cyberterror essays

cyberterror articles What is Cyber Terrorism? (Shopper View) At the point when you state psychological oppression numerous individuals consider shelling and physical activities taken towards others. You for the most part dont think about the web. Digital psychological warfare is probably the biggest purpose of assault in America, basically on the grounds that individuals dont think about their PC as a gadget that can genuinely hurt them. In any case, PCs are the principle method of dealing with touchy reports that the administration believes are imperative to national security. The truth of the matter is that an assault on PC innovation can cause a lot of harm. In the first place, in any case, we should characterize digital fear based oppression. I characterize digital psychological oppression as maltreatment of PC innovation to annihilate individual and business data with the plan to irritate. That being stated, digital dread is a wide field. Government operators believe programmers to be digital fear mongers since they cause silly demonstrations of annihilation. I don't totally concur with that on the grounds that most programmers are increasingly similar to a child needing to pull a prank on their dad since it gives them a feeling of intensity. They don't wish to pulverize, however to tell them that he was there. Digital fear based oppressors try to do as such for a bigger scope since they need to make annihilation and frenzy every one of the individuals who use PCs or to a particular gathering of individuals, like the occasions after September 11. Numerous Americans were downloading enthusiastic tunes, so somebody appended an infection to God Bless America and The National Anthem. The infection appended to your infection programming. It caused an alarm, yet would not permit your infection scanner to clean it. The outcomes were your PC freezing up, and on the off chance that you rebooted, it would not permit Windows to run. This was a famous demonstration of digital fear mongering; numerous individuals that I know needed to recoup every lost archive and data that they had collected. The regions that we are generally powerless in are PCs, government, and private systems (Donthu, Navin (199... <!

Using The Communist Manifesto, explain how this argument could be true Essay

Utilizing The Communist Manifesto, clarify how this contention could be valid - Essay Example It was in such a situation, that the Communist Manifesto developed and came to fruition. The Communist Manifesto (1848) is one of the most read and discussed bit of composing of the twentieth century that depicts the battle of the more vulnerable classes against the scenery of a listing economy. Marx’ goals are resounded in the Communist Manifesto urging authenticity to replace optimism lectured by before communists. Karl Marx enormously accepted that ‘Capitalism’ in the correct sense was totally essential and would serve to achieve a progressive change of the world by giving a solid establishment to Communism. Marx accepted that vision that excused different class structures was a fantasy that must be disposed of by society. Marx and Engels completely surely knew that industrialization was the response for the positive improvement of the nation. Rivalry was an acknowledged actuality among the people of a free enterprise society and Marx contributed towards these powerful ideas that made ready for an Industrial upheaval. The central objectives that lay behind Marx’ idea of free enterprise were that all residents ought to appreciate uniformity, private creation and proprietorship ought to be nullified and a changed market economy where individuals could get whatever they required in return for their work. Marx was of the feeling that in the event that states and governments were discarded, at that point wars would reach a conclusion. As indicated by Marx, the world markets were a powerful and significant device to expel the contrasts among countries and as they joined private enterprise into their lives, they would improve global exchange as well as clear another way where the world could be joined in socialism. Marx accepted that that an Industrial Revolution was both fundamental and unavoidable if a free enterprise country must be accomplished in light of the fact that without it, it was unrealistic. He was certain that contrasts among nations and countries

Luvox CR for Treatment of Social Anxiety Disorder

Luvox CR for Treatment of Social Anxiety Disorder Social Anxiety Disorder Treatment and Therapy Print The Use of Luvox CR in Treating Social Anxiety Disorder By Arlin Cuncic Arlin Cuncic, MA, is the author of Therapy in Focus: What to Expect from CBT for Social Anxiety Disorder and 7 Weeks to Reduce Anxiety. Learn about our editorial policy Arlin Cuncic Updated on September 30, 2019 Social Anxiety Disorder Overview Symptoms & Diagnosis Causes Treatment Living With In Children laflor / Getty Images In This Article Table of Contents Expand What Is Luvox CR? How to Take It Dosage Guidelines Who Shouldn't Take Luvox CR Interactions Side Effects Associated Risks View All Luvox CR is the brand name of the generic medication fluvoxamine maleate. Luvox is a prescription medication used to treat depression, obsessive-compulsive disorder, and other serious mental health conditions. What Is Luvox CR? Manufactured by Jazz Pharmaceuticals, Luvox CR was approved by the Food and Drug Administration for the treatment of social anxiety disorder (SAD) in February 2008. Luvox CR is the controlled-release version of Luvox. A selective serotonin reuptake inhibitor (SSRI), Luvox CR slows reabsorption of the chemical serotonin in the brain. Serotonin is believed to play a role in the regulation of mood and anxiety. How to Take Luvox CR Luvox CR comes in tablet form and must be swallowed whole. It should be taken once per day in the evening, with or without food. If you forget to take a daily dose, take it when you remember. However, if it is close to the time of your next dose, it is better to skip the missed dose altogether. It is important to continue taking Luvox CR as long as your doctor instructs, even if you begin to feel better. If you abruptly stop taking Luvox CR, you may experience withdrawal symptoms such as nausea, insomnia, anxiety, and dizziness. To avoid these symptoms, your doctor will slowly taper your dosage when you stop taking Luvox CR. Dosage Guidelines For people with SAD, a typical dosage of Luvox CR starts at 100 mg per day, with increases of 50 mg weekly to a maximum of 300 mg. In general, dosage increases will be more gradual for elderly patients. Who Shouldnt Take Luvox CR Luvox CR should be used with caution if you: Are hypersensitive to fluvoxamine maleateHave a history of seizuresHave a history of maniaAre pregnant or planning to become pregnantAre breastfeeding The effectiveness of Luvox CR in children and adolescents has not been studied, and the medication has not been approved for the treatment of SAD in people under 18 years of age. There is some evidence to suggest an increased risk of suicidal thoughts and behaviors in children taking Luvox CR. Interactions Luvox should not be taken in combination with or within weeks of taking Monoamine Oxidase Inhibitors (MAOIs); the result of such combinations can be fatal. Luvox CR also should not be combined with thioridazine, pimozide, alosetron, tizanidine, and ramelteon. Caution should be used when taking a number of other medications in combination with Luvox CR, such as anticoagulants and anti-inflammatories. Consumption of alcohol is also not advised while taking Luvox CR. You should inform your doctor of any prescription drugs, over-the-counter medications or other substances that you are taking or plan to take. Side Effects Side effects of Luvox CR include nausea, drowsiness, weakness, diarrhea, anorexia, tremor, sweating, and sexual dysfunction (such as abnormal ejaculation and inability to reach orgasm). When first starting Luvox CR or when changing the dosage, watch for more serious side effects such as agitation, hostility, panic, extreme hyperactivity, and suicidal thoughts and behaviors. If you experience any of these symptoms, it is important to report these to your doctor immediately. For some people, Luvox CR may interfere with judgment, thinking, and motor skills. It is important not to operate hazardous machinery, including automobiles, unless you are sure that Luvox CR is not affecting you in this way. Associated Risks The risk of a fatal overdose of Luvox CR is very low. Symptoms of an overdose include nausea, vomiting, diarrhea, coma, hypokalemia, hypotension, respiratory difficulties, drowsiness and rapid heartbeat. When combined with some medications, there is a risk of serotonin syndrome, a potentially fatal condition. Symptoms of serotonin syndrome include agitation, confusion, sweating, hallucinations, abnormal reflexes, muscle spasms, and rapid heartbeat.

Events Leading to the Scramble for Africa

The Scramble for Africa (1880–1900) was a period of rapid colonization of the African continent by European powers. But it wouldnt have happened except for the particular economic, social, and military evolution Europe was going through. Europeans in Africa up to the 1880s By the beginning of the 1880s, only a small part of Africa was under European rule, and that area was largely restricted to the coast and a short distance inland along major rivers such as the Niger and the Congo. Britain had Freetown in Sierra Leone, forts along the coast of The Gambia, a presence at Lagos, the Gold Coast protectorate, and a fairly major set of colonies in Southern Africa (Cape Colony, Natal, and the Transvaal which it had annexed in 1877).Southern Africa also had the independent Boer Oranje-Vrystaat (Orange Free State).France had settlements at Dakar and St Louis in Senegal and had penetrated a fair distance up the river Senegal, the Assinie, and Grand Bassam regions of Cote dIvoire, a protectorate over the coastal region of Dahomey (now Benin), and had begun colonization of Algeria as early as 1830.Portugal had long-established bases in Angola (first arriving in 1482, and subsequently retaking the port of Luanda from the Dutch in 1648) and Mozambique (first arriving in 1498 and creating trading posts by 1505).Spain had small enclaves in northwest Africa at Ceuta and Melilla (à frica Septentrional Espaà ±ola or Spanish North Africa).The Ottoman Turks controlled Egypt, Lib ya, and Tunisia (the strength of Ottoman rule varied greatly). Causes of the Scramble for Africa There were several factors that created the impetus for the Scramble for Africa, and most of these were to do with events in Europe rather than in Africa. End of the Slave Trade:  Britain had had some success in halting the slave trade around the shores of Africa, but inland the story was different. Muslim traders from north of the Sahara and on the East Coast still traded inland, and many local chiefs were reluctant to give up the use of slaves. Reports of slaving trips and markets were brought back to Europe by various explorers such as David Livingstone, and abolitionists in Britain and Europe were calling for more to be done.Exploration:  During the 19th century, barely a year went by without a European expedition into Africa. The boom in exploration was triggered to a great extent by the creation of the African Association by wealthy Englishmen in 1788, who wanted someone to find the fabled city of Timbuktu and chart the course of the Niger River. As the 19th century wore on, the goal of the European explorer changed, and rather than traveling out of pure curiosity they began to record details of markets, goods, and resources for the wealthy philanthropists who financed their trips.Henry Morton Stanley:  This naturalized American (born in Wales) was the explorer most closely connected to the start of the Scramble for Africa. Stanley had crossed the continent and located the missing Livingstone, but he is more infamously known for his explorations on behalf of King Leopold II of Belgium. Leopold hired Stanley to obtain treaties with local chieftains along the course of the River Congo with an eye on creating his own colony. Belgium was not in a financial position to fund a colony at that time. Stanleys work triggered a rush of European explorers such as the German journalist Carl Peters to do the same for various European countries.Capitalism:  The end of European trading in slaves left a need for commerce between Europe and Africa. Capitalists may have seen the light over slavery, but they still wanted to exploit the continent. New legitimate trade would be encouraged. Explorers located vast reserves of raw materials, plotted the course of trade routes, navigated rivers, and identified population centers that could serve as markets for manufactured goods from Europe. It was a time of plantations and cash crops, when the regions workforce was put to work to producing rubber, coffee, sugar, palm oil, timber, etc for Europe. And the benefits were more enticing if a colony could be set up, which gave the European nation a monopoly.Steam Engines and Iron Hulled Boats:  In 1840, the  first British ocean-going iron warship called Nemesis  arrived at Macao, south China. It changed the face of international relations between Europe and the rest of the world. The  Nemesis  had a shallow draft (five feet), a hull of iron, and two powerful steam engines. It could navigate the non-tidal sections of rivers, allowing inland access, and it was heavily armed. Livingstone used a steamer to travel up the Zambezi River in 1858 and had the parts transported overland to Lake Nyassa. Steame rs also allowed Henry Morton Stanley and Pierre Savorgnan de Brazza to explore the Congo.Quinine and Medical Advances:  Africa, especially the western regions, was known as the White Mans Grave because of the danger of two diseases: malaria and yellow fever. During the 18th century, only one in 10 Europeans sent out to the continent by the Royal African Company survived. Six of the 10 died in their first year. In 1817, French scientists Pierre-Joseph Pelletier and Joseph Bienaimà © Caventou extracted quinine from the bark of the South American cinchona tree. It proved to be the solution to malaria; Europeans could now survive the  ravages of the disease  in Africa. Unfortunately,  yellow fever  continued to be a problem, and even today there is no specific treatment for the disease.Politics:  After the creation of a unified Germany (1871) and Italy (a longer process, but its capital relocated to Rome in 1871) there was no room left in Europe for expansion. Britain, Fran ce, and Germany were in an intricate political dance, trying to maintain their dominance, and an overseas empire would secure it. France, which had lost two provinces to Germany in 1870, looked to Africa to gain more territory. Britain looked toward Egypt and the control of the Suez Canal as well as pursuing territory in gold-rich southern Africa. Germany, under the expert management of  Chancellor Bismarck, had come late to the idea of overseas colonies but was now fully convinced of their worth. All that was needed was some mechanism to be put in place to stop overt conflict over the coming land grab.Military Innovation: At the beginning of the 19th century, Europe was only marginally ahead of Africa in terms of available weapons, as traders had long supplied them to local chiefs and many had stockpiles of guns and gunpowder. But two innovations gave Europe a massive advantage. In the late 1860s, percussion caps were being incorporated into cartridges. What previously came as a separate bullet, powder, and wadding was now a single entity, easily transported and relatively weatherproof. The second innovation was the breech-loading rifle. Older model muskets, held by most Africans, were front loaders, which were slow to use (maximum of three rounds per minute) and had to be loaded while standing. Breech-loading guns, in comparison, could be fired between two to four times faster and could be loaded even in a prone position. Europeans, with an eye to colonization and conquest, restricted the sale of the new weaponry to Africa maintaining military superiority. The Mad Rush Into Africa in the Early 1880s Within just 20 years, the political face of Africa had changed, with only Liberia (a colony run by ex-African-American slaves) and Ethiopia remaining free of European control. The start of the 1880s saw a rapid increase in European nations claiming territory in Africa: In 1880, the region to the north of the river Congo became a French protectorate following a treaty between the King of the Bateke, Makoko, and the explorer Pierre Savorgnan de Brazza.In 1881, Tunisia became a French protectorate and the Transvaal regained its independence.In 1882, Britain occupied Egypt (France pulled out of joint occupation), and Italy began colonization of Eritrea.In 1884, British and French Somaliland were created.In 1884,  German South West Africa, Cameroon, German East Africa, and Togo were created and Rà ­o de Oro claimed by Spain. Europeans Set the Rules for Dividing up the Continent The  Berlin Conference of 1884–1885  (and the resultant  General Act of the Conference at Berlin) laid down ground rules for the further partitioning of Africa. Navigation on the Niger and Congo rivers was to be free to all, and to declare a protectorate over a region the European colonizer must show effective occupancy and develop a sphere of influence. The floodgates of European colonization had opened. Sources and Further Reading Bryceson, Deborah Fahy. The Scramble in Africa: Reorienting Rural Livelihoods. World Development 30.5 (2002): 725–39.Chamberlain, Muriel Evelyn. The Scramble for Africa, 3rd ed. London: Routledge, 2010.Michalopoulos, Stelios, and Elias Papaioannou. The Long-Run Effects of the Scramble for Africa. American Economic Review 106.7 (2016): 1802–48.Pakenham, Thomas. The Scramble For Africa. Little, Brown: 2015.

America Censored A Battle of Rights Essay - 2186 Words

America Censored: A Battle of Rights Welcome to the United States of America. This is the Land of the Free and the Home of the Brave. A place where our forefathers once gathered and drew up the foundation for which we live our lives. The Constitution of the United States grants us a certain amount of freedoms for which we cannot be punished for. The first amendment to this constitution of the Constitution allows us the freedom of speech, religion, the right to assemble, and to express ourselves in a way in which we feel fit. Under this amendment, people such as musicians and newsmen and able to write and speak what they feel without being told that it is wrong. They cannot be manipulated to change their thoughts or views on a topic, or†¦show more content†¦Not one thing in this world is so perfect to the point in which someone would not find something offensive about it. I mean ità ­s really bad when Wal-mart decides that Eminemà ­s cds are so controversial and vulgar that even the censored versions canà ­t be sold there. What people like Tipper Gore donà ­t seem to realize is that by banning the sale of his cds all they are doing is giving him more media attention and helping him sell more records. Ità ­s a proven fact that a personà ­s cd could be at the bottom of the charts but as soon as something is said about the content of the lyrics that the sales of the cd will automatically start to increase. Before Eminemà ­s The Marshall Mathers EP was even released it had gotten so much publicity that it went on to sell over 1.2 million copies in ità ­s first week of sale. Some people would ask, Why is that? Well ità ­s quite simple. Being the society that we are when we hear that something is horrible and shouldnà ­t be published for anyone to see or hear, we go out and buy it to see what all the fuss is about. Do these people not realize that by buying the product, even if ità ­s to protest it, they just put money in that personà ­s pocket? Now come on people. If a cd or a book sells 5 million copies, 2 million are from people who really want it and 3 million people want to protest or burn it, does that really matter? No matter how you look at it they still sold 5 million copies and is on theShow MoreRelatedEssay on Censorship of Music1406 Words   |  6 Pagesabout what they see and what they know. This is on of the great things about this country, the freedom to express yourself. It is not fair, nor is it constitutional that music should be censored in anyway. It is not only rap music trying to be censored it is in all types of music. They are taking away their rights and it isnt fair. As reported in the New York Times. 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Civilisation calls every man, woman and child!† A British poster that emphasises the involvement of the total population in the war effort shows different kinds of people engaging in war responsibilities – men at battle, women in the workforce making uniforms, men making weapons – and it asks â€Å"Are YOU in this?† This kind of all-embracing propaganda had the

Project Quality and Risk Management Free Essays

Phase 5-DB Project Quality and Risk Management PM610-Project Management, Execution, and Closure Risk is best defined basically as the potential to suffer a loss of some sort. Risk analysis is the process of defining and analyzing the dangers to individuals, businesses and government agencies posed by potential natural and human-caused adverse events. In IT, a risk analysis report can be used to align technology-related objectives with a company’s business objectives. We will write a custom essay sample on Project Quality and Risk Management or any similar topic only for you Order Now A risk analysis report can be either quantitative or qualitative. (Search Mid-Market Security 2010). Now that we understand what risk analysis is, ley us examine the two types: qualitative and quantitative. Qualitative risk analysis is the most popular and does not involve any numerical probabilities or predictions of loss. The qualitative method certainly does involve defining the various threats, determining the extent of vulnerabilities and devising countermeasures should an attack occur. Quantitative risk analysis attempts to numerically determine the probabilities of various adverse events to the likelihood of the losses if it is a particular event that takes place. Qualitative risk analysis is appropriate to use when you need to determine which risk are important enough to manage. On way is to identify the severity of the impact to the project in terms of high, medium, or low. Also when you want to estimate the probability of the risk occurring in terms of high, medium, or low. So getting a quick estimate, not so much as counting them, will help to gauge how the project is doing in the project life cycle. Quantitative risk analysis is appropriate to use when your objective is to calculate the numeric values for each component of the data gathered during the risk assessment and the cost benefit analysis. For example, the true value of each business asset in terms is estimated in terms of what it would cost to replace it, what it would cost in terms of lost productivity, what it would cost in terms of brand reputation, and other direct and indirect business values. The process requires the user to attempt to use the same objectivity when computing asset exposure, cost of controls, and all of the other values that are identified during the risk management process. (Information Network and Security, 2013) For the IRTC customer service system project, I think I will use both the qualitative and quantitative risk analysis methods to some degree. Using the qualitative risk method will take into consideration the additional funds and resources needed as well as the extra hours it will take to complete the add-on to the project. The quantitative method will help manage the risk factor whether high, medium, or low to show the vendors, the project team and management what to tackle first. This will be especially helpful as the change request is going through appropriations. References Rouse, Margaret (2010). Definition Risk Analysis Retrieved on 19 March 2013, from www. searchmidmarketsecurity. techtarget/com The Security Practitioner (2013). An Introduction to Information, Network and Security. Quantitative Risk Assessment. Retrieved on 20 March 2013, from www. security. practitioner. com How to cite Project Quality and Risk Management, Essay examples

Information Gathering from Official and Non Official Irish News Media using Task Based Learning

Introduction For many decades, teachers have struggled to find an effective teaching technique to facilitate the transfer of knowledge between students and teachers in language learning. Due to this fact, many teachers have noted that there is a strong need to come up with effective teaching methods that concentrate more on the students instead of the teachers.Advertising We will write a custom essay sample on Information Gathering from Official and Non Official Irish News Media using Task Based Learning specifically for you for only $16.05 $11/page Learn More For a group of Hong Kong students in China, it is confirmed that defining learning from a student-centric point of view is the most appropriate way of teaching language (Nunan 2004, p. 92). Such sentiments have been reiterated by Nunan (2004, p. 93) when he affirms that â€Å"teaching efficiency is improved when the learners and their contemporaries are the focus of attention instead of the teache r and his/her teaching†. From this point of view, many teachers have decided to adopt a student centric approach in designing their teaching curriculums. This new learning paradigm has been adopted to increase student-information interaction during learning processes (LouLeaver 2004, p. 1). In language learning, the task based technique is the most commonly known technique that seeks to accommodate the new learning paradigm. Task based learning has been extensively used as a teaching technique in the study of languages because it relies on authentic language understanding, even though it still demands that learners use the target language as the common mode of communication (Branden 2006, p. 1). The technique is task based, in that, it requires learners to perform different tasks, such as calling the police, calling the fire department and such simple tasks using the target language. This technique is unique, in that, learner assessment virtually depends on a learner’s ability to successfully complete a task, instead of his/her ability to use the target language to complete the same task. Nonetheless, the task-based technique has been extensively used to improve the fluency level of learners when using the target language, in addition to instilling a sense of confidence among learners (Hattie 2005, p. 61). As noted from the name of the technique (task based), the core of the task based technique in language learning is the task itself. Practically, the active language components of the learning process are usually deemphasized because learners are expected to focus more on the task instead of the language (Flowerdew 2005, p. 14).Advertising Looking for essay on linguistics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Several frameworks are usually used to achieve desired results in task-based learning but this study seeks to analyze a framework of learning advanced by Jane Willis. This framework incorpo rates the pre task, task, and post task (output) as the major design components (Wenger 1998). This framework will act as the basis of the second language curriculum design analysis as a critical component of this study. The second language to be used will be English and it is to be taught among a group of Chinese learners. Conceptual Analysis Traditionally, the most commonly used learning model for language teaching was the presentation, practice, and production model (PPM) (Errey 2005). The model was quite different from the task based approach model because in the words of Littlewood (2010, p. 3): â€Å" According to the PPM model, individual language items (for example, the past continuous) are presented by the teacher, then practiced in the form of spoken and written exercises (often pattern drills), and then used by the learners in less controlled speaking or writing activities†. The task-based approach was considered effective by most researchers until its arbitrarines s was discovered (especially in the teaching of grammar) because the technique was noted to fall short of the learner’s needs in language learning (Littlewood 2010, p. 3). Moreover, the production stage of the technique was largely considered inauthentic by many teachers and students because it failed to stick to the chosen learning structure (Littlewood 2010, p. 4). These PPM shortcomings later led to the development of the task based learning technique. Curriculum Design Analysis In analyzing the group of Chinese learners, the task based learning technique will engage the students in a three-step task process (according to Willis model).Advertising We will write a custom essay sample on Information Gathering from Official and Non Official Irish News Media using Task Based Learning specifically for you for only $16.05 $11/page Learn More The first stage is the pre-task stage where the learners are required to comprehend or recall the teacherâ₠¬â„¢s introduction of the task or topic to be covered (at this point, the learners also take part in gathering and coordinating important pieces of information which will enable them accomplish their specific tasks). In the second stage, the learners are allowed to proceed with undertaking their tasks either individually or in a group setting. Finally, in the third stage, the learners are required to come up with a report detailing the tasks they have undertaken and the challenges or conclusions they arrive at. After the completion of the task and a submission of the task’s report are done, the learners are then required to focus on the specifics of the language inclusion where important language highlights are carefully analyzed and evaluated (based on how they were or could be integrated into the overall task). Pre-task Stage As a basic task in English learning, students undertaking the task-based technique are required to identify sources of media which fit a number of sel ected profiles. The profiles selected are: identifying official media sources meant for the general population, identifying media sources meant for the youth and identifying media sources meant for children. Despite the fact that the learners are required to identify a specific communicative activity (identifying media sources meant for different age groups), it remains clear that the learners will be learning specific forms of media meant for different audiences. With such a task at hand, the learners are likely to pay more attention to the meaning of the task they arrive at (when carrying out the task). The same situation can also be depicted when the learners have to carry out a given task of publishing their written essays in a specific type of media but fail to agree on the modalities of undertaking specific courses of action. Because of this reason, they have to explain the reasons why they think a specific course of action is better than another. For student A, he thinks havi ng his piece of work published in the local newspaper is the right decision and therefore he has to justify his reasons. Student B thinks her work should be published in a female magazine and has to justify her reasons. Student C thinks his work should be aired on local radio while student D thinks her work should be aired on local television.Advertising Looking for essay on linguistics? Let's see if we can help you! Get your first paper with 15% OFF Learn More For this task, it becomes a difficult duty to draw a clear-cut difference in understanding the form of the task to be undertaken and comprehending the meaning of the task. Because of this ambiguity, it is advisable to come up with a new continuum where both the form of the task and its meaning are encompassed. Afterwards, it will be easier to quantify where different activities lie along the continuum, since it will be easier to establish whether the activities focus more on the form of the task as opposed to its meaning. The diagram below best represents this comparison since the shaded region represents a stronger focus on the meaning of the task while the un-shaded region represents a stronger reference to the form of the task. (Adapted from www.edb.gov.hk/FileManager/EN/Content_3997/task_based.doc) All different continuums are however focused on improving the goal of communicative learning. The diagram below is a representative of the same continuum, only that it is more detail ed on the activities and tasks to be carried out by the learners. (Adapted from www.edb.gov.hk/FileManager/EN/Content_3997/task_based.doc) According to the diagram, specific tasks and activities depicted in the left wing of the continuum are representative of exercises, but those on the right side are representative of tasks (Littlewood 2010, p. 5). The middle boxes are nonetheless a representation of both (exercises and tasks). According to the Interim Report of the TOC Evaluation Project, the writers propose that the â€Å"half-and-half’ activities have played an important role in helping Hong Kong teachers to gradually implement task-based learning and they propose placing them into a category of ‘exercise-tasks†. (Littlewood 2010, p. 6) Task: Non Communicative Learning The non communicative learning task is normally centred on instilling a sense of proficiency in grammar among the group of Chinese learners. However, in this task, there is a minimal sense of communication because students are inclined to learn the rules of grammar, based on practical examples of sentences. For instance, in the following example, the learners are required to look for the specific use of the adverbs: always, often, sometimes, usually and never then identify the rules applied in the sentences. The following sentences are representative of the exercise: Customers are usually disappointed when the local newspaper is delivered late. The Herald is never elaborative on its articles. His parents often bought the London Post until the scandal surfaced. I am never sure of whether to buy the Herald or the London post. I sometimes watch the news on Fridays. We never rely on informal media. Larry king often carries out his interviews informally. I always like to quote official sources of media in my academic papers. They have never got back to me since I applied for the job. You can always be sure the news will air political stories. I will never understand why infor mal media is more widespread than all forms of media. Jeremy is often seen writing for two media houses. The students are later required to apply specific rules of language understanding to the following simple sentences by placing the adverbs in their respective right places. They air sports in the evening (often). I can watch the local news at 9 p. m (never). Jack and Jill are good media critics (always). They fail to air sitcoms on Sundays (sometimes). The Washington Post uses American English (usually). Informal media transcends international borders (often). We read newspapers in the morning (never). Informal media is elaborate (usually). Christian media is not secretive (never). Task: Pre Communicative Language Practice In the pre communicative language practice, learners are often required to pay close attention to the discrete components of learning, but at the same time comprehend how various aspects of their meanings are applied. As part of the first segment of this task, the learners have to look at a given table and understand what the subjects have to do and what they would like to do. This task is normally undertaken in groups. In a group setting, practice probing and giving answers to questions about what James and Janeare obligated to doand what they would prefer to do. James Jane Obligations Evaluate media sources Develop a story Post story on the blog Type letters Answer the telephone Do photocopying Desires Go to swim Get a better paying job Leave work Get better treatment at work Take a vacation Start a business The major type of activity practiced in this activity is the question and answer styled activity where the Chinese learners need to probe and seek answers regarding various questions, pictures, or topics they may find of interest to them. Most often than not, the answers are usually already determined, even though the students are normally required to emphasize more on the meaning of the questions. In this type of task, the students are required to provide answers regarding a given topic, such as the ones presented in the following scenario: Learners answer questions about a situation, picture or topic. How much does it cost to buy a newspaper? Do you ever use the internet to read newspapers? Which is the next frontier in broadcast media? Is Informal media better than formal media? Why is advertising in formal media more expensive than informal media? Etc. Why is informal media more extensive than formal media? At what time does the local news begin? Why are newspapers a cheaper form of print media than magazines? When does the sports news end? Is the local news aired live? Etc. Task: Communicative Language Practice The main purpose of this task is to bridge the language gap created by the non-communicative type of information because the communicative language practice is more detailed on the meaning of given tasks. The question and answer type of activity (for example) is more descriptiv e and does not dig deeper into the real meaning of the questions asked. This particular task is therefore important because in a task-based approach, there is more emphasis on the context of the question. For this task, a simple questionnaire is normally used to expose the information gap created by a student’s own experiences with specific forms of media (for example) as described below. Fill in this chart about your Media preferences Name Favorite media type Favorite female presenter Favorite TV actor or actress Favorite TV series Favorite program or article? Perhaps, to provide a follow up to this exercise, the learners may be required to write what they think of their colleagues’ preferences. Alternatively, the learners may be required to use specific images and pictures that symbolize the same meaning as the texts, but which have a different contextual meaning. Task: Structured Communication Already, we know the specific type of language needed to carry out specific tasks from the above examples. From this point of view, we are able to exercise various functions of language in terms of grammar. However, for the next type of task, the learners shift focus and move a step further into the continuum to communicate specific meanings in language communication. Implicitly, this means that it becomes increasingly difficult to establish the type of language to be used in this segment. However, for purposes of this study we will still stick to English language. Nonetheless, it is possible for different teachers to restructure tasks into given languages to improve their students’ proficiencies in the same. For purposes of this activity, students will be required to undertake an exercise regarding the use of future tense. For instance, the task can be titled â€Å"the Media Tomorrow† where students will be required to predict media changes that will happen in the world for the next fifty years (from the date the task is be ing carried out). For instance, how will the working day be? Will every home be connected to the internet? Will the media be exclusively aired through the internet? And such like questions. The learners are hereby expected to write a number of ideas on the given topic, or on a different subject area, after which the ideas will be read out in the class and analyzed among the students. The most commonly agreed ideas can then be written on the board, according to various variations; for instance, students sort out their work in various groups, say, optimistic and pessimistic, or students may decide to use specific topics of high appeal as topics for their next essay. Another common way in which students can develop structured communication is when they are given instructions on what roles to play, but still undertake various interpretations on the same. Post Task (Output) At the post task output stage, the learners are usually required to have completed all the tasks and expected to pr ovide a report, either in oral or written form, to both the instructor and the class. Most of the time, the oral form of presentation is most appropriate because it enables the learners to improve their oral skills in utilizing the foreign language. However, written forms of presentation are also good because they improve the learner’s ability to use English in written form but it is normally assumed that such tasks are already covered when undertaking the earlier tasks. The teacher input at this point of the exercise is basically limited to monitoring the activities of the students and taking questions, or facilitating the exchange of information, questions and answers between the students and the rest of the class. However, at the report stage, the teacher may give an oral or written feedback on a student’s performance (of the tasks). At this point, the teacher may make recommendations on ways through which the student may improve his or her understanding of the lang uage or how the student may better perfect the completion of the work. Renà © notes that in the output stage, â€Å"the focus returns to the teacher who reviews what happened in the task (with regards to language). It may include language forms that the students were using, problems that students had, and perhaps forms that need to be covered more or were not used enough† (Faßbender 2009, p. 3). For poorly performing students, the teacher may recommend all the tasks be redone but this depends on the type of institution and the policies they practice. Conclusion The task based learning technique has a number of advantages, but the most basic is that the technique is authentic and can be used in improving a learner’s ability to communicate using the target language. Also, during the report stage, learners are normally engaged in adopting the target language in a more generalized form, as opposed to the initial specific language utilization, as was evidenced in the PP M technique. When further comparing the advantages of the task based technique and the PPM technique, Littlewood (2010, p. 8) notes that: â€Å"Whereas the aim of the PPP model is to lead from accuracy to fluency, the aim of TBL is to integrate all four skills and to move from fluency to accuracy plus fluency. The range of tasks available (reading texts, listening texts, problem-solving, role-plays, questionnaires, etc) offers a great deal of flexibility in this model and should lead to more motivating activities for the learners†. The major difference between the task based approach and its predecessors is that the task based approach is more random but if correctly analyzed with a systematic analytic language tool, learner needs can be met. Another major advantage identified with the task-based approach is its strong emphasis on student activities (Thornbury 2009, p. 267). In other words, this shows the student-centric nature of the technique. To a great extent, this provid es a more meaningful sense of communication for the learners and in most scenarios; it provides a practical basis where learners can develop their linguistic skills. Even though some observers point out that the technique has its own grammatical weaknesses; in the pre task stage (just after the teacher introduces the language), the learners can adapt whatever grammatical constructs they wish, or use whatever vocabularies they want. This is especially useful in orienting beginners to new language learning because they are allowed to use their primary languages at the beginning stages of the learning process. Studies show that as the students orient themselves with the language, they are likely to be more motivated in using the target language (especially after undertaking the tasks) (Littlewood 2010). Nonetheless, one of the major problems associated with task-based learning is its poor teaching of grammar (Lee 2004, p. 2). This is a particular area of concern for most teachers, cons idering grammar is a major part of the overall comprehension of language. This shortcoming is often exhibited, despite the fact that task based learning is supposed to develop the learner’s ability to communicate and a fluency in grammar is a major part of empowering student fluency in communication. It is one of the most basic forms of communication. Also, the task based learning technique has been faulted by some teachers as lacking a strong relationship between its tasks and the final objective of improving the communicative ability of learners. Nonetheless, the task-based technique has been extensively used to improve the fluency level of learners when using the target language, in addition to instilling a sense of confidence among learners. Due to this reason, most teachers are still of the opinion that the task based learning technique is the missing link between tasks and communication because it is the most commonly known technique that seeks to accommodate the new le arning paradigm. References Branden, K. (2006) Task-Based Language Education: From Theory to Practice. Cambridge, Cambridge University Press. Errey, L. (2005) Whose Learning Is It Anyway? Developing Learner Autonomy through  Task- Based Language Learning. New York, Garant. Faßbender, R. (2009) Using New Media in the Task-Based German Conversation  Classroom. New York, GRIN Verlag. Flowerdew, J. (2005) Second Language Listening: Theory and Practice. Cambridge, Cambridge University Press. Hattie, J. (2009) Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating To  Achievement. London, Taylor Francis. Lee, C. (2004) Language Output, Communication Strategies and Communicative  Tasks: In the Chinese Context. New York, University Press of America. Littlewood, W. (2010) â€Å"Task Based learning of Grammar†. www.edb.gov.hk/FileManager/EN/Content_3997/task_based.doc . LouLeaver, B. (2004) Task-Based Instruction in Foreign Language Education: Practices  And Pro grams. Georgetown, Georgetown University Press. Nunan, D. (2004) Task-Based Language Teaching. Cambridge, Cambridge University Press. Thornbury, S. (2006) Conversation: From Description to Pedagogy. Cambridge, Cambridge University Press. Wenger E. (1998) Communities of Practice. Cambridge University Press, New York. This essay on Information Gathering from Official and Non Official Irish News Media using Task Based Learning was written and submitted by user Allie Frost to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.