Comparing Merchant of Venice, Taming of the Shrew, and Much Ado About Nothing :: comparison compare contrast essays

Dishonesty and Disguise in Merchant of Venice, Taming of the Shrew, and Much Ado About Nothing   â Shakespeare utilizes comparable comic components to impact comparative results in his works.â Many of his plays use slyness and camouflage to achieve comparable endings.   â â â Trickery assumes a significant job in The Merchant of Venice and drives the greater part of the activity, while mixed up personality, explicitly Portia's camouflage as the learned attorney's agent, assumes a significant job in the goals of the play.â The principal case of cunning in the play is Bassanio's arrangement to present himself as a monetarily stable admirer, when in truth, he isn't.   â â â Bassanio accepts that he would have a generally excellent potential for success of being the fruitful admirer on the off chance that he had the best possible cash backing him.â Bassanio, at that point goes to his companion Antonio to attempt to tie down a credit to accommodate his charming.   â â â O my Antonio, had I yet the methods/To hold an opponent  â â â place with one of them [other suitors]/I have a  â â â mind augurs me such frugality/That I ought to  â â â questionless be blessed! (Shakespeare,  â â â Merchant 1.1 173-176)   â â â However, Antonio has, neither the cash, nor item/to raise a present entirety yet asks Bassanio to experience Venice to attempt to make sure about an advance utilizing Antonio's bond as credit (Shakespeare, Merchant 1.1 178-179).   â â â One of the occupant cash banks of Venice is an individual called Shylock, an individual of Jewish plummet. The act of usury was generally prohibited by the Christian church.â This permitted numerous Jews, in light of the fact that their conviction framework contained no issue with gainful cash loaning, to turn into the de facto credit officers.â Bassanio approaches Shylock to request an advance, and Shylock appears as though he will concur, be that as it may, he initially requests to talk with Antonio.â It is uncovered in an aside that Shylock harbors a mystery contempt of Antonio in view of his religion and Shylock's conviction that Antonio's practices drive down the loan fees that Shylock can charge in Venice. Here we see the second occurrence of fraud and misdirection inside The Merchant of Venice. Shylock appears to have incredible information on the places of Antonio's armada and inauspiciously takes note of that, ships are nevertheless sheets, mariners yet men (Shakespeare,

Sustainable relationship Marketing Assignment Example | Topics and Well Written Essays - 6000 words

Supportable relationship Marketing - Assignment Example It rises above the limits between expert capacities and disciplines.† Gummesson (1999:73). Relationship advertising is firmly crossed with supportability †â€Å"a type of improvement that addresses the issues of the present without bargaining the capacity of people in the future to meet their own needs† (Benn and Martin, 2014:742). These days, the job of RM is perceived by a wide range of associations, working in different ventures. Expanding number of associations endeavor to concentrate on client maintenance, to underline client assistance, to keep in touch with clients, and to seek after long haul connections (Christopher, Payne, and Ballantyne, 1991). Relationship promoting is seen as a multidimensional order, which has a wide range of models relevant to different circumstances. Five significant models talked about in this report are: (1) Relationship Marketing’s Six-Markets Model; (2) Sustainable Marketing Model; (3) Ethical Relationship Marketing Model; (4) The Morgan-Hunt Model of Relationship Marketing; and (5) Return on Relationship Model. Consolidated utilization of these five models empowers to comprehend different parts of relationship promoting, interrelationship and association of various components. An organization executing RM system increases expanded open doors for holding existing clients and fabricate beneficial long haul and reasonable relationship. So as to test this theory, there was picked McDonalds Corporation for additional examination. The examination shows that at first McDonalds has made an attention on client driven methodology ahead of schedule before the idea of relationship promoting has increased more extensive prominence. Notwithstanding, by 1990s the organization has neglected to guarantee fantastic client support and worth included methodology on account of fast geological extension of its eateries. Be that as it may, soon the organization has recuperated its situation available by creating exhaustive relationship promoting procedure, concentrating on three significant markets: clients,

We are closing early today at 1 PM! COLUMBIA UNIVERSITY - SIPA Admissions Blog

We are closing early today at 1 PM! COLUMBIA UNIVERSITY - SIPA Admissions Blog The Office of Admissions and Financial Aid will close early today for the Christmas holiday, December 25 and 26,   at 1 PM EST. We will re-open on Wednesday, December 27 at 9 AM EST. We hope everyone travels safe and enjoys the break. Dont forget, our general deadline, with SIPA fellowship aid consideration, is at 11:59 PM EST on January 5th. The video essay is only available after you submit your application and pay the app fee; itll appear in your Applicant Status page once those steps are completed. As a refresher, make sure to check out our series of application tips that were posted earlier this year. Dos and Dont on your SIPA application Whats in an App: personal statement Whats in an App: optional essay Whats in an App: admissions video essay Whats in an App: professional resume In addition, we have info on the top criteria that we look for in an ideal applicant professional, relevant experience; strong quantitative aptitude; and commitment to the field of international affairs or policy. This next deadline is important, especially if youre looking to be considered for SIPA fellowship aid; both domestic and international populations are considered for this funding. There are also external funding resources you can explore; other sites like apsia.org, fastweb.com, scholarship.com, etc. will be helpful. We encourage you to review this info and start early with your financial planning. Good luck on the application! Happy Holidays!

Terrorism and Surveillance Are You Being Watched - Free Essay Example

Sample details Pages: 3 Words: 1011 Downloads: 6 Date added: 2017/06/26 Category Law Essay Topics: Terrorism Essay Did you like this example? Running Head: TERRORISM: SURVEILLANCE 1 Are You Being Watched? Valuable Information TERRORISM: SURVEILLANCE 2 Abstract My Reaction Paper in Module 5 discusses the many different methods of conducting surveillance. It will also introduce the three (3) different types moving surveillance, fixed (also known as stationary and picket) and combination surveillance. What’s more, surveillance is in some ways it is an expression of power. It is like being watch in all aspects of life. Having a stranger watching can make a person uncomfortable and evidentially become hostile. There are several different methods the FBI uses in surveying a suspect or suspects, their criminal activity, and their patterns. It is often done in secret, and surveillance is often done secretly and at the request of the authority. TERRORISM: SURVEILLANCE 3 Valuable Information Terrorists that are planning attacks usually follow a distinct process. Since 9/11, th e terrorist was apparently working in vengeance for the United State’s support of Israel and its participation in the Persian War as well as its continued military presence in the Middle East. While some terrorists lived in the United States and had taken flying lessons, other terrorist had illegally come into the United States smuggling with knives and other weapons through security at the airport. They chose airlines that were bound for long journeys; thus the airplanes had to be full of fuel. So, one of the terrorists was able to walk through security without anyone stopping him and asking to see his identity. Due to the sufficient increase in counterterrorism, many terrorist attacks have been prevented. The effects after 9/11 should lessen the threats by continuing the conduct concentrated attempts before they are completed. One of the best weapons in the war on terrorist attacks is the ongoing and continued surveillance combined with successful investigations. With surveillance, there are three (3) types moving, fixed (also known as stationary and picket) and combination. Moving is beneficial because it â€Å"follow the subject wherever he or she goes.† (Dyson, 2012, p. 132) The investigator follows the subject until he/she stops and resumes when they do. Prior to the surveillance, the goal for the investigator should be to know already the subject in case he/she eludes them. However, the fixed surveillance (also known as stationary and picket) is surveillance in which â€Å"investigators assume stationary positions along what they believe TERRORISM: SURVEILLANCE 4 will be the subject’s logical route.† (Dyson, 2012, p. 134) The investigators will note his/her activities as they move. Those investigators stay at their station while doing so. The third and final type of surveillance is the combination surveillance. Just like its name, the combination is combined with both moving and fixed surveillance. â€Å"it is intended to limit some of the risks involved – reducing the number of personnel required in the fixed.† (Dyson, 2012, p. 134) It can also be used when the subject’s destination is unknown. It is especially effective because since it is partly a fixed coverage when the subject moves, the investigator does not. Not all surveillances should be the same with different subjects. There are six (6) methods in the conduction of surveillances. They all can be done with the three (3) types of surveillance’s mentioned above. One of those methods is called Around-the- Clock Coverage. It is just that, surveillance around the clock for 24-hour. This surveillance should not be done if the subject is confined to a small space with little movement and places to go. The second method for surveillance is Limited Hour Coverage. Although it would make sense to surveillance a subject when he/she is at work, home, etc. Limited Hour is coverage when the subject is expec ted to commit a crime. It is possible they will commit the offence anywhere, but it is highly unlikely they will at home or their employment. The third method is called the Specific Coverage. This method is the furtherance of the criminal activity the subject will commit from information that was received. It is only through the intelligence from other agencies that make this method useful. TERRORISM: SURVEILLANCE 5 The fourth method is Capsule Coverage. This method is used when the investigator has no idea if the subject will commit an illegal activity. If an investigator uses this method, â€Å"subject’s life is divided into segments, and coverage is provided for each segment for a given period to develop a pattern of behavior.† (Dyson, 2012, p. 136) This method is best used to learn of the subject’s daily activities. There are several parts of this process. One part is the investigator creates capsules based on the days of the week while it is staged at least 24 hours on Monday’s for a month time, Tuesday the following month and forth. If the weekend is needed, Saturday surveillance could be done during a month as well. Because there are numerous surveillances at different months, this coverage works well when the investigator wishes to learn the daily activities of the subject. The Event Coverage is to watch the subject at a particular event. Because this particular type is that terrorist usually attack on days where there is an important significance. If there is not a particular reason to watch the subject, this method can be a tremendous waste of time, resources and energy. And finally there is the Spot Check Coverage. This method is used to do occasionally spot checks on subjects. This is the most regularly used method. Like many things, there are those spot checks that are occasionally done with very little though. TERRORISM: SURVEILLANCE 6 As you can see, there are numerous methods for doing surveillan ces. Depending on the subject/terrorists actions and their groups, an investigator/s can find out whatever they want just through surveillances. In conclusion, there have been many changes since 9/11. One change has been at the airports. Now anyone traveling must check in with their baggage at least two (2) hours before their flight. With this come restrictions on what an individual can bring on board such as carrying liquids and toiletries in clear bottles. TERRORISM: SURVEILLANCE 7 References 1. Dyson, W. E. (2015). Terrorism: An Investigators Handbook (4th ed.). New York: Anderson Publishing. Don’t waste time! Our writers will create an original "Terrorism and Surveillance: Are You Being Watched?" essay for you Create order

Military Respect and Disrespect - 1438 Words

I am here to explain what military discipline, military respect, and disrespect are and the history behind these acts are. I will first give the definitions of military discipline; which is a state of order and obedience existing within a command. ay look at you, Discipline helps to complete certain jobs/instructions efficiently and correctly. in the military it is used to train people so that they are good at their job/career as they have improved due to discipline. Disrespect to a Non-Commissioned Officer; which is where if told by an NCO to do a task a soldier blatantly tells the NCO a story as to why he or she cannot or has not yet performed the task that was assigned. Respect to a Non-Commissioned Officer; which is where the soldier†¦show more content†¦Disrespect is not tolerated threw out the ranks of the army and therefore should not be dished out unless you want it to come back and spit in your face. The history of disrespect in the army is if it happened in the old er days of the army you would either get the shit smoked out of you or you would get the living shit beat out of you or anyone who was to disrespect a Non-Commissioned Officer would get the same exact treatment and there is none of this favoritisms like it is now days. Disrespect in my opinion is when a person of lower rank flat out tells the Non-Commissioned Officer that they are not going to do what they have been told. Not the same as saying well Sgt I have not started that half of the task yet I have only just started the first portion but I will get it done like you have asked me to. Or when the one lower rank just simply does not understand what was given out and says something about it to learn the standard. Now I will go into describing how the NCO started. In the early days of the American Revolution, little standardization of NCO duties or responsibilities existed. In 1778, during the long hard winter at Valley Forge, Inspector General Friedrich von Steuben standardized NCO duties and responsibilities in his Regulations for the Order and Discipline of the Troops of the United States. His work, commonly called the Blue Book, set down the duties and responsibilities forShow MoreRelatedCorrective Action for Disrespecting Higher Ranking Military Personal1268 Words   |  5 PagesThis essay is on tact, professionalism, respect and disrespect, as part of my corrective action for disrespecting higher ranking military personal. I will start this essay off with defining each of the subjects so that the reader may have a full understanding on what each mean. Tact is the first subject on which I am suppose to include in this essay, tact is defined as a keen sense of what to say or do to avoid giving offense; skill in dealing with difficult or delicate situations. The secondRead MoreEssay about Disrepect1600 Words   |  7 Pages Disrespect of a Noncommissioned Officer is a punishable offense in the United State military, and falls under the auspices of Article 91. The punishment for the offense varies depending on the severity of the disrespect shown and the history of service for the perpetrator.Disrespect of a noncommissoned officer includes striking, acting in an insubordinate manner, disregard for a lawful order, use of disrespectful language or general deportment. To be a punishable offense the act of disrespectRead MoreNco Respect Essay1566 Words   |  7 Pagessoldiers should respect non-commissioned officers in the military. It is important to respect an non-commissioned officer in order to keep the balance in the work place. Even if respect is not deserved or given back to you, the military still expects you to give them respect because they are appointed above you. Not showing them respect will result in getting yourself in trouble that will make yourself look bad to your other superiors. Punishments will be given out to whoever disrespects or does notRead MoreNon-commissioned Officer and United States Essay1160 Words   |  5 PagesThe definition of disrespect is lack of respect, discourtesy, or rudeness. In the United States Military, there are rules and regulations you must follow, one of them being respect to a non commissioned officer. No matter the circumstance, whether you agre e or not, you are not allowed to talk back, physically fight back, or question judgment. If this does happen, there are consequences and repercussions from the actions taken on your part. Uniformed Code of Military Justice states that you can ultimatelyRead MoreCode of Ethics and Professional Dilemma: A Reflection1130 Words   |  5 PagesAfghanistan for the US military there are various professional dilemmas and conflicting values that I go through since I work with the military personnel and yet am a civilian. This is especially from those who have posts within the military since they consider themselves on a higher level than others. This paper will therefore give a detailed description of my experience in Afghanistan in the communications field as contractor for the military working alongside people in the military especially thoseRead MoreRespect1532 Words   |  7 PagesRespect Being responsible for what you do will earn you the respect you deserve, also doing what is right and not running your mouth demonstrate a lot of respect, â€Å"Being brilliant is no great feat if you respect nothing†. (Johann Wolfgang von Goethe) Every military in this world has some sort of chain of command in which respect is the main premise behind the entire Idea of organization and with a chain of command. Respect is important in the design of the military system itself. You haveRead MoreArmy And The United States Army1037 Words   |  5 Pagesdistributing jobs and details, skipping non commissioned officers and making it hard for the non commissioned officer to know where their soldiers are at and to know what they are doing. These certain actions leave a non commissioned officer without respect for their rank, making their soldiers not to use the proper chain of command. Some commanders go against their ethics while they are performing their duties and influences younger officers to do the same thing. There is no other army in the worldRead MoreArmy Respect1034 Words   |  5 PagesWhat is respect? Respect can be in various forms. It can be knowledge, self awareness, trust, character, honesty, understanding, and a positive attitude. But respect also has to be earned. If you can’t respect yourself then you won’t be able to respect others. To gain respect you have to treat others the way you would want to be treated. Without respect you can’t have team work and care for other peoples well being. It is respect which creates devotion to the team, and the important part is thatRead MoreNon-commissioned Officer and Respect1023 Words   |  5 PagesRespect is one the 7 Army Values and probably one of the most important in today’s Army. Discipline also works alongside respect even though it is not one of the Army Value’s; it falls under Self-less Service. You can’t have respect without discipline because it creates a sense of unity among soldiers which under extreme circumstances the military cannot afford to have any causality because of one individual’s decision to disrespect one of leaders appointed over me direct orders. Self-lessRead MoreDisrespect Articles of Ucmj945 Words   |  4 PagesPunishable Articles Related to Disrespect Article 89—Disrespect toward a superior commissioned officer (1) That the accused did or omitted certain acts or used certain language to or concerning a certain commissioned officer; (2) That such behavior or language was directed toward that officer; (3) That the officer toward whom the acts, omissions, or words were directed was the superior commissioned officer of the accused; (4) That the accused then knew that the commissioned officer

City or Countryside Free Essays

In my opinion, one has not experienced life until one has lived in the city. There is so much to see and experience in the bright lights of the city that you cannot get in the countryside. Here in the city, you can learn about how to get along with people of different types, encounter varied situations and solve problems. We will write a custom essay sample on City or Countryside or any similar topic only for you Order Now All these help a person to grow in maturity. After all, experience is the best teacher. In the countryside, however, you only move around people you are used to. So, you seldom encounter strangers or new and demanding situations. Life is more mundane and routine-like. Staying in a secure, safe place does not allow for one to gain new experiences and grow in maturity. Furthermore, young people need a life that is exciting and pleasurable. It is the city that offers you entertainment- cinemas, parks and eating places. Here you can hang out with friends and family members. Life as fast-paced and this keeps you active and alert all times. And when it comes to educational opportunities, the city abounds in this. There are good school and libraries that are necessary for your mental development. Furthermore, there are places like museums and educational centres where you can go, to increase your knowledge. Such places that offer you entertainment or learning opportunities are of course not available in the countryside. For entertainment, there is only the occasional festive celebration or marriage feast or fishing outing. Some may find this appealing but not me. Moreover, opportunities to widen your knowledge are limited in the countryside. Another point in support of living in the city is the available of jobs. In the city, you can find a job that suits your qualification or interest. If you find a job unsuitable, you can always move to another. This, naturally, increases your earning power and you have better chances of a more comfortable life. Of course, one may argue that one can live in the countryside and work in the city but this will only incur extra expenses and unnecessary inconveniences. Thus, for all the reasons mentioned above, I think that life in the city is better than living in the countryside. After all, you are young only once. How to cite City or Countryside, Papers

The Zen Of Oz Essay Example For Students

The Zen Of Oz Essay Glinda, the Good Witch of the North, a Zen master? The Tin Man an enlightenment seeker? Follow the Yellow Brick Road a mantra? Joey Greens, The Zen of Oz, is a witty, whimsical, and surprisingly insightful introduction to Eastern Philosophy via one of the worlds most beloved movies. It delivers universal truths in a charming, non-preachy, fashion allowing you to explore Dorothys yellow brick road, as well as your own. Along the way, you will discover original song lyrics, your favorite dialogue, all of the charming characters, and the amazing scenes from the motion picture, The Wizard of Oz, illustrated in a Japanese style. We will write a custom essay on The Zen Of Oz specifically for you for only $16.38 $13.9/page Order now Green investigates deeper interpretations, and portrayals of many aspects of the tale of Oz, and tries to establish a truth. He lays out ten spiritual lessons in an attempt to bring the story of The Wizard of Oz, as well as yourself, closer to uncovering the purpose to life, as well as to establish a relationship between the characters experiences and your own. He offers the reader guidance, and uses the characters from the motion picture, not just to entertain, but to enlighten. Each section is filled with wonderful ideas and stories which seek to inspire audiences into finding their own spiritual enlightenment. Does The Wizard of Oz touch a spiritual chord in all of us? Glinda, the Good Witch, is clearly a Zen master who sets Dorothy out on the Yellow Brick Road to self-awareness. When she is joined by the Scarecrow, the Tin Man, and the Cowardly Lion, they must all let go of their conscious leaning and free their minds to achieve a brain, a heart and courage, effortlessly. However , Dorothys achievement is far greater than that of the rest. She encounters her true Self, her Oneness with the cosmos, (pg. 43), attains satori, the Zen experience of awakening and ultimately, her home. Your happiness is determined by your karma. (pg.21) Right away, Green opens with some spiritual advice from over the rainbow. He embarks on a mission to explore the Law of Karma, what goes around comes around, and how Isaac Newton put it, for every action, there is an equal and opposite reaction. Simply, every choice you make has a consequence, whether or not you make that choice consciously. Whenever you face a choice, consider the consequences of that choice. Will the consequences nourish happiness? Green believes that the innermost essence, your true self, will alone know the answer, and that, that choice will bring you good karma. Like Dorothy, if you go through life making unconscious choices and running away from your problems, you will have to deal with the karmic consequences. Green dives deeper into the story line to examine different characters and their buried meanings. He explores Glinda, the Good witch of the North, and aspires to breakdown her reasoning. He begins at th e point where Dorothy is introduced to this character for the first time. Immediately Dorothy is asked, Are you a good witch or a bad witch? Appalled by her question, Dorothy replies, Well Im not a witch at all. Witches are old and ugly. As the munchkins giggle, Glinda explains, Theyre laughing because I am witch. You are? Oh, I beg your pardon! Replies Dorothy, but Ive never heard of a beautiful witch before. Only bad witches are ugly, explains Glinda. So, if only bad witches are ugly, as Glinda asserts, why then does she ask Dorothy if she is a good witch or a bad witch? Does Glinda consider Dorothy to be ugly? Or is Glinda talking about inner beauty and inner ugliness? What determines the inner beauty/ugliness that separates a good witch from a bad witch? Could Glinda be planting that question in Dorothys head to give her something to ponder while travelling down the Yellow brick road? Are you good or evil? Green distinguishes between good and evil by declaring that good is when you drop your leadership skills to help others get in touch with their true power. (Pg. 109) On the other hand, the Wicked Witch of the West, is the perfect representation of evil. She refuses to give up control, is convinced that she can dominate everything and soon self-destructs. He claims that good always prevails over evil, because evil ultimately dissolves itself. (Pg. 110)Greens fifth chapter is titled, Hearts will Never be Broken until they can be made Practical, and it discusses the Tin Mans problems in regards to his heart. The Tin Man is lacking a heart and travels down the yellow brick road, along side of Dorothy, the scarecrow and the cowardly lion, in search of the Wizard who will supply him with one. When he finally reaches the Wizard and is given a heart-shaped watch and chain, he is then urged to remember that a heart is judged not by how much you love, but by how much you are loved by others.What exactly does the advice, from the Wizard, mean? Is he saying that a p erson who does good deeds, and who is not loved by others, does not really have a heart? What about philanthropists who donate a huge amount of money to charities, and never receive recognition? Do they have a smaller heart than the egotist who gives money to charity only to have a building named after himself? Is public opinion really an accurate measure by which to judge a persons heart? The citizens of Emerald City love the Wizard of Oz, but does that mean he has a bigger heart than the Tin Man who is only loved by Dorothy, the Scarecrow and the Cowardly Lion?Unknowingly, the Wizards advice is actually a koan. A koan, in Zen, is a riddle with no apparent meaning. The koan is: Is a heart judged by how deeply you are loved by others? Or is the depth of your love the true measure of a heart? (Pg. 69) Green explains that how deeply you are loved by others does reveal the depth of your love for them. Yet he manages to forge a conflict in his reasoning. On his path to explain the koan, he comes face to face with a contradiction in his words. For instance, the Witch of the West doesnt have any love for anyone, and doesnt even mourn the death of her sister. Instead, she raves about her ruby slippers. She becomes obsessed with killing Dorothy, not to avenge her sisters death, but to eliminate any possible threats to her plans to take over Oz. Her motives are selfish, and she has no heart. She loves no one, and no one loves her in return. He then goes onto discuss the Wizard of Oz, and illustrates that he is loved by the citizens of Emerald City, as long as he protects them from the wicked Witch of the West. But the Wizards love for the citizens is not genuine; in fact, he only protects the city so he can maintain his power. His love is conditional and insincere. In this case, he is loved deeply by the citizens yet returns no love in exchange. Greens explanation of the koan exposes a contradiction in itself. The Zen of Oz is truly inspiring! It is easy to read and pr ofoundly interesting. It is a definite must-read! It includes fascinating tales accompanied by perfect construction, flowing from chapter to chapter never letting you take your eyes off it. It encourages you to free your mind to learn of the thoughtful lessons hidden in the magical film, The Wizard of Oz. By appealing to this famous film, all audiences Philosophy

Definition of Geography

Definition of Geography Since the beginning of humankind, the study of geography has captured the imagination of the people. In ancient times, geography books extolled tales of distant lands and dreamed of treasures. The ancient Greeks created the word geography from the roots ge for earth and grapho for to write. These people experienced many adventures and needed a way to explain and communicate the differences between various lands. Today, researchers in the field of geography still focus on people and cultures (cultural geography), and the planet earth (physical geography).   Physical Geography The features of the earth are the domain of physical geographers and their work includes research about climates, the formation of landforms, and plant and animal distribution. Working in closely related areas, the research of physical geographers and geologists often overlaps. Cultural Geography Religion, languages, and cities are a few of the specialties of cultural (also known as human) geographers. Their research into the intricacies of human existence is fundamental to our understanding of cultures. Cultural geographers want to know why various groups practice certain rituals, speak in different dialects, or organize their cities in a particular way. New Frontiers in Geography Geographers plan new communities, decide where new highways should be placed, and establish evacuation plans. Computerized mapping and data analysis are known as Geographic Information Systems (GIS), a new frontier in geography. Spatial data is gathered on a variety of subjects and input onto a computer. GIS users can create an infinite number of maps by requesting portions of the data to plot. Theres always something new to research in geography: new nation-states are created, natural disasters strike populated areas, the worlds climate changes, and the Internet brings millions of people closer together. Knowing where countries and oceans are on a map is important but geography is much more than the answers to trivia questions. Having the ability to geographically analyze allows us to understand the world in which we live.

The Common Periwinkle Profile

The Common Periwinkle Profile The common periwinkle (Littorina littorea), also known as the edible periwinkle, is a frequent sight along the shoreline in some areas. Have you ever seen these little snails on the rocks or in a tide pool? Despite the large numbers of periwinkles on the U.S. shoreline today, they are not a native species in North America but were introduced from western Europe. These snails are edible - would you eat a periwinkle? Description Common periwinkles are a type of marine snail. They have a shell that is smooth and brown to brownish-gray in coloration and up to about 1 inch long. The base of the shell is white. Periwinkles may live out of the water for several days and can survive in challenging conditions. Out of the water, they can stay moist by closing up their shell with a trapdoor-like structure called an operculum. Periwinkles are mollusks. Like other mollusks, they move around on their muscular foot, which is coated with mucus. These snails may leave a trail in the sand or mud as they move around. The shells of periwinkles may be inhabited by a variety of species and may be encrusted with coralline algae. Periwinkles have two tentacles that can be seen if you look closely at their front end. Juveniles have black bars on their tentacles. Classification Kingdom: AnimaliaPhylum: MolluscaClass: GastropodaSubclass: CaenogastropodaOrder: LittorinimorphaSuperorder: LittorinoideaFamily: LittorinidaeSubfamily: LittorininaeGenus: LittorinaSpecies: littorea    Habitat and Distribution Common periwinkles are native to western Europe. They were introduced to North American waters in the 1800s. They were brought over possibly as food or were transported across the Atlantic in the ballast water of ships. Ballast water is water taken in by a ship to make sure operating conditions are safe, such as when a ship discharges cargo and needs a certain amount of weight to keep the hull at the right water level. Now common periwinkles range along the eastern coast of the U.S. and Canada from Labrador to Maryland and are still found in western Europe. Common periwinkles live on rocky coastlines and in the intertidal zone, and on muddy or sandy bottoms. Feeding and Diet Common periwinkles are omnivores  that feed primarily on algae, including diatoms, but can feed on other small organic matter, such as barnacle larvae. They use their radula, which has tiny teeth, to scrape the algae off of rocks, a process which can eventually erode the rock. According to a University of Rhode Island article, the rocks on the coastline of Rhode Island used to be covered with green algae, but have been bare gray since periwinkles were introduced to the area. Reproduction Periwinkles have separate sexes (individuals are either male or female). Reproduction is sexual, and females lay eggs in capsules of about 2-9 eggs. These capsules are about 1mm in size. After floating in the ocean, the veliger hatches after a few days. The larvae settle on the shore after about six weeks. The lifespan of periwinkles is thought to be about 5 years. Conservation and Status In its non-native habitat (i.e., the U.S. and Canada), the common periwinkle is thought to have altered the ecosystem by competing with other species, and grazing on green algae, which has caused other algae species to become overabundant. These periwinkles can also host a disease (marine black spot disease) which can be transferred to fish and birds. References and Further Information Buckland-Nicks, J., et. al. 2013. The living community inside the common periwinkle, Littorina . Canadian Journal of Zoology. Accessed June 30, 2013.littoreaEncyclopedia of Life. Littorina . Accessed June 30, 2013.littoreaGlobal Invasive Species Database. Littorina littorea. Accessed June 30, 2013.Jackson, A. 2008. Littorina . Common periwinkle. Marine Life Information Network: Biology and Sensitivity Key Information Sub-programme [on-line]. Plymouth: Marine Biological Association of the United Kingdom. [cited 01/07/2013]. Accessed June 30, 2013.littoreaReid, David G., Gofas, S. 2013. Littorina . Accessed through: World Register of Marine Species at marinespecies.org/aphia.php?ptaxdetailsid140262. Accessed June 30, 2013.littorea (Linnaeus, 1758)University of Rhode Island. Common Periwinkle. Accessed June 30, 2013.

Comparing between harvey norman and wesfarmers ( financially) Essay

Comparing between harvey norman and wesfarmers ( financially) - Essay Example On the other hand, stock price appreciates almost exclusively through good financial results. Through the use of financial analysis, this paper compares the performance of two companies Harvey Norman and Westfarmers in different financial aspects namely liquidity, profitability, asset efficiency and capital structures. The company’s ability to generate wealth for its stockholders is the ultimate measure of the financial performance of a business organization and should become the basis of where to invest. It should be noted that as opposed to creditors, companies have little liability to its stockholders. Before dividends are paid, current liabilities are first settled together with long term obligations. In fact, payments to stockholders are not required. Thus, stockholders have the last claim in the company’s earnings and if it is able to keep much for them after other liabilities are settled, the business organization’s stock is considered as a better investment. In this consideration, this paper recommends the use of return of equity as the sole ratio for the investment decision. Thus, investment in Harvey Norman appears to be more profitable than Westfarmers. It should be noted that during the fiscal year 2007, Harvey Norman’s return on equity is 26.74% which represents an increase of 8.7% from the 18.04% recorded in 2006. This is much higher than the 0.125% recorded by Westfarmers in 2007. Thus, we recommend that funds should be better invested in Harvey Norman as it has a better ability of maximizing shareholder wealth through higher

Assignments Assignment Example | Topics and Well Written Essays - 750 words - 6

Assignments - Assignment Example It relates an argument that exist between the beer producing company (Miller Coors) and the Boricuas For a positive image. It cites communications between the various parties and assumes a business tone. The writer wants us to understand and feel the tension between the two parties; he quotes specific persons, however, the reader fails to give an opinion on the matter. The two documents offer insightful current information in an understandable format. The first article presents the argument that the installation of the bike corrals will give a solution to the increased demand for bike parking. The writer supports the claim by presenting evidence from sources such as the DOT website and individuals, Aussie Saavedra a 22 year old musician who shares the agony of searching for a bike parking. The writer’s opinion supports the claim that the installation of the bike corrals will ease the parking troubles especially for those that park illegally, by locking their bikes on trees or street signs. The second article is based on the argument that the Coors Light Company produced Beer Cans that offended the Puerto Ricans. The writer goes ahead to clarify his claim by presenting the argument between the Coors and the Boricuas For a positive image. He quotes various statements that each party presented in their defense but supports no party. The first document has clear cut sections that are ideally independent since the writer presents a different idea in each section. The second document, however, has section that overlaps and are dependent on each other making it hard to understand one without reading the other since the dialogue between the two parties seems to flow. The paragraphs in these documents are medium in size and are mutually exclusive but convey the flow of thought. The organization of the documents made it possible to skim through the document and get the gist. The documents are arranged in such a way that the most

Abraham Lincolns Abuse of Power :: American America History

Abraham Lincoln's Abuse of Power Lincoln's use of executive authority during the civil war is many times illegal and unjust; although his issuance of the Emancipation Proclamation may seem justified, Lincoln blatantly abused his power regarding civil rights. He did things like institute an unfair draft, suspend Constitutional rights, allocate military spending without Congress, and institute emancipation. Although some may justify these actions, they stomped on the Constitution. Lincoln found powers in the constitutional clause making him "Commander in Chief of the Army and Navy of the United States, and of the militia of the several states." He said that because of this clause, he had the right to use any means necessary to defeat the enemy. With this justification, he issued many executive orders before Congress even convened. Lincoln summoned the militia, ordered a blockade of the Confederacy ports, expanded the regular army beyond its legal limit, and directed government funds before congressional allocation. of these powers were granted to him in the Constitution. Lincoln also abused his power with the draft. Prior to the draft, the Union depended on the states to fill assigned quotas with volunteers. But then Lincoln instituted a new draft. By its terms, all men between the ages of 20 and 45 were liable to military service. However, any man who was called for the draft could avoid it by hiring a substitute or paying $300 dollars to the government. Many groups rightfully denounced these acts, called the conscription acts, as a rich man's law. Indeed, many wealthy men were able to bribe poorer men into taking their place in The most blatant abuse of Lincoln's power was his suspension of habeas corpus. The suspension of this constitutional guarantee, by which a person could not be imprisoned indefinitely without being charges with some specific crime, around much opposition throughout the country. Although Lincoln himself made no concentrated efforts to suppress political oppositions, the repeal of habeas corpus enabled overzealous civil and military authorities to imprison thousands of people who were vocal in their opposition to the war against the South. During the war, in the case Ex parte Merryman, Chief Justice Taney ordered Lincoln to grant a writ of habeas corpus to a Southern agitator who had been arbitrarily jailed by military authorities in Maryland. Lincoln ignored the order. After the war, in the case Ex parte Milligan, the Supreme Court ruled that president could not suspend habeas corpus without the consent of Congress.

Literacy narrative Essay

Audience: Professor and fellow students of the English 102 course Purpose: To explain how I became literate in my lifetime and what contributed to my literacy level today 1,357 Words Benefits of Being a Bookworm Have you ever been asked, â€Å"What is your first language? † Living in such a melting pot of a country, the United States, minorities often get asked this question. Usually when people ask others this question, it is not because they want to know which language you learned to speak first. People ask this question to see which language the one being questioned is more fluent in. Is it possible that your second language might be the one you are more fluent and literate in? The answer to this question is yes. I am a first-generation immigrant to the United States and proud. My first language (to be politically correct) would be Cape Verdean Portuguese Creole. What I want to ask is why is it important to know what my first-language is when I am more literate and fluent in English? If I can compare my languages to my siblings, I would, due to the fact that I was raised with both of them equally during the course of my life. I learned Creole at home with my parents ad family, but I owe my literacy I English to school, and the love I had for reading. Practice makes perfect. A person’s literacy level is completely based on practice. Schools aim to train students to be literate and educated, but those students who practice at home (outside of the regulations of school) are the true scholars. Let’s look at Malcolm X, for example; a man who had formal schooling up until the eighth grade and nothing after that. Yet, even though Malcolm X had less schooling than all of us college students here at UMASS Dartmouth, he is probably, in my opinion, more literate and more educated than most of us. Interesting isn’t it? The reason why Malcolm X was so educated is because he read every day, non-stop, in his jail cell, with no distractions. He kept a dictionary by his side to teach himself any new words he would come across that he was unfamiliar with. What better way is there to familiarize yourself with a language and expand your vocabulary other than reading written works by other people that most likely know things you don’t know and have a different vocabulary than you? By reading you learn new diction, new facts, and cause your brain to grow in knowledge. I can say that aside from school, reading, like Malcolm X, expanded my literacy skills. As I had said before, I am a first generation immigrant; my parents also are first generation immigrants. I never had the luxury of being taught English by my parents, being read to by my parents, or getting help with my homework or anything academic at all except for math, of course, which doesn’t vary between countries that speak different languages. But even with this being said, I had always been at the top of my class in elementary school, done very well in middle school, and done well enough in high school to have the pleasure of being offered the opportunity to be in an Advanced Placement English class. I was a nerd in my early years. I used to enjoy reading very much. I would always ask my father to take me to the library, where I would check out many books and go through them like a bullet. During class time, when the teacher would be finished or took a break and there was nothing else to be done, I loved reading; I looked forward to silent reading time in class. When I had a 100-page book, I would tend to finish it within a day. Longer books such as the Harry Potter series would be finished within a few days. I never had a problem with reading assignments because I would finish them so quickly and understand everything I read. I had an eighth-grade reading level in elementary school while I would watch other students struggle while reading aloud as they stumbled on their words and wouldn’t know how to properly pronounce them. I never understood why it was so easy for me while other students would find it difficult. As a child I read all the Harry Potter books; they were my favorite. I also enjoyed other series such as Curious George, The Babysitter’s Club, and Judy Blume. I also read plenty of other books that I cannot remember because the list was so long. I believe that there is a strong relationship between reading and writing. Someone who is an excellent reader and comprehends what he/she reads should have a big vocabulary and a sense of how real, professional writers perform. Every book, magazine, and newspaper we read or look at is composed of articles and passages written by professional writers. If you have a lot of experience with all this, then you should know what a professional piece of work looks like and sounds like. Therefore, I feel like someone who reads a lot will be a good writer as well. The two things are connected, and it helps to write when you are a skilled reader and vice versa. Books are the perfect model for those who want to become more skilled as writers. After all, that is exactly what Malcolm X did, and he became very skilled. It takes a very skilled writer to produce the best books out there. If one does not know how to read and cannot understand words on a page, then how is it that they can know how to write the words down on their own pages. Similarly, if you are deaf, how can you learn to speak properly? Hearing words and their pronunciation is the model for the deaf to learn how to speak; and if they are missing their model or example, it can be almost impossible to learn naturally, on their own. I feel that reading and writing are the most important elements of school and learning. Books, articles, research papers, whether they are non-fiction or fiction, all serve a very important purpose. Whether you are reading for pleasure to expand your imagination and reduce your stress, reading to attain information on a specific topic or just to expand your knowledge, or reading to practice and become more literate and a better writer, you are never at a loss. Therefore, writing becomes very important because, if it wasn’t for writing, there would be nothing out there for us to read in the first place. Reading is not for the lazy. I used to love reading as a kid and found it so interesting, but as I grew into my teenage years and became more interested in action, reality and drama, I distanced myself from all the reading and became more of an extrovert. The occasional newspaper article or magazine article is still entertaining to me though. Even now, as a college student, you will never find me reading anything unless it is required for me to achieve the grades I desire; never do I read for pleasure. I feel that I achieved a high reading level way back in my middle school days, and that has influenced me to think that the only thing now that can improve my writing is to keep writing. I feel that I have acquired a great deal of knowledge throughout my lifetime and I did a lot of this myself through all my readings. Nobody pushed me to read during my spare time. My parents weren’t very literate in the English language to be role models for me or to help me read or even read to me. All the instructions I have read, all the words I learned how to pronounce, I did it on my own through reading. As a matter of fact, I don’t even remember seeing my father ever read a book, and my mom didn’t start reading until after she went back to school to get her college degree. Literacy is all about exploring the world of words, and pages, reading, and writing. In order for one to achieve great literacy, one will need to push and challenge himself/herself to read more and understand the readings.

Life And Nature Are Very Similar. Both Are Complex, Yet

Life and nature are very similar. Both are complex, yet simple, both are beautiful, and both are all around, yet cannot be created artificially. The constitution of both is often explored in different forms of art, such as poetry. In her poem, â€Å"Nature† Is What We See, Emily Dickinson uses personification, imagery, contrast, and an extensive use of dashes to convey the theme of nature’s dangerous beauty and incredible simplicity, as well as its extreme complexity and the completeness of its unattainability. By personifying nature as a woman, the author captures some of the â€Å"mystery† associated with women, adding to the mystique of nature. Throughout history, nature has often been seen as a woman. This is evidenced in Greek Mythology when†¦show more content†¦She shows how it encompasses not only the vast expanses of the seas, but also the small, simple squirrel. By using these examples, she demonstrates how truly improbable it is for any human art, mind, or definition to completely see nature in its entirety. Nature is a mystery that humans are unable to solve, yet we continue to try. The complexity of nature is too alluring to the human mind to leave to its own devices. Instead, we analyze it. One way we do this is to write about it. For example, we use imagery in poems to describe it, just as Emily Dickinson did. The use of imagery throughout the poem allows the author to display her perspective on the simplicity of nature. When she describes nature, she often uses small animals, such as a squirrel and a bird called a bobolink, as examples. She then builds on those images with things such as the sea and thunder to add to the effect she created in her poem. Taken by themselves, these creatures and things are simple. However, because she uses all of them together in sequence to describe one concept, the image grows more complex. 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The british computer society - Free Essay Example

Sample details Pages: 30 Words: 8951 Downloads: 6 Date added: 2017/06/26 Category Statistics Essay Did you like this example? 1 Introduction 1.1 Purpose This Code describes standards of practice relating to the contemporary multifaceted demands found in information technology (IT). It is intended to help you personally as a member of the BCS by providing a framework of guidance into which your particular needs can be fitted. It is hoped, however, that the guidance will be of general use. The code is intended to be read and used in parallel with the Code of Conduct. However, whilst the Code of Good Practice is not a prescriptive or mandatory document, the Code of Conduct makes clear that you are expected to be familiar with its contents. Whether or not you use the Code of Good Practice is a matter for your personal judgement but in exercising that judgement, you should recognise that your responsibility to an organisation and society as a whole may have to prevail over your personal interests. Don’t waste time! Our writers will create an original "The british computer society" essay for you Create order 1.2 Context The code is intended primarily for BCS members working in IT, whether as academics, employees, contractors or independent consultants. They may be working for organisations supplying or using IT systems and services. The Code of Good Practice cannot and is not intended to cover all activities of each individual member and, in this first issue, does not cover those practices listed in Appendix C. 1.3 How to use this Document You are advised to follow the guidance in the Code of Good Practice relevant to your particular role and responsibilities. To help you, the Code is set out in three distinct sections Common practices of relevance to all IT professionals Key practices specific to particular IT skills Practices specific to particular business or education streams. You are advised to follow all the common practices but you need select only those practices relevant to given skills and streams. The Code of Good Practice is designed as a web-based document available in various formats on https://www.bcs.org.uk. The electronic form is intended to help you create a specific form of Code of Good Practice for a given project or application using a mix of the three sections. The code is also available in hard-copy form on application to the Registrar. Back to Contents The British Computer Society Code of Good Practice version 1 September 2004 Page 3 of 36 1.4 Disclaimer The BCS accepts no responsibility for any errors and omissions in this Code of Good Practice. Furthermore, reference to another organisations web site does not constitute a recommendation, or endorsement, of that organisation, site, or its content, by the BCS. In the event of an apparent conflict in responsibilities, obligations or prescribed practice, please consult the Societys Registrar at the earliest opportunity. 1.5 Terminology Customer: Any person, organisation or department for whom the member undertakes to provide IT services, in any way; this includes other departments within the members organisation. Organisation: Any company, government department or other body for which the member as an individual undertakes professional practice. The member may be an employee, contractor, consultant, student or volunteer. User: Any person, department, company or other body served by IT. System: A group of electronic equipment and software which together provide a particular service. System may be interpreted as encompassing non-computer procedures such as clerical, manual, communication and electromechanical processes. Information Technology (IT): IT is to be taken to include IS (Information Systems) and ICT (Information Communication Technology) where relevant. 1.6 Acknowledgements The BCS acknowledges the existence of many other Codes of Practice, applicable within the IT profession and other industries. Concepts and detailed practices have been drawn from these documents and it is hoped that the authors of these documents draw some satisfaction when seeing familiar ideas. Those of particular relevance are listed in Appendix A. 1.7 Responsibility for, and the Development and Maintenance of the Code of Good Practice The operational responsibility for the Code of Good Practice lies with the BCS Registrar. The development and maintenance of the Code of Good Practice are the responsibility of the Qualifications and Standards Board. This Code of Good Practice is seen as a living document. In the rapidly changing IT world, it is expected to change to reflect new or revised practices. Members are encouraged to submit recommended changes to: The Registrar BCS 1st Floor, Block D North Star House North Star Avenue Swindon, UK, SN2 1FA Back to Contents The British Computer Society Code of Good Practice version 1 September 2004 Page 5 of 36 2 Practices Common to all Disciplines Maintain Your Technical Competence Seek to improve your IT skills by attending relevant courses offered by the organisation; if such courses are not available, pursue other sources, such as external courses, computer-based training or technical publications. While striving to put newly learned skills into practice, be cautious of attempting anything which you are not qualified to do; inform your management if so requested and only proceed if your management accept the consequences. Keep up to date with technological advances, through training, technical publications and specialist groups within professional bodies; recognise that information gained from the Internet may not be validated. Attain appropriate qualifications. Actively participate in specialist bodies such as the BCS Specialist Groups. Commit to a continuing professional development (CPD) programme and seek further contemporary education and training on IT matters. Adhere to Regulations Follow the standards relevant to the organisations business, technology and development methods; encouraging new standards, where appropriate standards do not exist. Use standards in an intelligent and effective manner to achieve well-engineered results. Keep up to date with new standards and promote their adoption by the organisation when they are sufficiently mature and can offer real benefit to the organisation. Keep up to date with internal and external regulations and promote their adoption by the organisation if of benefit to the organisation or if necessary to sustain the public good. Ensure that you are up to date with the substance and content of the legal and regulatory frameworks (including but not restricted to data protection, health and safety, copyright geographical and industrial) that apply to your work; act at all times in a manner that gives full effect to your obligations under such legal and regulatory frameworks and encourage your colleagues to do likewise. Seek professional advice at an early stage if you have any doubts about the appropriate application of the law or regulations. Concern yourself with the needs of people with, for example, visual impairments, dyslexia or physical disabilities; as a minimum, comply with the Disability Discrimination Act (October 2004). Comply with non-discriminatory legislation in the areas of race, colour, ethnic origin, sexual orientation, disability or age in all aspects of your work. Act Professionally as a Specialist Maintain your knowledge of your specialism at the highest level by, for example, reading relevant literature, attending conferences and seminars, meeting and maintaining contact with other leading practitioners and through taking an active part in appropriate learned, professional and trade bodies. Evaluate new products, assess their potential benefit and recommend their use where appropriate. Keep in close touch with and contribute to current developments in the specialism, particularly within the organisation and your own industry. When competent, offer expert advice, both reactively and pro-actively, to those engaged in activities where the specialism is applicable; this includes budgetary and financial planning, litigation, legislation and health and safety. Understand the boundaries of your specialist knowledge; admit when you may be required to cross this boundary and seek advice from colleagues with the necessary expertise; do not make misleading claims about your expertise. Exercise a sense of social responsibility for the implications of your work. Keep colleagues informed of advances in technology, circulating appropriate documents, setting up libraries and arranging discussion groups. Be aware that most people within the organisation do not share your expertise; avoid technical jargon and express yourself clearly in terms they understand. Be aware of the risks and liabilities resulting from giving incorrect advice; if appropriate take out professional indemnity insurance. Use Appropriate Methods and Tools Keep up to date with new methods and the tools to support these methods Promote the effective use of methods and tools within the organisation. Recommend the adoption of new methods only when they have been demonstrated to be effective for the organisation and are supported by suitable tools. Explain to non-IT staff the purpose of any methods that have impact on their duties, so that they can understand the outputs and appreciate the benefits. Recognise the scope and applicability of methods and resist any pressure to use inappropriate methods. Manage Your Workload Efficiently Report any overruns to budget or timescales as they become apparent; do not assume that you will be able to recover them later. Ensure that your work is covered by Terms of Reference and be wary of exceeding them. Do not undertake, or commit to, more assignments than you can reasonably expect to meet in a given time. Ensure that you have the necessary resources to complete assignments within agreed time scales. Participate Maturely Provide constructive criticism of colleagues work, aiming to improve the quality of the work without belittling your colleagues. Accept constructive criticism of your work, appreciating that your colleagues may have better solutions. Maintain good working relationships with colleagues, customers and users, even if you may strongly disagree with them; however, ensure that such disagreements are recorded. Ensure that the views of all participants are taken into the account and are fairly represented in the resulting list of actions. Follow up all actions placed on yourself, even in cases where you do not entirely agree with them. Utilise technical reviews as an aid to your professional judgement, seeking specialist advice where appropriate. Respect the Interests of your Customers Declare any personal gains, financial or otherwise, that you may make from any proposed work; do not falsify or conceal information for your own benefit. Accept only those assignments which you are qualified and competent to undertake; you have a particular responsibility when you consider an assignment to be of questionable value to your customer. Safeguard the confidentiality of all information concerning your customers. Refrain from acting for several customers with competing or conflicting interests without prior agreement from all parties. Utilise professional judgement and act with professional objectivity and independence at all times; in this respect independence is taken to mean independence of relationships which might be taken to impair objectivity. Inform customers immediately of any interests or change of circumstances, which might prejudice the objectivity of the advice given. Disclose any interests in products which you may recommend to your customer. Do not disclose to any third party any confidential information about your customers or its competitors. Promote Good Practices within the Organisation Identify opportunities for increasing the awareness of IT throughout the organisation. Be aware of the interaction of your work with that of others involved in the same activity. Seek to identify potential hazards, failures and risks associated with your work or work place, and seek to ensure that they are appropriately addressed. Ensure that those working under your supervision or direction are competent, that they are made aware of their responsibilities and they accept personal responsibility for the work delegated to them. Help to promote a culture within the organisation which strives for continuous improvement; seek involvement and participation in best practices at all levels. When problems arise, take responsible corrective actions, even when such actions are beyond your responsibility. Take every opportunity to contribute to formal quality management systems within the organisation and fully understand quality and commercial practices. Contribute positively to the fulfilment of the overall QA function of the organisation. Represent the Profession to the Public Contribute to the education of the public whenever you have the opportunity, so that they can be aware of and form an objective and informed view on IT issues. Ensure that all complaints from members of the public are dealt with properly through to resolution; such complaints include, but are not restricted, to accessibility, data protection and data security issues. Encourage user and consumer trust in global networks and electronic commerce. Key IT Practices 3.1 Programme/Project Management When Managing a Programme of Work Make a clear distinction between projects that result in contract deliverables and programmes that provide your customer with process improvements and business benefits. Advise your customer if, in your opinion, any stage in the programme will not deliver the anticipated benefits. Work with your customer and supplier(s) to reach a common understanding of the programme structure in terms of projects, deliverables, costs, inter-project dependencies, external assumptions and responsibilities for each element of work. Adopt transparent reporting based on quantitative, objective measures that are shared by your customer and supplier(s) to ensure a common understanding of the status of the programme, the risks and any variances from plan. Review and agree with your customer any key external pressures and influences for business improvement, plans for organisational change, parallel programmes (with potential mutual dependencies) and the effect these may have on the programme. When Defining a New Project Encourage your customer to: Explain fully the corporate objectives that underpin the requirement, the scope, issues, constraints and risks to be addressed. Articulate clearly the desired business benefits and how they will be measured. Explain fully the project deliverables. Define the information and services that your customer will provide. Offer constructive challenge to your customer if: The requirement is unrealistic Any of your customers expectations are unreasonable There is a better way of meeting the requirement A relatively minor change to the requirement might significantly reduce the cost, risk or timescale. Select and list appropriate quality standards and procedures. Devise an acceptance strategy that will fairly demonstrate that the requirements of the project have been met. List your assumptions, especially those that relate to goods or services provided by your customer, and gain your customers approval of their validity. Define the escalation/exception procedures to be followed in the event of deviation from the plan. When Planning Ensure that the scope, deliverables, timescales, costs and responsibilities are agreed in advance. Seek out similar projects and benefit from the lessons learned. Make realistic estimates of the costs, timescales and resource requirements, wherever possible basing your estimates on recognised methods and/or experience of delivering similar solutions. Resist the pressure to accept estimates produced in earlier stages. Be aware of the pitfalls associated with estimating tools; use other methods to double-check the feasibility of the results. Assure yourself that you have the resources required to complete the work within the agreed costs and timescales. Do not depend on later contract changes to recover overspend. When Managing Project Risks Seek out the real risks to the customer, the organisation and any suppliers. Resist the temptation to identify only the manageable risks. Openly and frankly discuss with your customer the options for allocating, managing, mitigating and insuring against the risks. Avoid accepting responsibility for a risk that would be better owned by your customer. Where risk is created by virtue of the scale or novelty of a solution for which there is no reliable benchmark for estimation, consider a modular or incremental approach to reduce risk. Devise mitigation actions that will reduce the chances of the most serious risks happening. Regularly review the risks and revise the mitigating actions. Make yourself aware of the differences between civil and criminal law in the treatment of risk When Managing and Deploying the Project Team Ensure that all team members are given written instructions on each task to be performed, with target completion dates. Monitor the deployment of individuals objectively to ensure that they are contributing effectively whilst developing skills and experience. Deal sensitively with team members who are not performing well; investigate the root causes and take effective measures. When Tracking Progress Maintain metrics on all project activities, so that later projects can benefit. Accurately record the effort spent on each task; do not hide overruns by booking to other tasks. Provide early warning of any possible overrun to budget or timeline, so that appropriate actions can be taken. Do not assume that any overruns can be recovered later in the project; in particular do not cut back on later activities such as testing. When Closing a Project Honestly summarise the mistakes made, good fortune encountered and lessons learned. Recommend changes that will be of benefit to later projects. 3.2 Relationship Management When Seeking New Customers Ensure that a common understanding exists throughout the organisation of its corporate objectives, market position, product lines and development plans and that these form the basis of marketing strategy. When Selling to Prospective Customers Do not overstate the capabilities, performance and benefits of the proposed products or services. Ensure the organisation has the necessary resources available to deliver on schedule. Make your prospective customer aware of any risks in your proposed solution. Assure yourself that your prospective customer has the necessary skills, equipment and organisation to make effective use of your proposed solution. Identify to your prospective customer any additional costs or changes necessary to make effective use of the proposed products and services. Within the limits of the law, strive to understand what your competitors offer, make every effort to provide a superior solution, but resist the temptation to belittle the offerings of your competitors. Maintain contact with your prospective customer after conclusion of the sales activity; elicit any shortcomings in the sales activity and initiate remedial actions. When Negotiating Contracts and Service Levels Avoid later disappointment by negotiating achievable service levels at realistic prices. Avoid situations that could later be interpreted as corrupt (accepting or giving lavish gifts, entertainment, etc). Whilst aiming for a successful relationship, ensure the agreement of dispute resolution terms and processes that the organisation can afford if need be. When Managing Customer Relationships Instil in your customer a well-founded confidence in the products and services to be delivered, and your commitment to performance, risk, timescales and delivery. Set targets and monitor performance against these targets, aiming to exceed the contractual targets. Resist the temptation to hide overruns; do not assume that you will recover any lost time in later stages of the project. Keep your customer informed of any problems that might impact on the quality of the deliverables. Ensure that any strategic problems are identified at the earliest opportunity and that solutions are identified and implemented. Do not sub-contract out any of your responsibilities without prior agreement by your customer; if you do sub-contract, fulfil your responsibilities for the performance of the work. Actively represent your team, ensuring that effective relationships are built and maintained with your customer, suppliers and other departments in the organisation. Respond promptly to your customers queries and complaints and ensure that all necessary actions are taken. Encourage your customer to participate in reviews to facilitate process improvement. Seek out and encourage changes to your customers processes which will increase the benefits of your products and services. Resist the temptation to blame your customer for all misunderstandings. Ensure that the necessary processes and procedures are in place to maintain or recover the delivery of systems and services in the event of any physical, technical or environmental disaster or major outage, providing continuity of service to your customer. When Managing Supplier Relationships Act impartially when selecting new suppliers; establish evaluation criteria that are not biased towards a particular solution and apply the criteria rigorously to all proposals. Encourage resolution of any shortcomings in the service, through proper communication between all parties, rather than resorting to penalty clauses. Whilst representing the interests of your own organisation, act impartially in any dispute between the supplier and the users. Provide regular feedback to the supplier, so that any improvements can be made before any problems become serious. 3.3 Security In General Demonstrate a high level of professional competence, as prescribed in BS7799, the Code of Practice for Information Security Management. Maintain a thorough understanding of relevant regulations and guidelines, in particular: Legislation concerning the use and misuse of electronic processing systems. Regulations applicable to the security of electronic processing systems, such as those issued by the European Commission and the DTI. Security recommendations of bodies such as the BCS, the CBI and the DTI. Keep up to date with the threats, vulnerabilities to those threats and the range of countermeasures available to avoid, reduce or transfer risk. When Assessing Risks Consider the use of specialist tools (e.g., CRAMM). Resist any pressure to oversimplify the risk analysis; involve personnel at all levels within the organisation to elicit the threats and the vulnerabilities to those threats. Ensure that the decision-makers are fully aware of all the relevant facts and the possible consequences of their decisions. When Implementing Countermeasures Recommend a balanced and cost-effective mix of countermeasures that offer the required levels of confidentiality, integrity and availability. Promote a culture within the organisation where everyone recognises the importance of security and is aware of their responsibilities for security; encourage incident reporting to identify potential breaches of security. Whilst dealing sensitively with people, be aware that breaches of security are more likely from within the organisation. 3.4 Safety Engineering In General At all times, take all reasonable care to ensure that your work and the consequences of your work cause no unacceptable risk to safety. Take all reasonable steps to make your management, and those to whom they have a duty of care, aware of the risks you identify; make anyone overruling or neglecting your professional advice formally aware of the consequent risks. When Building a System Examine the proposed use of proprietary digital communication systems and seek out common-cause failures between control and protection functions. Beware of novel approaches to specification, design and implementation of knowledge-based computing and control systems; be attentive to their attendant problems of verification, validation and the effect on safety-related operation. Be aware that, whilst distributed systems involving communications systems are relatively easy to assemble from standard commercial components, it is difficult to predict their overall operational behaviour and there may well be hidden complexities. Determine the adequacy of the protection and control systems for remote plant; enumerate the hazards to which the plant may be subjected and relate each to the proposed protection and control systems. Be aware of the intended operational environment of integrated modular systems. Establish that the proposed integration of the mechanical structures (moving parts) with micro-electromechanical (MEMS) components is based on components intended for mechanical operation based on computer control. Treat any proposed integration of a new system with an existing system to a thorough examination. Be aware that the overall behaviour of systems based on software components of unknown or uncertain pedigree (SOUP) and commercial off-the-shelf products (COTS) will be affected by software components not specifically designed for safety purposes. When Assessing Complexity Only use evaluated and validated software languages or accredited components for control systems. Establish/determine practicable software development methods and validation tools for embedded software, particularly in small systems. Establish how well the sensing devices and software within programmable electronic systems (PES) are compatible with the human form. Apply proven in use analysis to achieve the appropriate level of safety integrity for opto-electronic components/techniques used for the sensing of personnel presence. Be aware that increased complexity of smart sensors increases the possibility of systematic failure; that there is a need for software and firmware version control; that, operationally, there is a dependence on configuration management by the user. 3.5 Change Management When Advising on Business Change Appreciate the implications of new processes on both people and the organisation; identify the activities necessary to ensure a smooth transition to the new processes. Strive to understand the underlying resistance to change and, if unfounded, be re-assuring of the benefits. Challenge any apparent malpractices and investigate the root causes. Appreciate that not all improvements need technological solutions; significant benefits can often be achieved through procedural or organisational changes. Highlight the drawbacks as well as the benefits of proposed changes. Modify your approach and style to obtain co-operation and commitment and resolve potential conflict. Show sensitivity to political and cultural issues as well as technical and business effectiveness targets. Monitor the progress of the changes, learning from any mistakes made and, where possible, resolving any problems encountered. When Controlling Changes Promote the importance of a structured change management process, where all changes are prioritised, assessed and tracked. Ensure that the appropriate impact analysis is conducted before any change is authorised. Seek out and resolve any conflicts between changes and ensure that the totality of the changes is in keeping with the organisations goals. Check each change provides a cost-effective solution to a technical and/or business need, and is prioritised accordingly. Keep to a minimum the number of changes to be made at a given time. 3.6 Quality Management When Establishing a Quality System Express the organisations commitment to quality through a clear and concisely written quality policy. Make all members of the organisation aware of the quality policy. Provide a means for all members of the organisation to find standards and procedures applicable to their work. Make a clear distinction between mandatory, optional and advisory standards. When Constructing New Quality Standards Involve those who will follow the new standards in the writing and reviewing. Keep the language simple; avoid jargon wherever possible. When Managing a Quality System Appropriately recognise individual achievements in attaining quality targets. Regularly review the standards and strive for continuous improvement. When Performing a Quality Assurance Function Ensure that every project or product has a quality plan: Check that quality plans call up applicable standards, not just the list of mandatory standards. Encourage the collection, use and analysis of metrics so that improvements can be demonstrated quantitatively. Ensure that all sub-contractors follow the quality plan if they do not have a suitable quality system. Ensure that there are procedures for the acceptance, storage and maintenance of all externally-supplied materials. Act as the Quality Champion in reviews and testing: Demonstrate a pragmatic approach towards attaining quality Do not be distracted by details of no consequence When Conducting Quality Audits Create a programme of audits to demonstrate that the organisations Quality System is operating effectively and providing management with sufficient control and visibility Welcome external auditors into the organisation; benefit from their experience rather than just hide shortcomings from them to pass the audit. Remind those being audited that the audit is there to help them do their jobs better, rather than pick fault with their work. Encourage those being audited to prepare well for the audit; let their preparation become part of the improvement process, not just a mechanism to get through the audit. Use your experience of problem areas and the history of previous audits to select areas to audit; do not appear to be biased. Follow up the audits and make sure actions are being taken to make real improvements. 4 Practices Specific to Education and Research Functions 4.1 Education When Preparing Courses Ensure the curriculum is founded upon your research, practice and/or scholarship. In designing curricula, ensure that learning outcomes take into account external benchmarks, such as those issued by the Engineering Council UK and the Science Council. Ensure students are equipped with the necessary underpinning to comprehend future developments. Expose students within the curriculum to legal, social, cultural and ethical issues. When Delivering Courses Develop in each student an independence of thought and learning ability and thus prepare students for career progression and ongoing CPD beyond the confines of this educational experience. Make explicit to all stakeholders the outcomes to be expected from engaging in the study. When Assessing Student Ability Ensure that assessment is fair in its discriminatory function. Ensure feedback to each student is sufficient to identify strengths and enable weaknesses to be addressed. Develop yourself as a reflective and reflexive educational practitioner, building on student feedback as appropriate When Tutoring Students Encourage students to join a professional body, either now or later, as part of their career plan. Ensure that students are made aware of codes of conduct and practice and emphasise the importance of adhering to them, whether or not they join a professional body. Ensure that students are made aware that their courses cannot cover all the technical details of specific topics in computing and that their technical knowledge will need to be constantly refreshed through CPD as a result of ongoing developments in the subject. Ensure that students are made aware that different organisations have different organisational and computing cultures and conventions, and that they will need to adapt to their environment. Ensure students recognise the nature and unacceptability of plagiarism. 4.2 Research When Performing Research Pursue research only in those areas that offer benefits to the organisation or its customers but not to the detriment of society or the public. Recognise the potential use or misuse of the outcomes of your research and only proceed with the research if you can justify to yourself the consequences. Avoid providing IT support of research on human subjects and animals, where such research is not legal, consensual or (in humans) authorised by the subject. Strive to safeguard the confidentiality and anonymity of private data used in research. Investigate the analysis and research by other people and organisations into related topics and acknowledge their contribution to your research. Where allowed by the organisation, share the results of your work with other researchers, through papers issued through research publications and presented to conferences. 5 Practices Specific to Business Functions 5.1 Requirements Analysis and Specification When Conducting Systems and Business Analysis Assure yourself of the soundness of your analysis methods; that they will deliver an accurate representation of the requirement, enable a seamless transition into design and provide a sound basis for testing and acceptance. Strive to understand the organisations business and search for changes that will bring tangible benefits. Involve and consult representatives of all stakeholder groups. Be aware of technical constraints and assure yourself that solutions are technically feasible. Be aware of the impact of new or changed business solutions on peoples working lives and deal sensitively with them. Consider the impact of new systems on the public and avoid solutions that impose unacceptable levels of risk on their mental or physical well-being. When analysing current practices, show respect for people at all levels in the organisation and assure them that their views will be taken into account. Demonstrate an understanding of the business issues; be persuasive and explain to users and management, in language they understand, the benefits of the changes being introduced, as well as identifying any drawbacks and trade-offs. Document the results of your analysis in a style that can be understood by the users and the developers. Explain your analysis methods to the users and encourage them to understand the results and verify their correctness. 5.2 Software Development When Designing New Systems Recommend the organisation to adopt new technology, but only when it is sufficiently well proven for the organisation, offers a cost-effective solution and is compatible with the organisations IT strategy. Strive to understand the corporate needs of the organisation and aim to design systems that benefit those needs. Consider the needs for scalability, connectivity, capacity, performance, resilience, recovery, access, security and create cost-effective solutions that meet those needs. Produce design specifications that clearly state the objectives, scope, features, facilities, reliability, resilience, constraints, environment, system functions, information flows and traffic volumes as well as identifying requirements not met and scope for improvement. Resist the pressure to build in-house when there may be more cost-effective solutions available externally and vice versa. When Designing Software Strive to achieve well-engineered products that demonstrate fitness for purpose, reliability, efficiency, security, safety, maintainability and cost effectiveness Take responsibility for ensuring the design balances requirements for functionality, service quality and systems management. Encourage re-usability; consider the broader applications of your designs and, likewise, before designing from new seek out any existing designs that could be re-used. Ensure your designs facilitate later stages in the development lifecycle, particularly testing. Check the products of your designs can be used by both experienced and inexperienced users; in particular check that they can be used for training purposes (e.g., on-line help, training databases). When Creating Web Sites Ensure the organisations practices on the collection and use of personal data comply with applicable national, regional and international laws and (self) regulatory schemes; as a minimum comply with the Ecommerce Directive, the Data Protection Act and Distance Selling Regulations. Construct a privacy statement that protects the rights of consumers and make this statement visible at the web site; consider using a privacy policy statement generator, such as the one provided by the Organisation for Economic Co-operation and Development (OECD). Increase awareness of privacy practices to visitors to your web sites; consider creating a link between your homepage and your privacy statement, or between pages where you collect personal data and your privacy statement. Ensure the web site conforms to the Disability Discrimination Act. When Programming Strive to produce well-structured code that facilitates testing and maintenance. Follow programming guidelines appropriate to the language and encourage your colleagues to do likewise. Produce code that other programmers will find easy to maintain; use meaningful naming conventions and avoid overly complex programming techniques, where these are not strictly necessary. Make yourself aware of the limitations of the platform (operating system and hardware) and avoid programming techniques that will make inefficient use of the platform. Wherever possible, avoid platform-specific techniques that will limit the opportunities for subsequent upgrades. Check that the code is in accordance with the design specification and resolve any differences. When Testing Plan the tests to cover as many paths through the software as possible, within the constraints of time and effort. Assure yourself that the coverage of the testing is sufficient; take appropriate actions to resolve any shortcomings in the tests planned by yourself or by your colleagues. Promote the use of test tools that will maximise the effectiveness of the testing. Create a test environment whereby tests can be re-run and the results are predictable. Do not rely solely on the direct outputs of tests, but check values are as expected in internals tables, databases and error logs. Recommend improvements that will improve the effectiveness of the software under test. Maintain a detailed testing log. Accurately document all anomalies arising during the testing and make sure they are investigated; but remain impartial, trying not to provoke whoever may be at fault. Design regression testing to identify any undesirable side effects of a software change. Resist any pressure to curtail testing; make anyone overruling or neglecting your professional advice formally aware of the consequent risks. When Porting Software Investigate the differences between the current and the new platform and identify changes to be made to ensure the software functions correctly. Make intelligent use of tools to convert the software, identify their limitations and take actions accordingly. When Integrating Software Check that all software components meet the defined criteria for test. Devise integration tests that build upon component tests already performed and demonstrate that the components interface correctly with each other. Check the documentation of the components and assure yourself that they are compatible with each other and with the target platform. Maintain a configuration management system that records the status of each component. Devise workarounds that will enable the software to be used correctly despite known shortcomings. Release builds for operational use only when all known shortcomings have been resolved or workarounds devised; resist the temptation to meet timescales by overlooking shortcomings. When Writing Technical Documentation Document all work to a level of detail that others could take over your work if need be. Set a high standard of documentation and, by setting a good example, encourage your colleagues to do likewise. Follow the appropriate documentation standards: the organisations house style and specific standards for the type of document. Identify omissions or shortcomings in the organisations documentation standards and actively seek out ways to improve them. Strive to keep documentation up to date. Ensure documentation is sufficient to enable effective ongoing maintenance. When Writing User Documentation Investigate the subject of the documentation, through hands-on use, talking to experts and reading related documents; do not assume it works in a particular way. Assure yourself that you understand the real purpose of the document and structure the document accordingly. Strive to understand the potential readership, their expectations and abilities; be aware that some readers may have difficulties with reading, language or comprehension. Write the document in a straightforward style appropriate to the readership; avoid jargon. Make intelligent use of diagrams that complement the text and aid overall understanding. Check with experts that the document is correct and with potential readers that it meets their expectations. 5.3 System Installation When Scheduling Installation Work Ensure that the Installation Procedures identify all relevant safety and security procedures. Ensure that appropriate licences exist for all software to be installed. Avoid unnecessary installation work, by recommending only those upgrades that will bring genuine benefits, not just extra revenue to the suppliers. When Installing Hardware or Software Reduce the risk of installing faulty items, by checking that all necessary pre-installation tests have been performed on all items to be installed. Reduce the risk of installing any viruses by ensuring up-to-date virus checking is in place. Investigate any previous installations, particularly any that have failed, and avoid repeating the same mistakes. Follow all applicable safety procedures and encourage other to do likewise, even if they are not under your direct control. Wherever practical, involve the future users of the system, so that they understand its architecture and characteristics and will be able to perform well-defined maintenance work on their own. When Testing Installations Do not ignore seemingly trivial faults in order to meet installation deadlines. Accept the blame for your own faults, rather than transferring the blame onto items for which you are not responsible. Record all exceptional events and ensure actions are taken to investigate them. When Handing over the Completed Installation Provide documentation of all outstanding problems. Ensure that the users are capable of taking over the installation, identifying any additional training that may be necessary. Provide contact details so that you can resolve any problems that may arise following hand-over. Return any items removed to the owner or dispose of according to agreed procedures. Identify business continuity planning requirements and ensure the customer agrees to develop a disaster recovery plan, which will maintain the continuity of the system to an appropriate level. 5.4 Training When Determining Training Needs Create an environment where staff at all levels and abilities are encouraged to further their careers through training. Review business plans, identify skills shortages that could, with additional training, be filled by existing staff and publicise these opportunities. Identify the career paths within the organisation; encourage equal opportunities for full and part-time workers, and define the training required to progress from one step to the next. Review recruitment plans and identify the training necessary for new recruits to become fully productive and understand the organisations culture. When Producing Training Plans Seek out areas where the organisation could improve through increased training and pursue the necessary budgeting. Evaluate external training organisations and recommend using their services if they offer improvements in quality and costs. Identify training which can be provided by experts in that particular area, nominate individuals with that expertise and the attitude to make good trainers, and arrange any necessary instructor training. Arrange for suitably equipped training facilities in an environment conducive to training. When Designing Training Courses Taking into account the abilities of the trainees, structure the content and duration of training courses to avoid overload through variety and breaks. Identify the trainee skill pre-requisites, so that any necessary pre-training can be undertaken before the course and training of unsuitable trainees avoided. When Producing Training Course Material Strive for consistency across all course material; follow any appropriate guidelines and encourage the production of any that are missing. Write training manuals that complement existing documentation (e.g., user manuals), reflect the structure of the training courses and provide a useful form of reference following the training courses. Construct examples, both compatible with the training manuals and relevant to the business, so that trainees can apply the training to normal working situations. Design exercises that both stretch the trainees and enable the trainer to evaluate the trainees performance. Design tests that will enable the trainer to assess trainee abilities objectively. Verify the accuracy and appropriateness of the training material with technical and business experts before starting any training. Review the training material with the trainers and improve the training material following any wide ranging and detailed questioning. When Preparing Training Facilities Check the layout of the training room provides trainees with visibility of the trainer and visual aids, unobstructed by equipment and other trainees. Ensure that all computerised equipment for use by the trainer or trainees provides access to the correct versions of the software. Ensure that any electronic training data has been correctly initialised and is isolated from all operational data. Provide a training environment free from non-essential interruptions (particularly important for on-the-job training). When Delivering a Training Course Encourage an atmosphere where trainees feel comfortable about asking questions, either during or at the end of training, as appropriate. Respond to questions from all trainees, avoiding any favouritism. Record any discrepancies with or between the training material or computer systems used in the training and initiate corrective action. Monitor the performance of trainees, through questions and exercises, identify where trainees are advancing at different paces and resolve any great discrepancies (e.g., separate into groups). When an individual trainee is clearly not keeping up with the rest of the class, avoid personal criticism and discourage ridicule by other trainees; if appropriate removing the trainee from the course. When Assessing Trainee Ability Assess objectively, against pre-set criteria, the mastery of skills by trainees and, in accordance with the organisations policy. Recognise trainees achievements by issuing competence certificates to those who have reached the required mastery of skills or attendance certificates to those who have attended the complete course, but have not reached the required mastery of skills. Where trainees have not reached the required mastery of skills, agree with the individuals manager what additional training or other actions should be taken. Ensure that all records of assessments are stored securely and are only accessible by authorised individuals. Refrain from citing examples of the performance of particular trainees during future training courses. When Assessing the Success of a Training Course Encourage trainees to complete course completion forms while everything is still fresh in their minds, honestly recording possible improvements in the course. Review course assessment forms and identify areas where training could be improved. Ensure the confidentiality of course completion forms if necessary When Evaluating the Benefits of Training Record in the course completion form possible improvements to the course and additional training requirements for the trainees Review course completion forms completed by trainers and identify where additional pre- or post-training could make training more successful. Monitor metrics produced by the organisation (production rates, failure rates) and demonstrate where training has improved, or additional training could improve these metrics. Periodically review the training plan and implement improvements. 5.5 System Operations When Managing Systems Operations Ensure that you are up to date with and abide by all applicable health and safety regulations. Continually review the effectiveness of the current IT strategies in supporting the organisations business objectives; promote new strategies where these may benefit the information and communications needs. Maintain your awareness of other options for providing IT, such as outsourcing, new approaches to recruitment and retention, and global supply contracts. Participate fairly in the evaluation of these options, even if they may result in uncertainty about your career. Regularly review new developments and price changes (network tariffs, licence fees), recommending changes to the organisation when they offer both cost-savings and acceptable service levels, availability, response times, security and repair times. Use appropriate capacity management tools to monitor the hardware, software and networks to provide early warning or prediction of capacity problems; initiate actions (such as procurement of additional equipment) to prevent over capacity. Establish a configuration management system that tracks the delivery and formal testing of configuration items, the content of each build and the status of all defects. When Assuring Business Continuity Use business impact analysis methods, tools and techniques as appropriate to identify business processes critical to the continuity of the organisation. Define criticality criteria and the quantifiable and qualitative impacts on the organisation arising from the loss of systems availability, integrity or confidentiality. Use security risk analysis methods, tools and techniques as appropriate to identify potential exposures to application systems critical to the continuity of the organisations business e.g. single points of failure, lack of effective countermeasures or lack of tested, up-to-date recovery plans. Define and prioritise actions to address the potential exposures, to a level appropriate to the organisation. Define contingency planning and disaster recovery procedures to standards that will maintain the continuity of application systems critical to the organisations existence to a level agreed by the organisation; regularly test and maintain these procedures and ensure appropriate actions are taken to deal with new or changed risks. When Providing System Administration and Operations Adopt a policy that minimises the replenishment of consumables (in particular paper, printer cartridges) and enables recycling of those consumed. Proactively seek to improve the performance of the system (in particular databases, networks) by regularly monitoring responsiveness and tuning performance parameters accordingly. Continue to check back-up and recovery procedures really work before any recovery is necessary. Regularly monitor resource usage and failure rates and keep management informed of any trends. Be cautious when rectifying operational exceptions and error conditions, calling for expert help if there is any concern that the operational data may be compromised. When any error condition necessitates the restriction or removal of system resources, be aware of the users needs, wherever possible informing them in advance of any limitations and keeping them informed of progress. When Performing Database Administration Be aware of the commercial sensitivity of the organisations data, taking measures to prevent unauthorised access, without preventing access by legitimate users. Refrain from accessing data which you have no need to see. Enforce strict partitioning between operational data and data used for training or test purposes; discourage support staff from attempting any testing on the operational data. Make yourself aware of the licensing conditions and prevent situations where they could be breached. When Managing IT Assets Establish a management policy that states the organisations commitment to safeguarding its IT assets and promote awareness of this policy within the organisation and to your customers and suppliers. Assign responsibilities for the purchasing, receipt, installation, movement and ultimate disposal of all IT assets; ensure that records are kept at each step. Adopt an ethical destruction policy, maximising the re-use of materials and minimising pollution caused by materials not recycled. Establish mechanisms to protect the organisations IT assets from external violation; use a combination of software controls (firewalls, virus protection, passwords) and physical controls. Protect the integrity of the organisations systems and data by discouraging the (down)loading of unlicensed software onto the organisations IT equipment; this includes freeware, shareware, trial software, screen savers and games and obscene material. When it is necessary to (down)load software, do so only with the authority of the owner. Promote awareness of the Data Protection Act, in particular the responsibilities of management to inform staff of their obligations under this Act. Establish regular and random auditing of the organisations IT assets; use appropriate tools to help automate this. Encourage your colleagues to appreciate that auditing IT equipment under their control is to help protect them from prosecution, not just to snoop on them. Resolve anomalies identified by audits; seek agreements with suppliers to resolve any under-licensing issues. Seek recognition of your achievements through membership of organisations such as FAST (Federation Against Software Theft). Promote awareness of the ethical and legal issues involved in having obscene material on an IT system. 5.6 Support and Maintenance When Establishing a Support Service Establish the level of support which may realistically be expected and provide the tools, documentation and suitably trained staff to meet this expectation. Avoid providing a solution that will make it impossible for the customer to transfer the service to another supplier. Promote a mechanism to change the levels of service without the customer incurring excessive costs. Avoid placing dependencies on the customer for tasks that should be included in the service. Ensure that documentation of the supported systems and software is available and in an appropriate form for those receiving the call for support. Provide a means for people to benefit from earlier support; maintain a log of support requests and solutions, maintain a list of frequently asked questions. When Managing a Support Service Identify to the customer any changes to his business procedures that will improve the efficiency of the service provided, even if this will result in reduced revenues to the organisation. Avoid passing on unnecessary costs to the customer, even if they are covered by a service level agreement. Reassure the customer that any complaints about the quality of service are being taken seriously and keep him/her informed of improvements. Provide the customer with as much notice as possible of any changes in the service levels which may cause costing thresholds to be exceeded. Keep the customer informed of any situations that may result in a deterioration in the quality of service and the steps being taken to resolve the situation. Gather records of the services provided and take all the necessary actions to achieve target service levels. Honestly maintain metrics on the services provided, resisting the temptation to hide shortcomings to make the metrics look better, and take positive measures to improve the service. Keep all parties informed of the progress in dealing with support requests, especially when delays are expected. When Receiving Requests for Support Show respect to all people requesting support, irrespective of business and technical knowledge. Even if a problem seems trivial, give assurance that it will be investigated and a response will be given. Deal fairly with competing demands for support. Appreciate the consequences of giving incorrect advice. Recognise that some problems that appear trivial from a technical viewpoint may have major impact on the business. When Investigating Problems Avoid unnecessary work by researching previous problems and looking for common solutions. Where similar problems re-occur, investigate ways of eliminating them, through system/operational changes or additional training. Study the outcome of transient faults and actively monitor for possible symptoms. Be aware of the commercial sensitivity of operational data; keep control of copies of such data and ensure destruction when the investigation is complete. Avoid making investigations on an operational system; if there is no choice, be aware of the consequences. Appreciate the consequences of making changes to operational systems: resist the temptation to make ad hoc fixes unless you are certain they will work. Bring to the attention of your next level of management any problem that you are unable to resolve within the target timescales. Be aware of the costs of investigation, especially when using remote communications links. When Liaising with Development Staff (Internal or Third Party Suppliers) Do not hand over commercially sensitive information without ensuring that procedures for the handling, processing, storing and destruction of the information are in place. Ensure all parties appreciate the seriousness of problems and their impact on the operation. Do not allow technical jargon to cloud the issue and prevent understanding of the real problem. Ensure that you are included in any direct communication between the users and development staff. Appendices A. Bibliography BCS Documents and Electronic Material British Computer Society Code of Conduct. Version 2.0. Issued 5 September 2001 BCS Code of Practice Handbook No 6 circa 1984 BCS Code of Good Practice circa 1972 Code of Practice for Independent Computer Contractors 1998 Industry Structure Model version 3.3 Skills Framework for the Information Age (www.sfia.org.uk) SFIAplus (https://www.bcs.org/BCS/Products/Corporate/SkillsManager/sfiaplus.htm) Relevant Standards and Procedures BS7799, the Code of Practice for Information Security Management. Relevant Codes of Practice and Guidance of Other Professional Bodies Code of Professional Conduct and Statement of Best Practice for The Institute of Management Consultancy, (https://www.imc.co.uk/). Ethical Codes of UK Professional Associations PARN 2002 Federation Against Software Theft (https://www.fast.org.uk) Institute of Management Consultancy Position Paper on Self-Regulation 2000 Organisation for Economic Co-operation and Development. Project Management Method PRINCE 2 (https://www.ogc.gov.uk/prince) Quality Assurance Agency for Higher Education (https://www.qaa.ac.uk) Safety-related systems Guidance for engineers (ISBN 0 9525103 0 8, Issue 1, March 1995) The IT Supplier Code of Best Conduct, issued by Intellect. Some Relevant UK Legislation Obscene Publications Act 1959 1964 Copyright, Designs and Patents Act 1988 Computer Misuse Act 1990 Copyright (Computer Programs) Regulations 1992 Disability Discrimination Act 1995 Data Protection Act 1998 Public Interest Disclosure Act 1998 Consumer Protection (Distance Selling) Regulations 2000 Electronic Commerce (EC Directive) Regulations 2002 B. Glossary of Abbreviations CBI Confederation of British Industry COTS Commercial-Off-The-Shelf products CPD Continuing Professional Development CRAMM CCTA Risk Analysis and Management Method DDA Disability Discrimination Act DTI Department of Trade and Industry FAST Federation Against Software Theft ICT Information Communication Technology ISM Industry Structure Model IS Information Systems IT Information Technology MEMS Micro-ElectroMechanical Systems PES Programmable Electronic Systems QAA Quality Assurance Agency for Higher Education SFIA Skills Framework for the Information Age SOUP Software components Of Unknown or uncertain Pedigree 23