Cyber Security Policies and Defense Contractors Essay

Abstract Cyber security policies in the private sector have been a challenging issue for major defense contractors, especially after recent attacks. As a result, the U.S. increased its strict enforcement against these companies by justifying its intervention to improve cyber security. The government would like to impose standards for companies who lack the proper protocol. Due to the revised and new procedures, corporations are responding by rejecting any congressional intervention. This has caused major friction in the relationship between the government and industry. The executive, judicial and legislative branch believes its responsibility is to provide cyber security capabilities to protect all information at contractor facilities.†¦show more content†¦On May 31, 2011, Lockheed Martin suffered a massive cyber attack. Hackers were able to exploit systems, hardware and keys to gain vital information associated with the company and programs for the U.S. government. Similarly, Booz Allen military emails were hacked by a group called LulzSec, which claimed to be associated with Anonymous. According to Washington Technology, the group copied thousands of emails, passwords and distributed them throughout the internet. Although defense contractors disagree, the government is still trying to justify ways to set up and improve their cyber security. This document will give an assessment of why the government chooses to justify telling private industries how to manage or upgrade their cyber security through various reasons, motivations and arguments. In addition, this evaluation will give methods and real world examples to support their justification. Lastly, this review will explain the impacts/effects on the national security due to government regulation with real-world illustrations to support their position. Body The government is giving socio-political reasons to justify their involvement to improve industry cyber security. The government believes if a defense contractor has a federal contract, then they have the justification needed to be involved in improving their security protocols. These contracts support multiple national agencies that have criticalShow MoreRelatedEssay about The Impact of the RSS Breach on Critical Infrastructure 1211 Words   |  5 PagesRSA is a division of EMC Corporation that offers security products to businesses and government agencies. RSA’s flagship product is SecurID, a combination of two-factor authentication tokens (hardware and software) and the associated server software used in their implementation. This product aims to deliver secure remote access, including access to critical i nfrastructure. 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How to Teach Language Through Poetry Free Essays

The use of literature in the EFL classroom through three different perspectives. Exploring poetry as a strong option.. We will write a custom essay sample on How to Teach Language Through Poetry or any similar topic only for you Order Now Most of the time literature is mainly related to reading and writing, but it may play the same meaningful role in teaching speaking and listening if we design creative activities. Teachers can use literature in the classroom for different purposes such as reading aloud and dramatizing a poem, teaching pronunciation, and many other activities. There are many advantages of using literature in the EFL classroom. To talk about the general advantages of literature can be a broad approach thus; we will not focus on them. Instead, we will have a look at the benefits from three different perspectives: literature as genuine and authentic material, as a good language source and as a bridge to get the learner interested and also, we will mention poetry as a strong option to develop students’ skills. MATERIAL Literature is authentic material that makes students travel to foreign countries and fantastic worlds. This keeps our students motivated and promotes favorable attitude toward learning. Poems, novels, and stories can bring powerful emotional responses to the classroom. Furthermore, students can relate their own real lives to the stories they read. Literary texts help EFL students to improve language learning. However, literature by itself is not enough; teachers need to use imaginative techniques for integrating literature work with language teaching. It is also necessary to bring motivating methodology and to choose the right material to keep students interested. LANGUAGE Language is the most prominent feature of literature. Through literature students learn about syntax and discourse, different structures, functions, and the different ways of connecting ideas, all these help students to develop their writing, listening, reading and speaking skills. As they use literature they learn about language structure without even noticing, this helps to develop their communicative competence, what as we know, is the ultimate aim of English learning. LEARNER In the classroom the use of literature encourages learners to get involved ith the stories they read or hear; the understanding of the words becomes less important as they get involved in trying to figure out what is happening with a character or the end of a story. Students may also like using literature if the activities are oriented towards enjoyment and creativity instead of memorizing or following grammatical rules. Literature can be seen as the bridge between the learner and the culture of the people whose language they are studying; in order to get the l earners interested in the culture, we have to carefully select the literary texts according to their interests and level of comprehension. WHY DO WE USE POETRY WITH THE LANGUAGE LEARNER? Poetry is a short piece of imaginative writing, of a personal nature and laid out in lines. In this sense, poetry is a product of the language and a tool to teach it, a tool to teach grammatical clues and a product when students make a composition of any topic. Most of the poems include metaphors. Students can use cognitive skills by making comparisons between two different things and finding their similarities. The figures of speech used in poetry such as metaphors, similes and personifications help students to have a better understanding of the use of language in an unconscious way. Poetry is a way for teaching and learning basic skills. It can be used as an enjoyable and a rewarding tool with the properties of rhyming and rhythm. It helps students to easily learn with the supra-segmental aspect of the target language, such as stress, pitch, intonation. Using poetry while teaching English can have many benefits: * It encourages creative writing. * It helps students appreciate sounds words and patterns. * It develops phonic skills. * It makes students express feelings and opinions. * It provides a great opportunity to play with language. It reinforces the ability to think and to experiment with students’ understanding of the world. * It helps to acquire vocabulary, creativity and imagination. * it reveals, restates, reinforces and affirms those things which we think are true. * It gives the chance to discover and explore the use of the language. * It generates collaborative activities (pair and group work). Poetry and the four skills We can develop the fou r skills while using poetry: Poems are good to reinforce grammar structures and to improve writing abilities, bringing out creativity and rhythm in the classroom since students have to use their imagination to write. Also, poems help to develop oral and mental capacities. They should be read aloud to reinforce the student’s phonemic awareness, phonics, fluency, and vocabulary as well as to sharpen their receptive language skills by learning rhyming, sounds, stresses, pauses, alliteration and syllables. Ideas for using poetry in the classroom * Discussing the theme of a poem and writing out personal experiences related to the theme. * Deducing meanings from the context. * Completing a paraphrase of a poem (cloze-style). * Choosing the best paraphrase among a few. Predicting what’s coming next after reading only one verse at a time. * Ordering jumbled stanzas or lines in the correct sequence. * Rewriting a part of a poem in one’s own words and ideas to offer different messages. * Filling an omitted word, phrase, or line in relation to its context. * Discussing similarities and differences between poems of the same subject or theme. * Identifying any aural or musical qualities i n the poem (rhyme, alliteration, and simile). * Reading aloud poems (choral reading) and making a song. This teaches intonations and stress. Using visuals images such as paintings to help pupils envisage settings, historical periods, etc. * Imitating o parody the style of poem. * Acting the poem: mime, role play, performance, etc. * Making a peer or group composition, writing together. Useful Web sites www. readwritethink. org/lessons/lesson_view. asp? id=391 www. poetryteachers. comh www. poetry4kids. com www. poetryzone. co. uk www. michellehenry. fr/poems. htm www. poemhunter. com www. tooter4kids. com/classroom/poetry_in_the_esl_classroom. htm www. teachingenglish. org. uk/think/literature/poems_prod. html http://www. youtube. com/user/b4uguy#g/u Conclusions Using poetry in the classroom is a great tool, but we cannot forget that we have to choose the right material, so students can maximize their learning. It has to be interesting and adequate for each student level, reading ab out new things is usually interesting for students. Learners will benefit from literature; we are responsible of putting in touch our students with material that catches their interest, so they want to read and listen more, which turns out in further and richer learning. Also, it can create opportunities for personal expression as well as reinforce learner? s knowledge of lexical and grammatical structure giving the opportunity to develop their communicative and cognitive skills. Many teachers think that including poetry in the EFL classroom can be a very heavy and useless work. However, we have analyzed some of the benefits that working with poetry can bring to the learning process. Also, we pointed that not only it is useful but also, students can have great fun if we choose the correct activities and poems. How to cite How to Teach Language Through Poetry, Essay examples

james Essay Example For Students

james Essay Throughout the Middle Ages literacy rates were extremely low in Europe, and hand copied manuscripts were expensive. The Bible and many legal documents were written in Latin or Greek, which were becoming increasingly dead languages used only by the church. Moreover, the statute of Valencia and other statutes had made it illegal for anyone not authorized by the Church to have even the Latin and Greek versions of the of the Bible. The laity therefore had to rely on the Church, government and powers that be for understanding and interpreting these documents. With the invention of the printing press, one of the first books to be printed was the bible, which was soon translated into several languages, often badly. The errors were due in part to ignorance and in part by attempts to use the Bible to further sectarian political or theological goals. A few small parts of the Bible had been translated into vernacular at different times. King Alfred translated the ten commandments, and Bede had translated the gospel of St John into Saxon language, but the translation was lost. In the fourteenth century. Wyclif had translated parts of the Bible and this work was completed after his death. Many copies of this Lollard bible in middle English were distributed before the invention of printing. The Genesis narrative opened: ?In the firste made God of nougt heuene and erthe. The erthe forsothe was veyn with ynne and void, and derknessis weren vpon the face of the see; and the Spiryt of God was born vpon the watrys. And God seide, Be maad ligt; and maad is ligt.?The Wyclif (or Wycliffe) bible was completed in 1388, four years after Wycliffes death. Wycliffe himself had translated the New Testament , relegating the Old Testament translations to assistants with the necessary language skills. These Wycliffe bibles were laboriously copied out and distributed at great risk. The Catholic Church was horrified at the possibility that everyone would be able to read the Bible. In 1399, alarmed at the spread of Lollardy, the convocation of Oxford passed the statute De Heretico Comburendum, Of the burning of heretics. This law was passed in Parliament by King Henry IV in 1401. It provided for burning of all those who held Lollard opinions, or possessed illegal books, including the translated Bible apparently, though it is a common misconception that it was directed only against the Bible. The De Heretico Comburendo statute stated: that nonepresume to preach openly or privily, without the license of the diocesan of the same place first required and obtained, curates in their own churches and persons hitherto privileged, and other of the Canon Law granted, only except; nor that none from henceforth anything preach, hold, teach, or instruct openly or privily, or make or write any book contrary to the catholic faith or determination of the Holy Church, nor of such sect and wicked doctrines and opinions shall make any conventicles, or in any wise hold or exercise schools; and also that none from henceforth in any wise favor such preacher or maker of any such and like conventicles, or persons holding or exercising schools, or making or writing such books, or so teaching, informing, or exciting the people, nor any of them maintain or in any wise sustain, and that all and singular having such books or any writings of such wicked doctrine and opinions, shall really with effect deliver or cause to be de livered all such books and writings to the diocesan of the same place within forty days from the time of the proclamation of this ordinance and statute. The Lollards did not believe that the wine and wafer of the communion were transsubstantiated into the blood and body of Jesus, they refused to worship the cross as an object, and held many other such dangerous doctrines in addition to translating the Bible. The first person to be executed under the law was Sir William Sautre, who refused to abjure, among other heresies, the following: 1. he will not worship the cross on which Christ suffered, but only Christ that suffered upon the cross. 2. he would sooner worship a temporal king, than the aforesaid wooden cross. 3. he would rather worship the bodies of the saints, than the very cross of Christ on which he hung, if it were before him. 4. he would rather worship a man truly contrite, than the cross of Christ. 5. he is bound rather to worship a man that is predestinate, than an angel of God. 6. if any man would visit the monuments of Peter and Paul, or go on pilgrimage to the tomb of St. Thomas, or any whither else, to obtain any temporal benefit; he is not bound to keep his vow, but he may distribute the expenses of his vow upon the alms of the poor. 7. every priest and deacon is more bound to preach the word of God, than to say the canonical hours. Wyclif himself had been executed in 1388. The Catholic authorities later desecrated his grave. While the new statute was not exclusively aimed at translated bibles, it was used to suppress them. Quite a few of these bibles, used by Lollard preachers, nevertheless remained. In the 1490?s the personal physician to King Henry the VII and VIII, Thomas Linacre, an Oxford professor, studied Greek. After reading the Gospels in the original Greek, and comparing it to the Latin Vulgate, he wrote in his diary, ?Either this (the original Greek) is not the Gospel? or we are not Christians.? In the same period, John Colet, another Oxford professor, translated the New Testament into English for his students, and later it was read for the public at Saint Paul?s Cathedral in London. He escaped prosecution owing to his friends in high places. Presently, the vernacular Bible became a political weapon against temporal rulers too, because it could be used to show that the claims of kings to divine right were a fiction. William Tyndale was the main translator of the English Bible, in the early sixteenth century. He did not use Wyclifs version, but started anew. Wyclif had written in Middle English, which was rapidly being transformed. Printing was standardizing and alterin g spelling. Wyclif had translated the Latin Vulgate. Tyndale knew Hebrew and Greek, and translated from the original. The Tyndale bibles were printed in Europe and smuggled into Britain. There, they were bought up eagerly by the Lord Bishop of London, to prevent their distribution. In this way, the church subsidized the work of Tyndale and it prospered. Tyndale boasted to learned Catholics:I wyl cause a boy that driveth ye plough shall know more of scripture than thou doest. This idea was surely terrifying both for churchmen and for the crown, for the notes in many editions of these bibles, published by Calvinists, repudiated the divine right of kings. The work was continued after his death. Based on these translations, Miles Coverdale printed the first complete Bible in English in 1535. John Rogers published a revision called Matthews Bible in 1537. A revision of the Matthews Bible, printed in 1539, was known as The Great Bible. A later revision reflected the participation of eight Anglican Bishops and was called The Bishops Bible. It was printed in 1568. The frontispiece of this bible is shown at right.