Chief Security Officer Assignment Example | Topics and Well Written Essays - 2000 words

Chief Security Officer - Assignment Example Computer crime cab be described as any unlawful activity involving a combination of a network and a computer. Some examples of computer crimes include hacking, pornography, copyright infringement and many others. In essence, the issue of computer crime has elicited heightened debates among heads of various institutions of higher learning. As a chief security officer in the institution I have to establish effective strategies that prevent the occurrence of computer crimes and mitigate any losses that might be suffered in case a cyber-crime occurs. The neighboring institutions of higher learning have established various measures to curb the problem of computer crime. In essence, from the available studies, it can be affirmed that the challenge of cyber-crimes affects  many  institutions of higher learning  across the  US. In this regard, the ministry of education in conjunction with the various institutions of higher learning have initiated several strategies to handle the problem of cyber-crime. In essence, most institutions have established backup information systems to ensure that important information is not lost to cyber-crime. Maintaining an information backup system has proved to be one of the effective strategies for handling the problem of computer crime. Essential a backup system ensure that the stored information is not lost through computer viruses or other computer related malfunctions. Essentially, it is imperative to identify that the problem of computer crime is quite diverse. For instance, one of the m echanisms employed to execute computer crime is the use of viruses. The viruses are spread through the various websites found on the internet including emails. Apparently, the people who conduct computer crimes share some links on the websites and send some random links containing viruses to people’s email. Following such links transfers the virus

Adamsrill Primary School Single Equality policy Essay

Adamsrill Primary School Single Equality policy - Essay Example Unlike the Equality Act, the single equality policy requires schools to go beyond aspects of race, disability and gender to include sexual orientation, age, and belief or religion, when propagating equality. I believe the single equality policy at Adamsrill primary School is committed to serving the school community’s educational needs especially through protecting equal opportunities, cultivating good relations and eradicating unwarranted discrimination (Adamsrill single equality policy n.d, p.1). As a diverse school, I understand Adamsrill needs to cultivate a culture of value in diversity where discrimination is eliminated, equality propagated and good relations fostered. The culture of value in diversity offers a wonderful experience to students, staff and visitors each day. Through a strong leadership team, I believe monitoring and reviewing the inequality practices regularly will enable Adamsrill to accommodate changes to its profile (Adamsrill single equality policy n.d , p.1). By enrolling students from numerous backgrounds, the enrollment of any new student could result to significant changes in school profile. In my view, Adamsrill Primary School’s efforts to ensure that equal opportunities are available to the entire school community are evident in the school’s mission to provide services without considerations for race, faith, religion, disability, socio-economic background or gender (Adamsrill single equality policy n.d, p.1). I believe that this is a good way to promote an inclusion and diversity culture that every stakeholder takes pride in and motivation to fully participate effectively in all school activities. Adamsrill’s Primary also offers inclusive teaching and uses different attributes of students to assess their performance while the data is used to raise the teaching standards (Adamsrill single equality policy n.d, p.2). Some aspects considered in inclusive teaching are race, gender, age, disability and special educational needs and free school meals. Adamsrill School’s discipline among students is also inclusive as discrimination of any kind is harshly challenged while respect for all is propagated. Students are also made to understand that diversity is strength to be celebrated by all. Each stakeholder at Adamsrill Primary School is required to understand their roles and responsibility in promoting equality (Adamsrill single equality policy n.d, p.2). The governing body identifies equality barriers and sets objectives to address them and also monitors efficiency in the attainment of equality objectives and then publishes review results. Students are the major source of information during equality monitoring progress and the collected information includes exclusions, harassment or bullying complaints and others (Adamsrill single equality policy n.d, p.2). The headteacher is responsible for endorsing the Equality message to the staff, pupils and parents. Background for the text in which the Single Equality Policy is embedded in wider social and policy discourses Educational policy in the UK after the Second World War is divided into welfarism and post-welfarism (Morgan and Williamson 2008, p.16). Welfarism began from 1944 to the late 1980s when the Education Act 1944 was designed with the aim of providing education to all especially those who could not access it previously like the minority groups. Like Bowe, Ball & Gold (1992, p.6), I realize that there was too much control over what was to be taught and how teaching would take place and there was over-commitment to the provision of equal opportuniti