The Innumerable Meanings of Moby Dick Essay -- Moby Dick Essays

The Innumerable Meanings of Moby Dick Call me Ishmael. The first line of this story begins with an assertion of self-identity. Before the second page is reached, it becomes quite clear to me that within this assertion of self-identity lay an enticing universality. Ishmael represents every man somehow and no man entirely. He is an individual in his own right, while personifying a basic human desire for something more, something extraordinary. As his name implies, "he is an outcast from a great family" (p.18). Although we all share Ishmael's yearning for adventure (however deeply hidden it may be), to throw aside our civilization (despite its discontents ) could mean societal suicide. So, we look through his eyes, we cling to his desire, we dream of his escape. This world of ours in all its absurdity is seemingly as vast as an ocean beyond its horizon. Yet with all its opportunity, with all its splendor, we somehow manage to spoil the prospects it so generously offers. We pack ourselves into overcrowded spaces; we cram our brains with bits and pieces of irrelevancy; we herd ourselves along a well-beaten path; we cloud our souls with a veil of conformity. And yet there still remains, somewhere deep inside every one of us, the desire to cast aside restraint and venture into whatever indulgence tugs at our heartstrings and innermost fantasy. For Ishmael this was the sea: "Whenever it is a damp, drizzly November in my soul; whenever I find myself involuntarily pausing before coffin warehouses...then I account it high time to get to sea as soon as I can" (p. 18). For Ishmael to remain on shore would mean to "grow hazy about the eyes" and lose sight of what makes him happy, the drive that makes him human- his love of the sea. ... ...story of stories . However, its greatness does not lay in the particular formulation of particular words in particular sentences into particular paragraphs and so forth. As with any great story, Moby Dick is comprised of infinite, multifaceted, and often allusive levels of meaning. What makes a novel great is its interaction with its readers. The degree to which a story remains unguarded and flexible while simultaneously enticing and provoking its readers, is what makes it great. The meanings I find hidden within the text of Moby Dick are unlike any others. Yet, they are mine and mine alone. As in Moby Dick, the innumerable meanings that lie dormant within stories are like ungraspable phantoms. With Moby Dick representing an epitome, the beckoning ungraspable phantoms concealed in stories, are the key to their command. Works Cited: Melville, H. Moby Dick.

Analysis of Presentation on Nature as Female :: Gender Sex Female Male Essays Papers

Analysis of Presentation on Nature as Female I found the presentation on Nature as Female to be very interesting, because the topic asks as many questions as it answers. The question of why nature is gendered, I believe, is inextricably rooted in language. Language determines everything our experiences, our perceptions, our beliefs, and our desires. In a class I took last term we spoke about Lacan and his theory about language determining our desires, and it made sense to me, because you cannot desire what you cannot name. In the same way, language determines our beliefs about the world. In an anthropology course I took, there was a study about this Navajo tribe that demonstrated a profound understanding of quantum physics, without ever having been taught it. The linguists believed that this was because of their language. Their language determined their perception of the world, and thus allowed them to understand it in a vastly different way then people who speak English or French, for example. The example that was given to try to explain the difference was that instead of calling grass "grass", the Navajos would call it "growing green that reaches up to the sky". In their process of naming it as such, their concept of grass is different than our concept of grass. Do you understand the difference that language can make, just in how things are named and described? Another example that was given was how Chinese children displayed far greater mathematical understanding compared to English speaking children, and the disparity was traced back to language. The argument here is that language determines our conceptualization of numbers. In English, we say ten, twenty, thirty†¦etc. The word "twenty" gives no indication that it means "two tens". In Chinese, however, the words do give this indication (one-ten, two-ten, three-ten†¦etc). Language is so innate in us that we forget its power. But realizing how language exerts itself over everything, it is easy to understand how our conceptualization of nature as female has come to be. Our concept is a result of our language, which determines our understanding of the world. In the English language there are gendered words, which necessarily influence our belief about what they signify. Thus we say "mother nature" and without a second thought we understand nature to be female. In just that one word "mother", nature becomes conceptualized for us as female. Thus, our understanding about nature is based on this belief.

King Lear - Theme of Blindness Essay -- essays research papers

King Lear - Theme of Blindness In Shakespearean terms, blinds means a whole different thing. Blindness can normally be defined as the inability of the eye to see, but according to Shakespeare, blindness is not a physical quality, but a mental flaw some people possess. Shakespeare’s most dominant theme in his play King Lear is that of blindness. King Lear, Gloucester, and Albany are three prime examples Shakespeare incorporates this theme into. Each of these character’s blindness was the primary cause of the bad decisions they made; decisions which all of them would eventually come to regret. The blindest bat of all was undoubtedly King Lear. Because of Lear’s high position in society, he was supposed to be able to distinguish the good from the bad; unfortunately, his lack of sight prevented him to do so. Lear’s first act of blindness came at the beginning of the play. First, he was easily deceived by his two eldest daughters’ lies, then, he was unable to see the reality of Cordel ia’s true love for him, and as a result, banished her from his kingdom with the following words: â€Å"..................................for we Have no such daughter, nor shall ever see That face of her again. Therefore be gone Without our grace, our love, our benison.† (Act I, Sc I, Ln 265-267) Lear’s blindness also caused him to banish one of his loyal followers, Kent. Kent was able to see Cordelia’s true love for her father, and tried to protect her from her blind father’s irrationality. After Kent wa...

Badly behaved pupils and parents put teachers off Essay

Suggestions have been raised over the child benefits in United States. For example, Iain Duncan Smith’s suggested that child-related benefits should be limited to two offspring in a family. The fight against the child benefits aren’t justified as they are ill treated. The move should be encouraged as it has helped a good number of the families in the country, in addition limiting the benefit to only a handful (two) children in a family, it doesn’t really play the intended role in the society. Contrary to this, the government should be encouraged to continue with the child benefits program as it has been a gain to a big number of families. Despite the need to have family planning aspects among the people to control the number of children at each family, the child benefit from the government should still remain (Liz, 2014). Child benefit or better still child allowance is a social security payment distributed to parents, children or guardians which highly dependent on the number of children in a family. the child benefit has been effective in helping to support children from less advantaged families which has enables them access essential human needs such a education, food and such. The anti- child benefit campaigns should be shunned as the move is more beneficial to a good number of people and children in the society. Scrubbing the project would land more families especially the poor ones which cannot afford human basic wants. In other words it is the cash expenditure to families with kids not considering their parents income. The advantage amount may vary by the ordinal arrangement of the child, the age of the child, and/or the employment status of the parent. In addition to being of great benefit to the families and children, the benefit helps with extra cost to the families on the extra cost of children. The benefit also includes benefits for women who are pregnant or who have just given birth. The benefits are also helpful to partners whose partners have given birth, people who adopt, tax credits among other benefits. The benefit is essential when one has a responsibility for a child or a young person. In addition to child benefit, there is also the child tax credit. The benefit is also intertwined with the guardians allowances as well as both are meant to help children below the age of 18. The redeployment of income from childless households to families with children, in appreciation of the heavier financial weight incurred by child-rearing (Liz, 2014). Moreover, in order to enjoy the benefits of the child benefit, the benefiting families aren’t required to contribute any national insurance contribution and this in turn comes as gain to the poor families. In addition, the benefit isn’t offered to children who might be under the custody or in prison. In case of child death that was on the child benefit plan, the benefits continue to be given to the family for the next eight weeks. However, despite the benefit behind the child benefit payment, families should be encouraged to practice family planning in order to be able to raise the number of children whom they can comfortably support. The move is however, beneficial in case of calamities such as misfortunes and unemployment’s incase of the parents (Liz, 2014). The child benefit has been beneficial and should be maintained in order to keep boosting the upbringing of the children especially in the financially unstable family. In addition, when the parents loose their jobs they still have the chance to provide for their children, such as food and education. The benefit for the program is numerous and they outweigh the downside of the program. This program is one of the government programs for the grants to the people which have gone miles in assisting less fortunate families financially. A good number countries offer higher benefits levels or supplements for children with disabilities. Family allowances and child benefits are viewed as an instrument that can foster societal cohesion and progress and in turn should be maintained. The benefits also help in strengthening labor force attachments in the country and hence shouldn’t be abolished. Last and not the least, the benefit helps in supplementing the incomes of poor and modest income families with children as a means of reducing or preventing poverty. In conclusion, it’s clear that, the child benefit program is more beneficial to community, and in turn should be maintained. This means the anti-child benefit campaigns should be shunned as the program is of great help to the people. Article (II) Student Behaviour One of the driving forces behind the motivation of teachers in the school is the student behaviours. Badly behaved students are subject to putting off their teachers from the teaching profession. Teachers and school staff understands the changes encountered by students in school and provides them with relevant information and support needed. However, the dedication of the teachers and the staff depends much on the student behaviour and in most cases good behaved students encourages their teachers into the teaching profession. Contrary to this, badly behaved students and teachers are a discouraging factor to the teachers as they put them off from the teaching profession. It is ‘however’ true the student behaviour plays an important role in motivating and maintaining teachers into the profession. The survey is a true reflection of the teachers experience and the parent’s negligence in moulding their children’s behaviour (Jessica, 2014). ‘Badly behaved pupils and parents put teachers off’ was a survey conducted by Guardian Teacher Networks which shows that a good number of teachers have once in awhile considered quitting the profession. Student and parent’s behaviour are essential towards the teacher’s performance in schools. A good number of schools have issues in reference to student behaviours in recent years, which have become a vital problem in modern society. One of factors behind poor student behaviours is collapse of family functions such as divorced family, single parenthood, and children becomes isolated. This in turn leads to bad behaviour among parents and/or students, which de-motivates the teachers. According to the survey, it is clear that, the student or the pupil’s behaviours directly influence the performance of the teachers. Bad behaviour among parents and pupils would negatively influence the teachers and in turn them off from the work. Students who develop behavioural problems from their families are a discouraging aspect to the teachers. It is believed that, pupils/learns important skills and knowledge such as morals and wisdom, which are normally learned from their parents. The survey shows that, the student behaviour is one of the driving factors behind motivated and dedicated teachers (Jessica, 2014). One of the effects of bad student behaviour is that it interferes with individual and other learner’s behaviour. This turns to a challenge for the teacher, as the behaviour challenges day to day running and functioning of schools. In addition, the parents are not helping as much as they would in eradicating negative student and pupils behaviours, hence burdening the work of the teachers purporting them to consider leaving their jobs. Nowadays, the parents have become overprotective to their children. This has not helped at all in taming negative children behaviours and in turn, the burden is left to the teacher to mould the children’s behaviour. For example, an overprotected child expects special treatment at school is in for a frustrating time, which in turn may frustrate the teacher too. The frustration may overwhelm the teacher to a point of making the job dissertation choice. In addition, parents have developed negative expectations for their children which in turn instill negative or unruly behavior in children. From the survey conducted, it’s clearly evident that, â€Å"If unruly behavior is not policed with proper boundaries and a culture of respect for authority at home, teachers cannot effectively implement discipline in the classroom. In addition to negative learner’s behavior, the interference from the government demands of the teacher. 50 % of the interviewed teachers named poor pupil behavior as the main reason behind them leaving the teaching job. The unwanted student behavior influences teachers attitude towards the teaching profession, and if the unruly behavior continues, it may force the teachers to quit the teaching job. Attitude provides a frame for reference for an individual’s conduct and conditions behavior. The creation of unfavorable attitude to the teacher, elicits a reaction of avoidance or aggression towards the job or the learners (Jessica, 2014). In conclusion, it’s clear that, student and parents behavior towards the teachers as well as in the school plays a vital role in molding the teachers. The study reveals that, teacher’s motivation into teaching profession is highly dependent on the children or the learner’s behaviors. The parents are making the scenario worse by failing to support the teachers in the in order to change the learner’s negative behavior into acceptable ones. These demands and the stress accompanying the works force the teacher to quit. The survey, however suggests that â€Å"since its is disruptive children whose behavior is unchecked who miss out the most on their education. That’s why we want to make sure that teachers have more freedom to clamp down on persistently bad behavior without being hampered by bureaucracy, so that teaching time is not lost because of poor behavior,† and in turn prevent a stressing profession to the teachers. This would go miles in im proving both the teachers and students performance in the school. References Liz Jones. You don’t pay for my cats – so why should I pay for your kids? Retrieved from: http://www.dailymail.co.uk/debate/article-2224260/LIZ-JONES-You-dont-pay-cats–I-pay-kids.html. On Tuesday 1 April 2014. Jessica Shepherd, ‘Badly behaved pupils and parents put teachers off’ ’ badly behaved pupils and parents put teachers off: retrieved from http://www.theguardian.com/education/2011/oct/03/teaching-poll-behaviour. On Tuesday 1 April 1, 2014. Source document

Does the government do enough to punish cyber-attacks & criminals?

1.0 Introduction Cyber-attacks have become a significant problem for information systems (IS) worldwide. When referring to information systems, the term cyber-attack is used for denoting a malicious action that aims to result to specific benefit, usually financial, and which is developed through online routes as available in the Internet (Vacca, 2009). In the UK, the expansion of cyber-crime has been quite rapid the last few years leading to severe financial losses for the victims, individuals and businesses (Cabinet Office, 2011). The graph in Figure 1 shows the cost of the various types of cyber – crime to the UK economy. This paper explores the effectiveness of measures taken by the UK government in regard to the punishment of cyber-crime, aiming to show whether the current initiatives for the UK government for punishing the cyber-crime are sufficient or not. The paper also explains the key characteristics and the value of information systems (IS) security so that the potential of the UK go vernment to secure safety from cyber-crimes is evaluated. I will argue that the UK government does not enough to punish cyber-attacks and criminals. Moreover, the introduction by the government of stricter punishment for cyber-attacks has not resulted to the limitation of this type of crime, as explained below. Figure 1 – Cost of different types of cyber – crime to the UK economy (Cabinet Office, 2011, p.2) 2.0 Security of IS – characteristics and importance Security, as a term, can be related to different fields. In the context of information technology, the term security is used for describing ‘a power system’s degree of risk in its ability to survive imminent disturbances without interruption of customer service’ (Cuzzocrea et al., 2013, p.244). As for the term ‘IT security’, this term refers to three values/ characteristics of an IT system, such as: ‘confidentiality, integrity and availability’ (Katsikas, 2016, p.28). According to Mehdi (2014), the term IS security denotes ‘the protection of IS against unauthorized access’ (p.4310). It is explained that a secure IS can ensure that its data will not be modified or lost (Mehdi, 2014). Also, such system is able to detect early any security threat activating appropriate protection mechanisms (Merkow, 2010). At organizational level, IS security is ensured by using an IS security policy, i.e. a set of rules referring to the securit y standards that would apply in all IS of the organisation involved (Kim and Solomon, 2016). However, the demands of such policy can be many, a fact which is justified if considering the several types of IS threats (Cabinet Office, 2011; Figure 1). Organisations often need to hire an Information System Security Officer (ISSO) for ensuring IS security (Kovachich, 2016). 3.0 The punishment of cyber-attacks and criminals – government initiatives and effects3.1 Laws and policies focusing on IS security In the UK, the first law addressing cyber – crimes appeared in 1990 and aimed to cover the gaps of existing legislation in regard to the protection of IT systems from cyber-attacks (Emm, 2009). This was the 1990 Computer Misuse Act. The introduction in the UK of a legislative text focusing on cyber-attacks has been highly related to a cyber-attack incident: the unauthorized access, by two cyber-attackers, to BT’s Prestel service in 1984 (Emm, 2009). When dealing with the above case, the court used the 1981 Forgery and Counterfeiting Act, due to the lack of a legislative text focusing on computer-related crimes (Emm, 2009). In May of 2015, the Serious Crime Act 2015 came into action (Eversheds-Sutherland, 2015). The articles 41 up to 44 of the above law introduced stricter punishment for cyber-crimes. More specifically, in the context of the 1990 Computer Misuse Act the imprisonment for serious cyber-crimes could not exceed the 10 years. With the 2015 Act, the imprisonment for cyber-crimes has been significantly increased, reaching the 14 years and even, the life sentence in cases of cyber-crimes threatening national security (Eversheds-Sutherland, 2015). This, stricter, punishment for cyber-crimes could discourage cyber-criminals but only if the enforcement of the law was appropriately supported, so that all cases of cyber-crimes are brought before the courts (White, 2016). The National Cyber Security Strategy (CSS) of 2011 has been an effort of the British government to control cyber-crime (Shefford, 2015). The Computer Emergency Response Team (CERT) is a national team that was established in 2014 for helping towards the achievement of the objectives of CSS (Cabinet Office, 2014, p.13). The CERT team provides to organisations in the private and the public sector critical information for the protection from cyber-attacks (Cabinet Office, 2014). Additionally, in the context of CSS, educational initiatives focusing on cyber security are developed by institutions across the UK; these initiatives are funded by the government and aim to achieve two targets: First, to increase the awareness of the public in regard to cyber security. Second, to help individuals to acquire skills which are necessary for supporting cyber security and for facing cyber-attacks (Cabinet Office, 2014; Figure 2). The Cyber Security Challenge (CSC) is a programme developed by the UK g overnment for helping young people to understand the risks from using their cyber skills in the wrong way; the programme includes competitions and other schemes that can motivate young people to use their cyber skills in a proactive way and not for the commitment of cyber – crimes (National Crime Agency, 2017). Figure 1 – Initiatives/ measures of the National CSS for facing cyber-crime (Cabinet Office, 2014, p.22)3.2 Cyber-attack incidents in governmental and non-governmental organisationsThe number of cyber-attacks against governmental and non-governmental organisations in the UK is continuously increased (White, 2016). From January to October of 2016, 75 cyber-attacks have been reported against banks in the UK, while in 2014 these attacks were just five (White, 2016). In 2013, three individuals in Britain were convicted to jail, from 6 months up to 22 months, for unauthorised access of sensitive private data stored in ‘PayPal, Visa and Mastercard’ (McTague, 2014). The above punishment was considered as too soft compared to the seriousness of the crime. In 2014, the government decided to initiate the modification of existing punishment for cyber-crimes, so that future perpetrators are discouraged from committing a cyber-crime (McTague, 2014). Pultarova (2016) argued tha t banks in the UK face cyber-attacks quite regularly but they avoid reporting the specific incidents trying to protect their market image. In November of 2016, Chancellor P. Hammond noted that critical infrastructure units of the UK, such as airports and gas facilities, are threatened by ‘cyber-attacking techniques developed by other countries’ (BBC News, 2016). It was noted that the protection from such attacks would be a priority for the UK in order for the country’s security, at national level, to be ensured (BBC News, 2016). In 2011 the general police officer in the e-crime department of Scotland-Yard argued that the punishment of cyber – crimes in the UK is too soft if considering the actual damage that these crimes cause (BBC News, 2011). It was explained that the annual damage on the UK economy from cyber-crimes reaches the ?27bn (BBC News, 2011). In 2016, the National Crime Agency of the UK published a report for showing the status of cyber-crimes, in terms of occurrence/ rate of appearance. According to the above report, the cyber – crime represents a major part of criminal activity in the UK, reaching the 36% among all crimes developed in the UK. At the same time, the crimes related to computer misuse reached the 17% among the country’s total crimes (National Crime Agency, 2016). The above figures and facts indicate the inability of the UK government to control cyber-crime. The introduction in 2015 of stricter punishment for cyber-crimes has been an important initiative by the UK government for controlling cyber-crime. However, this initiative should be combined with other measures, at national and at community level. In a speech in mid-February of 2017, Chancellor P. Hammond noted that in the previous three months a total of 188 severe cyber-attacks had been reported; these attacks aimed to cause severe damage to governmental services, infrastructure and businesses (Cole, 2017). A similar issue has been raised by Lord West of Spithead who noted in 2010 that in 2009 the UK had to face ‘300 significant attacks’ on the IS of the government (Doward, 2010). According to Lord West, this problem had become quite serious, denoting that the UK had been targeted by cyber criminals worldwide, as these attacks seemed to be supported by foreign governments, as Lord West noted (Doward, 2010). The above arguments verify the existence of gaps in the existing national framework for the protection from cyber-attacks, as this framework constitutes the national legislation and national policy for the control of cyber – crime. The facts presented above further verify the inability of the UKâ€℠¢s policy to reduce the occurrence of cyber-crime. Guitton (2012) developed an experiment, using data related to cyber-attacks that occurred between 2003 and 2010 in businesses located in three European countries: Germany, UK and France. It was revealed that the relationship between attribution and deterrence is strong only in cases of individuals of individuals who are aware of the existing legislation for cyber-crime and who can realise the actual effects of their actions. These individuals represented the 1/3 of the cases reviewed by Guitton (2012). In opposition, it was found that most individuals involved in cyber-crimes are not fully aware of the relevant legislation and they tend to ignore the effects of their actions. For these individuals, the control theory which emphasises on the power of attribution, as held by the state, to ensure deterrence is not applied, as Guitton (2012) argued. In the context of the above study, the potential of the British government to control cyber-crime is limited. This fact, even it would be ac cepted, could not affect the view on the government’s efforts to confront cyber-crime. The update of the terms of punishment of cyber-crimes just in 2015 and the lack of effective control mechanisms for identifying and reporting cyber – attacks verify the failure of the government to ensure the punishment of cyber-attacks and criminals. 4.0 Conclusion and Recommendations It is concluded that the UK government does not make enough to punish cyber-attacks and criminals. First, a significant delay has been identified in the introduction of appropriate/ fair penalties. Indeed, the introduction of strict punishment for cyber-crimes took place just in 2015, as explained above. The facts and views presented in this paper lead to the assumption that for many years, the government has avoided confronting cyber-attacks as a criminal activity, a fact that led to the radical increase of cyber-attacks against IS systems in governmental services and in financial institutions. At the same time, IS security has several aspects, meaning that eliminating cyber – crime is rather impossible. The soft punishment framework for cyber-crimes, as used in the past, has led to the severe deterioration of the problem across the UK. The increase of effectiveness of current legislation, as from May 2015, on cyber-attacks could be achieved through certain practices, such a s: First, events and seminars would be organized at community level for informing individuals on the characteristics of cyber-attacks and the available measures for protection; these seminars would also provide guidelines to entrepreneurs in regard to the value of IS security policy, as part of business strategy. Second, incentives would be provided to entrepreneurs for pursuing the certification of their business according to the information security management standards, such as the ISO/IEC 27000 standards. Third, an independent authority would be established for controlling the performance of governmental and non-governmental organisations in regard to IS safety. Finally, the investment on IS security in governmental and non-governmental organisations would be increased. Security frameworks, such as the ‘Intrusion Detection System’ (IDS), could be employed in these organisations for ensuring IS security in IS systems that manage and store high volume of private data (Stair and Reynolds, 2015, p.460). 5.0 Personal reflections This project has been related to a critical issue: the findings in regard to the study’s subject have been contradictory. More specifically, the UK government has tried to confront cyber-attacks through legislation and relevant policies but the punishment for these crimes has been characterised as soft, at least up to 2015, while the number of cyber-attacks in the UK is continuously increased. Under these terms, I had to face a dilemma: how should the performance of the UK government in facing cyber-crime would be evaluatedBy referring to the initiatives taken or by emphasising on the actual results of these initiativesReflection has helped me to face the above problem. Indeed, reflection can help the researcher to have ‘an objective sense of things’ (Gillett et al., 2013, 85). Moreover, using reflection I tried to estimate the balance between the positive and negative aspects of government’s efforts to punish cyber-crime and to understand which aspect of t he government’s strategy against cyber-crime is more related to the research question: this paper aims to explain whether the government has done enough on the punishment of cyber-crime. Through reflection, I understood that the occurrence of cyber-attacks in the UK should be preferred as the criterion for answering the research question. Ventola and Mauranen (1996) explained that reflection can help the researcher to identify the research findings that are closer to the research question, a fact that allows the researcher to use the right material for answering the research question. Additionally, I used reflection during the development of the study for managing time and for tracking research gaps, which have been covered after the completion of the project. The above tasks have been supported by a research diary (Day, 2013), in the form of notes, where daily progress in regard to research and writing was reported. Thus, the use of reflection while developing this project h elped me to control risks, in regard to the project’s structure and content, and to manage time more effectively, covering all aspects of the research question. 6.0 References BBC News (2016) UK must retaliate against cyber-attacks says chancellor. Available from: http://www.bbc.com/news/technology-37821867 [Accessed 15 March 2017]. BBC News (2011) Cyber criminals ‘should get tough sentences’ say police. Available from: http://www.bbc.com/news/uk-15680466 [Accessed 15 March 2017]. Cabinet Office (2011) The cost of cabinet crime. Available from: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/60943/the-cost-of-cyber-crime-full-report.pdf [Accessed 15 March 2017]. Cabinet Office (2014) The UK Cyber Security Strategy. Report on Progress and Forward Plans. Available from: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/386093/The_UK_Cyber_Security_Strategy_Report_on_Progress_and_Forward_Plans_-_De___.pdf [Accessed 15 March 2017]. Cole, H. (2017) UK Government and businesses are hit by two ‘serious’ cyber-attacks a day. The Sun. Available from: https://www.thesun.co.uk/news/2857508/uk-government-and-businesses-are-hit-by-two-serious-cyber-attacks-a-day/ [Accessed 15 March 2017]. Cuzzocrea, A., Kittl, C., Simos, D., Weippl, E. and Xu, L. (2013) Availability, Reliability, and Security in Information Systems and HCI: IFIP WG 8.4, 8.9, TC 5 International Cross-Domain Conference, CD-ARES 2013, Regensburg, Germany, September 2-6, 2013, Proceedings. New York: Springer. Day, T. (2013) Success in Academic Writing. Oxford: Palgrave Macmillan Doward, J. (2010) Britain fends off flood of foreign cyber-attacks. The Guardian. Available from: https://www.theguardian.com/technology/2010/mar/07/britain-fends-off-cyber-attacks [Accessed 15 March 2017]. Emm, D. (2009) Cybercrime and the law: a review of UK computer crime legislation. SecureList. Available from: https://securelist.com/analysis/publications/36253/cybercrime-and-the-law-a-review-of-uk-computer-crime-legislation/ [Accessed 15 March 2017]. Eversheds-Sutherland (2015) Will the Serious Crime Act 2015 toughen the UK’s cybercrime regimeAvailable from: http://www.eversheds-sutherland.com/global/en/what/articles/index.page?ArticleID=en/tmt/Serious_Crime_Act_2015_May2015 [Accessed 15 March 2017]. Gillett, A., Hammond, A. and Martala, M. (2013) Inside Track to Successful Academic Writing. Essex: Pearson Education. Guitton, C. (2012) Criminals and Cyber Attacks: The Missing Link between Attribution and Deterrence. International Journal of Cyber Criminology, 6(2), pp.1030-1043. Katsikas, S. (2016) Information Systems Security: Facing the information society of the 21st century. New York: Springer. Kim, D. and Solomon, M. (2016) Fundamentals of Information Systems Security. Sudbury: Jones & Bartlett Publishers. Kovachich, G. (2016) The Information Systems Security Officer’s Guide: Establishing and Managing a Cyber Security Program. Oxford: Butterworth-Heinemann. McTague, T. (2014) Computer hackers face life in prison under new Government crackdown on cyber terrorism. Mail Online. Available from: http://www.dailymail.co.uk/news/article-2649452/Computer-hackers-face-life-prison-new-Government-crackdown-cyber-terrorism.html [Accessed 15 March 2017]. Mehdi, K. (2014) Encyclopedia of Information Science and Technology. Hershey: IGI Global. Merkow, M. (2010) Security Policies and Implementation Issues. Sudbury: Jones & Bartlett Publishers. National Crime Agency (2017) Cyber – crime: preventing young people from being involved. Available from: http://www.nationalcrimeagency.gov.uk/crime-threats/cyber-crime/cyber-crime-preventing-young-people-from-getting-involved [Accessed 15 March 2017]. National Crime Agency (2016) Cyber – Crime Assessment 2016. Available from: http://www.nationalcrimeagency.gov.uk/publications/709-cyber-crime-assessment-2016/file [Accessed 15 March 2017]. Pultarova, T. (2016) UK banks under constant cyber-attack but don’t report incidents. Engineering & Technology. Available from: https://eandt.theiet.org/content/articles/2016/10/uk-banks-under-constant-cyber-attack-but-dont-report-incidents/ [Accessed 15 March 2017]. Shefford, M. (2015) What is the UK government doing about cybersecurityDatonomy. Available from: http://datonomy.eu/2015/04/01/what-is-the-uk-government-doing-about-cybersecurity/ [Accessed 15 March 2017]. Stair, R. and Reynolds, G. (2015) Fundamentals of Information Systems. 8th ed. Belmont: Cengage Learning. Vacca, J. (2009) Computer and Information Security Handbook. Burlington: Morgan Kaufmann. Ventola, E. and Mauranen, A. (1996) Academic Writing: Intercultural and textual issues. John Benjamins Publishing. White, L. (2016) British banks keep cyber-attacks under wraps to protect image. Reuters. Available from: http://uk.reuters.com/article/us-britain-banks-cyber-idUKKBN12E0NQ [Accessed 15 March 2017].

Philippine History During the Japanese Occupation Essay

Pre-Spanish Times There are two theories on the origins of the first Filipinos, the inhabitants of what will later be called the Philippine Islands and eventually the Republic of the Philippines. See the Early Inhabitants of the Philippine Islands. In the beginning of the 3rd century, the inhabitants of Luzon island were in contact and trading with East Asian sea-farers and merchants including the Chinese. In the 1400’s the Japanese also established a trading post at Aparri in Northern Luzon. In 1380, Muslim Arabs arrived at the Sulu Archipelago and established settlements which became mini-states ruled by a Datu. They introduced Islam in the southern parts of the archipelago including some parts of Luzon and were under the control of the Muslim sultans of Borneo. They had a significant influence over the region for a couple of hundreds years. The Malay Muslims remained dominant in these parts until the 16th century. Philippine History During the American Era The Spanish-American war which started in Cuba, changed the history of the Philippines. On May 1, 1898, the Americans led by U.S. Navy Admiral George Dewey, in participation of Emilio Aguinaldo, attacked the Spanish Navy in Manila Bay. Faced with defeat, the Philippines was ceded to the United States by Spain in 1898 after a payment of US$ 20 million to Spain in accordance with the â€Å"Treaty of Paris† ending the Spanish-American War. On June 12, 1898, Filipinos led by Emilio Aguinaldo declared independence. This declaration was opposed by the U.S. who had plans of taking over the colony. And this led to a guerrilla war against the Americans. In 1901, Aguinaldo was captured and declared allegiance to the United States. On the same year, William Howard Taft was appointed as the first U.S. governor of the Philippines. The U.S.passed the Jones Law in 1916 establishing an elected Filipino legislature with a House of representatives & Senate. In 1934, the Tydings-McDuffie Act was passed by the U.S. Congress, established the Commonwealth of the Philippines and promised Philippine independence by  1946. The law also provided for the position of President of the Commonwealth of the Philippines. On the May 14, 1935 elections, Manuel L. Quezon won the position of President of the Philippine Commonwealth. In accordance with the Tydings-McDuffie Act of 1934, The Philippines was given independence on July 4, 1946 and the Republic of the Philippines was born. Philippine History During the Japanese Occupation On December 8, 1941, the Japanese invades the Philippines hours after bombing Pear Harbor in Hawaii. While the forces of Gen. Douglas MacArthur retreated to Bataan, the Commonwealth government of President Quezon moved to Corregidor Island. Manila was declared an open city to prevent further destruction. After the fall of Bataan on April 9, 1942 and Corregidor, In March 1942, MacArthur & Quezon fled the country and by invitation of President Roosevelt, the Commonwealth government went into exile to Washington D.C. American and Filipino forces surrendered in May 6, 1942. Soon a guerrilla war against the Japanese was fought by the Philippine & American Armies while Filipinos were enduring the cruelty of the Japanese military against civilians. Prior to Quezon’s exile, he advised Dr. Jose P. Laurel to head and cooperate with the Japanese civilian government in the hope that the collaboration will lead to a less brutality of the Japanese towards the Filipinos. Rightly or wrongly, President Laurel and his war time government was largely detested by the Filipinos. In October 1944, Gen. MacArthur with President Sergio Osmeà ±a (who assumed the presidency after Quezon died on August 1, 1944 in exile in Saranac Lake, New York) returned and liberated the Philippines from the Japanese.

William Shakespeares Sonnet 18

William Shakespeares Sonnet 18 is part of a group of 126 sonnets Shakespeare wrote that are addressed to a young man of great beauty and promise. In this group of sonnets, the speaker urges the young man to marry and perpetuate his virtues through children, and warns him about the destructive power of time, age, and moral weakness. Sonnet 18 focuses on the beauty of the young man, and how beauty fades, but his beauty will not because it will be remembered by everyone who reads this poem. Shakespeare starts the poem with a metaphoric question in line one asking if e should compare the man to a summers day. This asks if he should compare the beauty of a summers day to the beauty of the young man about whom Shakespeare is writing. Line two of this poem states Thou art more lovely and more temperate. Temperate is used as a synonym for moderate by the author. In line two the speaker is describing the man as more lovely and more moderate than a summers day. This emphasizes the mans beauty and how the man is viewed by the speaker. Line three, Rough winds do shake the darling buds of May, tells hy the mans beauty is greater than that of a summers day. Shakespeare uses rough winds to symbolize imperfections. The speaker is implying that there are no imperfections in the young man, but there are in the summer, so the man cannot be compared to a summers day. In line four the speaker adds to this thought by saying that the summer also does not last as long as the mans beauty therefore it cannot be compared to it. Line five states another imperfection of the summer. Shakespeare uses the eye of heaven as a metaphor in this line to describe the un. In line six Shakespeare uses the phrase gold complexion dimmed to describe the sun again which means that sometimes the sun is not hot enough, and that, as said in line five, sometimes the sun is too hot. In lines seven and eight the speaker ends the complication by describing how nature is never perfect. Line nine starts the resolution of the poem by using the conjunction but.. Eternal summer in line nine is referring back to the mans eternal beauty, using summer to symbolize beauty, and saying that the mans beauty will never fail like he summers beauty. In lines ten, eleven, and twelve the speaker says that the man, When in eternal lines to time thou growst (line 12) or when he grows old, will not lose possession of what is fair to him, and Nor shall Death brag thou wanderst in his shade (line 11) or he will not be poor in health and close to dying. Lines thirteen and fourteen say that as long as this poem is read, the mans beauty will never go away, because every time someone reads the poem they will be reminded of his beauty. This poem that Shakespeare wrote, in the octave, describes how all beauty fades except for the man about whom Shakespeare is writing. The octave also tells of how great the mans beauty is compared to everything else that is beautiful. In the sestet, the poem tells about how the mans beauty stays alive and out lives all other beauty. The poem is written in iambic pentameter. Shakespeare makes use of much symbolism and many other figurative devices in this poem that contribute and emphasize to the overall theme of the poem.