, the stress pattern of French was variable depending on each word and, therefore, prosodic changes had to take place during the Middle Ages so that French loanwords could be smoothly integrated into English (Millar 126). However, while etymological respellings of some words took place to show their French origins, scribes sometimes incorrectly assumed the etymology of words like island, meaning a was added to the Middle English iland to make resemble the Old French isle, even though the word was originally from the Old English iegland, and therefore had Germanic roots (Horobin 112, 113). By and large, the profound influence of Latin and French on the English language exemplifies the fact that languages are not static, and continuously evolve organically in order to meet our linguistic and societal needs. In fact, English itself has already split into separate variations like American English and Australian English, which each have unique variations based on their contact history. Moreover, due to advances in travel and technology, English continues to be shaped and changed by more languages in our modern world, as evidenced by recent additions to the Oxford English Dictionary such as dopiaza (dopiaza, n.) and maitake (maitake, n.), which have Hindi and Japanese roots, respectively. Therefore, while syntagmatic, paragigmatic, social and technological changes (including scientific discoveries and the development of the internet) are arguably the primary causes of language change in the twenty-first century (Algeo and Butcher 10), language contact has undeniably had a s ignificant impact on the English language overall, and will most likely continue to play a role in influencing various aspects of the English language for years to come. Works cited: Algeo, John, and Carmen A. Butcher. The Origins and Development of the English Language. Seventh ed. Boston, MA: Cengage Learning, 2013. Print. Ayers, Donald M., and R. L. Cherry. English Words from Latin and Greek Elements. Second ed. Ed. Thomas D. Worthen. Tucson, AZ: University of Arizona Press, 1986. Print. Bex, Tony. Variety in Written English: Texts in Society: Societies in Text. London, England: Routledge, 1996. Print. Culpeper, Jonathan. History of English. Second ed. London, England: Routledge, 2005. Print. dopiaza, n. OED Online. Oxford University Press, December 2016. Web. Accessed 30 December 2016. Fromkin, Victoria, Robert Rodman, and Nina Hyams. An Introduction to Language. Ninth ed. Boston, MA: Cengage Learning, 2010. Print. Green, Tamara M. The Greek & Latin Roots of English. Fifth ed. Lanham, MD: Rowman & Littlefield, 2014. Print. Horobin, Simon. Does Spelling Matter?. Oxford, England: Oxford University Press, 2013. Print. House, Linda I. Introductory Phonetics and Phonology: A Workbook Approach. Mahwah, NJ: Lawrence Erlbaum Associates, Inc., 1998. Print. maitake, n. OED Online. Oxford University Press, December 2016. Web. Accessed 30 December 2016. Mà ¡rquez, Miguel Fuster. Working with Words: An Introduction to English Linguistics. Eds. Miguel Fuster Mà ¡rquez and Antonia Sà ¡nchez. Valà ¨ncia, Spain: University of Valà ¨ncia, 2011. Print. Mellinkoff, David. The Language of the Law. Eugene, OR: Wipf and Stock Publishers, 2004. Print. Millar, Robert McColl. English Historical Sociolinguistics. Edinburgh, England: Edinburgh University Press, 2012. Print. Mills, A. D. A Dictionary of British Place-Names. Fourth ed. Oxford, England: Oxford University Press, 2011. Print. Minkova, Milena, and Terence Tunberg. Latin for the New Millennium: Level 2: Student Text. Vol. 5. Mundelein, IL: Bolchazy-Carducci Publishers, 2009. Print. Nielsen, Hans Frede. The Continental Backgrounds of English and its Insular Development until 1154. Vol. 1. Odense, Denmark: Odense University Press, 1998. Print. Scott-Dunne, Doreen. When Spelling Matters: Developing Writers Who Can Spell and Understand Language. Ontario, Canada: Pembroke, 2012. Print.

The Satire of Animal Farm :: Animal Farm

The Satire of Animal Farm Orwell's book, "Animal Farm", is full of satire. This satire is Orwell's way of communicating problems and resolutions. The main message in Animal Farm is that power cannot be divided equally. There will never be equality for all. Once power is obtained it is always abused, and power causes all to think as the leader does. Equality does not exist, for it is impossible for everyone to be equal. There will always be a leader and there will always be followers, and they will never be equal. A society in which all are equal will never exist because people will have different opinions on the way that the society should be run. "This arrangement would have worked well enough if it had not been for the disputes between Snowball and Napoleon. These two disagreed at every point where disagreement was possible." Snowball and Napoleon are battling for control of the farm, they both want to be the leader because they know that the leader has the most privileges. The animals that are in charge, the pigs, do less work than the other animals. "All that year the animals worked like slaves." The title of leader is highly sought after, because the leader tells everyone what to do without actually having to work. The pigs not only do less work but they receive more food. "Once again all the rations were reduced, except those of the pigs and the dogs." The fact that the pigs receive more food than the other harder working animals, shows that the farm is full of inequality. This type of governing is wrong, and Orwell wants it to stop. Less power should be given to the leader, so that the leader and his followers can be more equal. Once a group or an individual obtains power, it is impossible to manage it correctly. The leader will always take advantage of his power. Power causes the leader to make decisions, that will only better himself. "... Boxer was being sent to the knacker's." The pigs killed an animal just so that they could make some money. The power led them to this decision, they could kill Boxer, make some money, and no one would ever find out. Everyone has heard about the golden rule: "whoever has the gold makes the rules." This applies to "