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Examination

Examination.

(4 Points Each) List and briefly define the fundamental security design principles.Describe the risk analysis approach and the steps in a detailed or formal risk analysis.Describe the basic principles utilized in mandatory access control. How do these basic principles help MAC control the dissemination of information?What is a message authentication code?What is the security of a virtualization solution dependent upon? What are some recommendations to address these dependencies?Briefly list and describe three mechanisms that can be used to protect intellectual property.Describe the inference problem in databases. What are some techniques to overcome the problem of inference?Assume you have found a USB memory stick in the parking lot at work. What threats might this pose to your work computer should you just plug the memory stick in and examine its contents? What steps could you take to mitigate those threats and safely determine the contents of the memory stick?Explain why input validation mitigates the risks of SQL injection attacks.What are the benefits and risks of server-side scripting?What is the difference between persistent and non-persistent cross-site scripting attacks?Briefly describe how Unix-like systems, including Linux, use filesystem quotas and process resource limits. What type of attacks are these mechanisms useful in preventing?Why are pharming and phishing attacks often used in concert with each other? Describe the Windows 10 security feature, Control Flow Guard, and the type of attack it helps to prevent. Who is responsible for implementing Control Flow Guard—the system administrator or application developer?Identify a threat for each OSI layer. For each threat identified, how can the threat be neutralized or mitigated?Give an example of a computer crime. What are some unique issues associated with such crimes? Briefly summarize one federal law or regulation that addresses confidentiality, privacy, or security. Give an example of how the law is applied to ensure confidentiality, privacy, or security. List and briefly describe three cloud service models. What are the main disadvantages to database encryption? What are three broad mechanisms that malware can use to propagate? What are the typical phases of operation for a virus or worm[SC1] ? Imagine you are the database administrator for a military transportation system. There is a table named cargo in the database that contains information on the various cargo holds available on each outbound airplane. Each row in the table represents a single shipment and lists the contents of that shipment and the flight identification number. Only one shipment per hold is allowed. The flight identification number may be cross-referenced with other tables to determine the origin, destination, flight time, and similar data. The cargo table appears as follows:Flight IDCargo HoldContentsClassification1254ABootsUnclassified1254BGunsUnclassified1254CAtomic BombTop Secret1254DButterUnclassifiedThere are two roles defined: Role (1) has full access rights to the cargo table. Role (2) has full access rights only to rows of the table in which the Classification field has the value Unclassified. Describe a scenario in which a user assigned to Role 2 uses one or more queries to determine there is a classified shipment on board the aircraft23. As part of a formal risk assessment on the use of laptops by employees of a large government department, you have identified the asset “confidentiality of personnel information in a copy of a database stored unencrypted on the laptop” and the threat “theft of personal information, and its subsequent use in identity theft caused by the theft of the laptop.” Suggest reasonable values for the items in the risk register for this asset and threat, and provide justifications for your choices.24. Consider a popular Digital Rights Management (DRM) system like Apple’s FairPlay, which is used to protect audio tracks purchased from the iTunes music store. If a person purchases a track from the iTunes store by an artist managed by a record company such as EMI, identify which company or person fulfils each of the DRM component roles (Content Provider, Clearinghouse, Consumer, and Distributor).25 . Assume you receive an e-mail which appears to come from your bank, includes your bank logo on it, and with the following contents: “Dear Customer, Our records show that your Internet banking access has been blocked due to too many login attempts with invalid information such as incorrect access number, password, or security number. We urge you to restore your account access immediately, and avoid permanent closure of your account, by clicking on this link to restore your account. Thank you from your customer service team.” What form of attack is this e-mail attempting? What is the most likely mechanism used to distribute this e-mail? How should you respond to such e-mails? [SC1]
Examination

powerpoint on sports bear. I’m stuck on a Powerpoint question and need an explanation.

I need a power point getting the public to purchase Mr. Sport Bear ( I provided a example of power point below) it should include also slides of worth of buying, marketing for toddlers 1-3yrs , how will it marketing , funding, cost vs profit , cost $13.99
The PowerPoint should include basic information on 7 different sports with pictures ( Track, Basketball, Baseball, Football, Cheerleading, Soccer, and Tennis). which I am changing the sports bear into these uniforms as I present.
I always provide a picture of sports bear
powerpoint on sports bear

Relative Age Dating Principles Lab Questions.

The Earth is very old and many of its features were formed before people came along to study them. Studying Earth’s past is much like detective work—using clues such as positions of rock layers to uncover distinct stories. The work of geologists and paleontologists is very much like the work of forensic scientists at a crime scene. The ability to put events in their proper order is the key to unraveling the hidden story of Earth’s history.Relative dating is a geologic term that describes the set of principles and techniques used to sequence geologic events and determine the relative age of rock formations. You will find that most of these concepts are easy to understand.Upon completing this lab, you should be able to:Describe and interpret the 5 key relative age dating principles.Describe and interpret the 3 different kinds of unconformities.Draw and interpret the geologic history of a cross-section.Read this .pdf for instructions on the lab you will be completing in this unit. An example is also provided with what you will be expected to complete in this lab. Once you have completed your original assignment, please ensure you submit it to the Lab Assignment 5 box.
Relative Age Dating Principles Lab Questions

EPA Vs. A1 Uranium, Clinton Chemicals and ChurchHill Unlimited Chemicals.

Final Project Case Scenario: EPA Vs. A1 Uranium, Clinton Chemicals, and ChurchHill
Unlimited Chemicals.
In 1988, three companies sought to open plants in the state of South Carolina. These plants
would produce hazardous chemicals along with 100% uranium for use in nuclear weapons. The
three companies were A1 Uranium, Clinton Chemicals, and an international company called
ChurchHill Unlimited Chemicals.
The three companies sought a certification from the state agency for full operation within a 20-
mile radius of restaurants and office buildings. The companies were provided certification by the
state to do so. When the construction of the plant was completed, the companies began moving
the necessary equipment into the plant.
During the process a truck that was transporting toxic material began leaking. This was noticed
by a pedestrian, but the pedestrian never told anyone about the leak. A child who was playing in
the vicinity dropped the ball in the waste. The child’s mother unknowingly picked the ball from
the waste and returned it to her child to play. Two days later both mother and child became sick
along with others who had stepped on the waste.
In addition, the fumes from the plants were nauseating and caused some of the employees to
vomit and have dizzy spells. An important thing to note here is the fact that the staff at the plant
noticed the leak each time the truck came into the area, but none took the initiative to correct the
problem. One of the citizens who got sick contacted the Environmental Protection Agency (EPA).
The citizen asked the EPA to investigate the illnesses that were affecting the people.
EPA Vs. A1 Uranium, Clinton Chemicals and ChurchHill Unlimited Chemicals

Timing Of The Special Warning Law Essay

Timing of the ‘special warning’ is a matter for the interviewing officer. The warning can only be given in a post arrest, post caution interview. [1] There is no guidance in the Act as to when the ‘special warning’ should be given but Codes E. 4.3C and C. 10.5A of the Codes of Practice are helpful. Code C concerns the detention and questioning of suspects and Code E concerns the tape recording of interviews with suspects: both state, “when a suspect who is interviewed after arrest, fails or refuses to answer certain questions, or to answer them satisfactorily, after due warning, a court or jury may draw a proper inference from this silence under ss. 36 and 37 of the Criminal Justice and Public Order Act 1994”. The use of “after due warning” indicates that the ‘special warning’ should be given before questions are put to the suspect concerning objects, marks or substances or marks on such objects or being found at a place or about the time an offence has been committed. This is a common-sense approach. It would be an unnecessary burden for interviewing officers to be expected to judge, or know, whether an answer to questions is unsatisfactory or not. In many cases, the police only achieve discovery of an unsatisfactory answer after further enquiries. If a ‘special warning’ is given then any later discovery of an unsatisfactory answer could be the subject of a proper inference using the statutory provisions of ss. 36 and 37. The chronology of the Act is also an indicator of when the ‘special warning’ should be given. Section 36(1) has four parts: a) is the fact of the possession of objects, substances and marks; b) the belief of the officer that possession indicates participation in an offence; c) informing the suspect of the belief and the request for an explanation; d) the refusal or failure to explain. Item (c) is clearly the ‘special warning’. The warning must therefore come before any failure or refusal to answer. [2] The Police National Crime Faculty states that “test” questions should be asked before applying a special warning in their September 1996 update [3] when they assert “however, a special warning should not be used in any circumstances until after a suspect has failed or refused to answer certain questions (Code C10.5A)”. This assertion makes no sense and flies in the face of the intention of the legislators. [4] The legislator’s interpretation is clearly right, the suspect should be warned of the sanction that could be applied, before questions begin, about incriminating articles or presence at a particular place. Useful analogies can be drawn: police have the power to take intimate samples, e.g. blood for the purpose of confirming or disproving a suspect’s involvement in a recordable offence. [5] Before a person is asked to provide the sample he must be warned that if he refuses without good cause, his refusal may harm his case if it comes to trial. Is there any essential difference between this provision and special warnings? The warning comes before the request: the suspect is informed of the sanction to be applied if he refuses the request. Another analogy would be a section 34 caution. “A person whom there are grounds to suspect of an offence must be cautioned before any questions about it are put to him regarding his involvement or suspected involvemen[t]”. [6] In this case, the caution comes before the questions. Again, is there any essential difference between this provision and a special warning? It makes clear and common sense to apply the warning before questions are put. Comments by Police when Solicitor advises suspect to make no comment. I agree it is right not to undermine the legal representative by stating to the suspect that remaining silent may not be in their interest. However, the Royal Commission study in 1993 [7] identified that legal representatives at police stations were frequently unqualified and untrained. [8] The Legal Advice and Assistance Regulations 1989 permit delegation by a solicitor to such unqualified clerks. The Royal Commission study also found that the incidence of advice to exercise the right to silence increased at police stations where the adviser was wholly experienced. [9] The case law to date clearly indicates that a mere assertion that a suspect should not answer questions on legal advice will not save them from an adverse inference. [10] Police should not be passive where non accredited or probationary representatives, unsuited to provide legal advice, advise suspects to remain silent to cover their own lack of knowledge or experience. [11] In those cases, police should consider contacting the solicitor to give them the opportunity to make alternative arrangements. [12] Reference is made in the memorandum to R v Condron and Condron. [13] It is suggested that the judgement simply gives guidance at court when the defence wish to challenge the drawing of inferences. That is not the meaning of the judgement. It clearly deals with a solicitor giving his clients advice not to answer questions from the police. The appeal court dealt with that by stating inter alia “If the accused gave as a reason for not answering questions that he had been advised by his solicitor not to do so, that advice did not, in their Lordship’s judgement amount to a waiver of privilege. But equally that bare assertion was unlikely by itself to be regarded as a sufficient reason for not mentioning matters relevant to the defenc[e]”. Prepared statements presented before interview or on charge. The memorandum refers to detailed advice prepared by the Criminal Justice office. I have read the detailed advice, which appears to state that suspects cannot be interviewed after charge except on “information obtained after charge from sources other than the suspect”. I am unable to discover the origin of this interpretation. Code C. 16.5 states that questions can be put “where it is in the interests of justice that a person should have put to him and have an opportunity to comment on information concerning the offence which has come to light since he was charged or informed he might be prosecuted”. There is no exclusion on information from the interviewee. It would be likely to be in the interests of justice where, for example, a suspect produced a detailed written explanation, after charge, especially where matters are raised, not previously covered by the interview. Need to record information disclosed before interview/charge. I agree with the sentiment of the paragraph. It would be a mistake to set a precedent requiring written disclosure in every case. Legal representatives frequently assert that all the prima facie evidence should be produced before interview or the suspect will be advised to remain silent. The origin of this advice are the recommendations of the Royal Commission that such a requirement be placed in the 3rd edition of the Codes of Practice. [14] The recommendations were not ratified and no such requirement exists. However, Doctor Eric Shepherd wrongly included the recommendation as a fact in his advice to legal representatives. [15] Police officers should be given guidance to equip them to deal with legal advisors who make assertions not based on legal requirements. Conclusions I have only briefly covered the matters raised in the proposed memorandum. I am willing to provide information that is more detailed if required. I hope that my views will be accepted in the way they are offered, i.e. helpful and qualified. The enclosed book is an in depth study of the matters mentioned above. The book contains critical comment about the stance taken by the Criminal Justice Office and the National Crime Faculty. It is the job of a “master” to critically comment. As uncomfortable as it is for the persons concerned I believe the comments are justified. It is to be hoped that the bodies criticised do not treat the comments personally, thereby clouding their judgement. Terence D. Inch M.A. LLM

Language of Imprisonment and Liberation in The Tempest

programming assignment help Believed to have been written between 1610 and 1611, The Tempest is one of the last plays that Shakespeare composed. The play follows a set of characters stranded in a remote island after the ship they were traveling in falls victim to a storm. The protagonist, Prospero, is a rightful Duke who is in a leadership struggle with his brother, Antonio. In the island, he faces resistance from Caliban who claims ownership to the remote island. Having been born in the island, Caliban believes that he is its rightful ruler while Prospero is of the idea that he should continue to rule as the Duke and Caliban his servant as was the case back in Naples. Both these characters are complex and intriguing as their powerful and tender sides are demonstrated over the course of the play. Prospero assumes a tough demeanor in an effort to protect his rightful position from his brother. The Duke and other royalties find themselves in the island as a consequence of his brother’s attempted usurper. Antonio views Prospero as an unworthy Duke as he spent a significant amount of his time pursuing knowledge as opposed to leading his people (1.2.66-70). For this reason, he believes that he would make a better Duke and plans to usurper the position from him. With the help of Alonso, the King of Naples, Antonio sabotages their trip back from Tunis where they went to marry off the latter’s daughter. After learning of his brother’s scheme, Prospero uses every resource available to him to defend his and his daughter’s life, as well as his rightful position as the Duke (1.2.17-20). Being away from the Dukedom, the only resources at his disposal were the book left to him by Gonzalo and his knowledge of magic. Therefore, he leverages these tools to help him and his daughter survive in the island. In the process, some characters become pawns in his grand scheme, namely Ariel and Ferdinand. Using his knowledge of magic, Prospero frees Ariel from a spell cast on him by Caliban’s mother who had since passed away. As a result, Ariel becomes indebted to Prospero. With Ariel at his command, Prospero gains access to supernatural powers that he ultimately uses to defeat his rivals and advance his agenda. Apart from securing his Dukedom from Antonio, he uses Ariel’s power his power on Caliban and Ferdinand. In the island, Caliban resists the forced servitude imposed to him by Prospero. In response, Prospero orders Ariel to taunt him from time to time. For the case of Ferdinand, Prospero again resorts to supernatural powers to help him prevent Ferdinand from untying the virgin knot of Miranda, despite agreeing to their union. To achieve this, Prospero accuses Ferdinand of falsifying his title as the Prince of Naples. In turn, this provokes a sword fight between the two, and Prospero successfully leads Ferdinand to a prison using charms where he locks him up away from Miranda (1.2.478-483). Ariel too experiences unfair treatment from Prospero in various occasions. To begin with, Prospero exercised autocracy over Ariel as he was his captive and servant. Therefore, he expected Ariel to complete various tasks for him before he could grant him his freedom. However, Prospero became mad whenever Ariel would remind him about his promise and commence to reprimand him. Additionally, he would often remind him of the situation where he saved him from, thus the obligation to serve him without complains for the agreed upon duration (1.2.243-245). On the other hand, his warm side is visible through his relationship with his daughter Miranda, and his apology for his actions during the final monologue of the play. Towards the end of the play, he asks for forgiveness, forgives his enemies and demonstrates his love for Miranda by doing what is good for her. His intentions with Ferdinand and Miranda provide an early insight into what type of a person Prospero is. Prospero is happy that his daughter has met and fallen in love with Ferdinand. However, he wants to preserve his daughter’s purity until they are officially married. Being stuck in an island where Miranda is the only female makes is task a challenging one. Therefore, his only option was to imprison Ferdinand for a while to keep the two love birds from illegally consummating their relationship. With time, he gets the two to promise that they will not untie the virgin knot until they go through with the wedding. Once they agree, he allows them to spend time with each other with his blessings (5.1.175). Additionally, despite the fact that he knew about the plans against him by Antonio and Alonso, he forgives them even after defeating them. In addition, he allows Alonso’s son to marry his beloved daughter. Alonso thought that he had lost his son Ferdinand in the tempest. In response, Prospero tells him that he has also lost his daughter, a statement that alluded to their engagement and future wedding. With regard to Caliban, Prospero bids Ariel to release him and the other people he was with, namely Trinculo and Stephano, after they steal his clothes while on a drunken spree (5.1.316-325). In doing this, his previously cruel actions become justified, enabling him to win over the audience. Caliban, the other important character in the play, also helps shape the plot through his actions. He is portrayed as a drunk and violent monster for the most part of the play. Also, he conspires to murder the Duke and take over the leadership of the island, hence the rivalry between the two. Back in Naples, Caliban had always been a servant of the Duke. For this reason, both Prospero and Miranda view his decision to rebel against the Duke’s directives as lack of gratitude (1.2.360-365). As a result, Caliban takes his rebellion further, to the point of conspiring with Stephano and Trinculo to kill Prospero. Here, his actions show a lust for power similar to that demonstrated by Prospero’s brother, Antonio. Caliban transforms from an obedient and grateful servant to someone who believes to be an equal to the Duke once they get on the island (Hulme 237). His lust and desire for power makes him contemplate killing a man who once provided him with shelter and food. As the play continues to develop, Caliban further shows his dark side. Physically, Caliban has the form of a monster. Therefore, he plays into his outward appearance whenever he plans and execute an evil plan. For instance, he attempts to rape and impregnate Miranda. Such actions make it hard for the viewer to empathize with him. This coupled with his initial efforts to dethrone Prospero make Caliban an actual monster in the eyes of the audience. However, as the play goes on, we learn the rationale for Caliban’s actions, which mitigate the monster image he is initially associated with. To begin with, he is truly the first inhabitant of the island, making his claim defensible. The playwright explains that Caliban is the son of a dead witch who lived in the island. Therefore, among the people with whom he was stuck in the island with, Caliban was the only native. Moreover, the island was completely uninhabited when the boat crushed there, making Caliban the only living native. This explains his disregard for Prospero’s rule and the subsequent need to establish his sovereignty over the island. Caliban believed that the island was beyond Prospero’s jurisdiction as Duke. Instead, he had the most right to rule over the island than any individual there at that particular time, or alive for that matter. Therefore, he was not obliged to continue serving Prospero as he would have been back at Naples (Hulme 243). For this reason, he believed that the right thing to do was to make his rightful claim on the island. To achieve, Caliban saw it necessary to kill Prospero who was the authority figure in charge of the island at that time. In other words, Prospero was the only thing between him and his ambition to rule over his native home. With this in mind, one can begin to understand that Caliban’s actions did not come from a bad place. Instead, he saw it as a duty to take over the leadership of the island since he was the sole survivor. His sense of duty extended beyond leadership as he wanted to re-populate the island. It is this thought that inspired him to almost rape Miranda. Caliban wanted to have intercourse with Miranda to impregnate her so that their offspring would become a new generation of natives to the island. In his heart, he did not have any intentions of harming Miranda (Slights 357). Caliban’s decent side could, thus be seen after understanding his duty to the island. In some cases, his words and actions contradicted his monstrous exterior. His eloquent speech about the island is one such example as it shows that he is an articulate individual and not entirely a monster. Therefore, Caliban is not an ungrateful and violent monster as were made to understand by Prospero and Miranda. His actions are motivated by an innate sense of duty to the island as he has a legitimate claim to its leadership. The same issues that Shakespeare addressed in the play are interestingly seen during the production carried out by prisoners which was effectively dubbed “Shakespeare Behind Bars”. The inmates cast to play the specific parts from the play relate with the characters and overall theme of the play to an astounding extent. For instance, Hal, the inmate playing Prospero has various striking similarities with the actual Prospero from the book. To begin with, Hal has a daughter whom he loves very much, just like Prospero loved his daughter Miranda. The mother of his daughter while she was still very young, thus she has essentially grown without knowing her. In the play, Miranda’s mother is not even mentioned, alluding that she also did not get to know her for one reason or another. Therefore, both Hal and the character he plays in the production are the key parental figures in the lives of their children. This provides Hal with a unique insight into an important aspect of his character, which ultimately helps him portray him to the best of his ability. Another interesting aspect in the two characters is the fact that Hal and Prospero both deal with remorse in their lives. Hal is in prison because he killed his wife. During the documentary, he admits that he deeply regrets killing his wife for a number of reasons, among them being that he took away a mother from a child. Also, Hal is repentant due to the immorality of his actions, as society does not condone murder. This is reminiscent of Prospero who does various things which he later sincerely apologizes for. As discussed, he regrets having to conjure Ariel’s supernatural powers to aid him with the defense of his position Dukedom against his brother and his conspirators. Similarly, he asks for the forgiveness of his daughter and her fiancé after wrongfully imprisoning Ferdinand in the hopes of protecting Miranda’s honor. Played by Big G, Caliban’s character also demonstrates a similar pattern. Although the two are not highly similar in terms of appearance and personality traits, Big G takes it upon himself to understand his character in order to identify with his actions and motivations. While being interviewed for the documentary, he provides an accurate description of his understanding of Caliban, a factor which serves as an important foreshadow to his execution of the role. Despite both individuals being huge, Big G admits that Caliban’s savagery was extreme. Caliban is uneducated and has a monstrous appearance. Therefore, people expect him to act in rage and violence. Big G equates Caliban’s character to that of the average inmate present at the yard. He goes further to liken some aspects of his situation to that of Caliban as he also succumbed to what he thought to be his nature, ultimately landing him in prison. For example, he started selling drugs at a young age and engaged the police in a gun battle, shooting and killing one of them. Now that he has grown and mature, he laments at his mistakes and is willing to undergo the necessary rehabilitation needed to atone for his error. In conclusion, Shakespeare uses characters who are equally complex and with different motivations to explore human nature. The same is evident today as seen in the documentary “Shakespeare Behind Bars” where inmates learn to give and receive empathy by evaluating their actions and how they impact their victims, friends and family. Although every inmate that landed a role in the production gains a positive outlook on their situation and life in general, Hal and Big G who play Prospero and Caliban respectively, are individually affected and consequently impact the entire production team by their understanding and representation of the main characters. This is because they are the main characters through which the themes of the play are advanced, especially the theme that is most relatable to their plight, repentance. As people who have committed various types of crimes, the play helps them to process and deal with their actions and resulting consequences in unique and personal ways such as asking for forgiveness, forgiving those they believe have wronged them, and forgiving themselves. Works Cited Hulme, Peter. “Prospero and Caliban.” The Tempest: Sources and Contexts, Criticism, Rewritings and Appropriations, 2004, pp. 233-249. Shakespeare, William, 1564-1616. The Tempest. Cambridge :Harvard University Press, 1958. Slights, Jessica. “Rape and the Romanticization of Shakespeare’s Miranda.” Studies in English Literature, 1500-1900, vol. 41, no. 2, 2001, pp. 357–379. JSTOR, www.jstor.org/stable/1556193. Shakespeare Behind Bars. Directed by Hank Rogerson, performance by A Theatre Troupe in Prison, Philomath Films, 2005. Independent Television Site, Kanopy. https://sanmateo.kanopy.com/video/shakespeare-behind-bars-0

Theories of Self Leadership

Introduction Self leadership is normally defined as a process whereby individuals are able to control their own behavior and at the same time lead and influence others to follow them (Neck, 2006). The individuals are able to use several behavioral strategies to empower and lead others. They also use several skills to attain self influence, self motivation and also achieve a certain self direction that is necessary to undertake the leadership process. Individuals who strive to become self leaders need to have certain competencies such as self awareness, tolerance, adaptability, emotional resilience, self reflection or assessment among others. One needs to identify the growth experiences that exist and that can lead to development or provide support when one is carrying out the leadership process (Rothstein, 2010). In this context self reflection or self assessment in self leadership are held to be important practices when it comes to human resource development. This paper discusses and critiques self assessment within the context of self leadership and discusses the implications on contemporary human resource practice. It also gives recommendations on further research that can be done on self assessment in self leadership. Literature Review Several studies have been carried out in regard to self leadership. Christopher Neck (2006) defines it as the process of controlling one’s behavior and at the same time leading and influencing others to follow the individual. To back up this definition Mitchell Rothstein (2010) puts it that the individual self leader needs to identify experiences for growth which they need to take advantage of so that they become better leaders and influence others to follow them. Mitchell also adds that the self leaders need to understand and examine themselves before they can undertake the task of leading others. Robert Lussier and Christopher Achua have discussed self assessment in the leadership context defining it as the process through which individuals review and gauge their performance for the purpose of improving their leadership performance. Authors Rajnandini Pillai and Susan Stites have however brought to light the drawbacks of self assessment in self leadership and human resource practices among them that the assessment instills too much confidence on the self leaders when they get a high score. The high score according to the two authors does not mean that the leader has effective leadership skills. David Andrew and Leanne Atwater on the other hand identify the 3600 Feedback method as one of the self assessment methods that can be used in organizations as part of human resource development practices. The method leads to an improvement of the performance of the organization and its members. Rothstein also adds to the discussion by highlighting the Myers-Briggs Type Indicator method as a practice that can be used to improve the organization and impact the human resource practice. In light of the perspectives brought by the different authors on self assessment in self leadership and the impact on contemporary human resource practices, this paper adequately matches up to the discussion. Findings Self Assessment Self assessment is the process through which an individual is able to review and systematically gauge their own performance for the sole purpose of improving their own performance. The individual carries out the review on their own identifying their weaknesses and strengths as well as their own skills and level of knowledge (Lussier

Computer Science homework help

Computer Science homework help. This is a paper that is focusing on the student to discuss the function and importance of letters in Pride and Prejudice. The paper also provides additional information to use in the writing of the assignment paper. Below is the assessment description to follow:,Discuss the function and importance of letters in Pride and Prejudice,Research Essay Topic: Discuss the function and importance of letters in Pride and Prejudice., Instructions,Your essay should have three parts: an introductory paragraph, a body containing fully developed paragraphs, and a concluding paragraph. Following is a general guide for what to include in each section of your essay.,In your introductory paragraph:,Introduce Pride and Prejudice and its author.,Identify clearly your essay topic.,Include a strong thesis statement on the topic.,Forecast the main stages of your analysis.,In your analysis in the body of your essay:,Firstly, make effective use of topic sentences to identify the main ideas of your analysis.,Secondly, support your comments with evidence (paraphrase and direct quotations) from the novel.,Thirdly, explain the significance of each piece of evidence you present as it relates to your thesis.,Identify the sources of all your quotations with parenthetical in-text citations.,Contribute to your reader’s understanding of the novel as a whole.,In your concluding paragraph:,Summarize the main stages of your analysis.,Restate your thesis in different words.,Must include at least three secondary sources in your essay. Your secondary sources must include recognized Austen critics. Be sure that you include among your secondary sources at least two critical articles dealing with Pride and Prejudice.,Since you will be using quotations and paraphrases from both your primary source (Pride and Prejudice) and secondary sources (articles and books on Pride and Prejudice), you must include parenthetical in-text citations—after the quotation in your essay, provide the page number(s) for print sources—and a Works Cited list. Also, remember to include the Norton Critical edition of Pride and Prejudice in your Works Cited list.,Attachments,Click Here To Download,Computer Science homework help

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