Fashion Trends Shaped by Economic Issues Essay - 984 Words

The 1920’s, also called the roaring 20’s, was a time of change. During this time period the fashion for both men and women was changing immensely. The aftermath of WWI caused America to enter a vigorous era. As a result of the role of women during the war, many customs and morals were changing. The Stock Market started booming, many new dances and music came about, and women got the right to vote and enter the workforce. There was an uprise in almost every activity, and fashion was definitely one (Tirocchi, Anna and Laura). Although fashion varied throughout the decade, one could notice a drastic change from the prior fashion. There were many factors, like said above, that played into the changes of the 1920’s. As a result of World†¦show more content†¦It wasn’t until the 1930s that ready to wear clothes became available with multiple fabrics. Fabrics started to become more elaborate. They could now be embroidered or have prints and design s. Many women began to wear scarves with fringed edges. This was when beaded designs, bright colors and fringes became popular on dresses too (Hossell). Like clothing, the 1920‘s also took a great tole on women’s accessorization, the use of cosmetics, and tanning. Some popular accessories girls wore were long strand of pearls, bangles, dangling earrings and furs. The strands of pearls were normally looped a few time around the neck. Long straight fur coats without curves became very popular (Women’s Fashion Accessories). Women began getting their eyebrows thinned to emphasize a younger face. They started wearing make up around the eyes to make them look larger. Lipstick became popular to accent the upper lip and depth of the lower lip. Because women wanted to change their look with makeup, the makeup market started booming during this decade. Although you could buy makeup, few women still made their own makeup. They used soot for eyeshadow and petroleum jelly mixed with soot for mascara. Women began to wear heels, the most popular being the ankle-strap cuban heeled shoe. They wore brimmed hats, such as a cloche hat to finish their look. Later in decade, more headbands with feather were being worn instead of brimmed hats. This look coming from theShow MoreRelatedFashion in the 1950s1437 Words   |  6 PagesFashion in the 1950s had spawned a wide variety of styles with elements of originality as well as new distinctive styles, which had added a classic new age twist to the history of European fashion. Recovering from the catastrophic tragedies from the Second World War, the fifties had given hope to the people and also a new start of life of many people to choose their future freely. Due to the massive recover of the economy, the technological advancement allowed mass production of clothing in the fiftiesRead More Response to The Damned and the Beautiful: American Youth in the 1920s 1408 Words   |  6 Pagesand economical iss ues of the early twentieth century, youth played an active role in contemporary life. Adolescents responded to issues through altering their habits, behaviors and viewpoints. Their responses became evident in the public setting and American culture evolved. The transformation of American culture was spearheaded by youth who questioned and went against cultural norms of past generations. Societal changes were visible through family, education, socialization, fashion and style andRead MoreEssay The Creation of Modern Dating1271 Words   |  6 PagesA quote taken John McKeon which served as a very accurate representation of teenage life and culture in the 50’s. 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(SOURCE) Unfortunately Hollywood had also come to symbolize â€Å"the new morality† of the 1920s. It was a mixture of glamor, extravagance, and fun which would lead to economic trouble years later. The rise of mass culture impact became crucial in this time. The spectors were highly influenced with what they saw in the films. For some people the 1920s saw a new morality symbolized by the flapper who danced to jazz,

Conflict Management for Poor Communication†MyAssignmenthelp

Question: Discuss about theConflict Management for Poor Communication. Answer: Introduction and Thesis When different individuals are working together, conflict is likely to arise and is mainly caused by differences in the values and personalities of employees. A lot of people try to avoid conflicts at all costs whereas other people have the tendency of blaming something else or another person for causing the conflict. Such responses cannot resolve the conflict and might in fact worsen the situation (Whillas, 2010). It is of note that managers spend at least 25% of their time resolving conflicts within the place of work (Trudel Reio, 2011). Conflict often stem from issues between managers and staff members and/or between different staffs working in the company (Brubaker et al., 2014). It arises whenever there is a perception of incompatible or contrary interests between various participants in the place of work (Rahim, 2016). A conflict could be very destructive if left unresolved. Dealing with conflict within the place of work in a timely fashion is of great importance in maintainin g a healthy work environment. The manager should not believe that a conflict would just fade away. This would be an erroneous assumption to make considering that simple conflicts could actually grow into big problems if not handled in an appropriate way (Papenhausen Parayitam, 2015). Thesis statement: This paper evaluates causes of conflict in the scenario described. In addition, the possible strategies for conflict resolution which could have been applied by Nick are discussed. Evaluation of the Causes of Conflict Poor Communication Poor communication is a major cause of workplace conflicts in business organizations. Singleton et al. (2011) pointed out that dissimilar styles of communication could bring about misunderstandings between staff members or between a manager and an employee. Poor communication could lead to a difference in communication styles. It could also bring about failure to communicate. Lack of communication is a form of poor communication. Poor communication in the place of work does not does cause conflict, it also reduces employee morale and productivity (Runde Flanagan, 2010). Cases of poor communication are common in the scenario that resulted in conflict in the place of work. For example, owing to poor communication between Nick and the Senior Manager, Nick was not given adequate guidance by the Senior Manager regarding how he should do his duties. During Nicks initial week at work upon joining the Central Community Agency as a Programme Coordinator, the Senior Manager gave him the duty roster. Additionally, the Senior Manager informed Nick of the days that he was to attend to counter as well as other events and committee meetings that he was supposed to attend. However, the Senior Manager did not give additional information regarding how Nick should perform his job duties. The Senior Manager told Nick if he had any questions, he should liaise with the organizations Assistant Manager. There was also lack of communication between Nick and the Assistant Manager. At his first Womens Wing meeting, Nick was not sure of what to do and when he approached the Assistant Manager for help, the Assistant Manager did not help him but instead asked him to return later because the Assistant Manager was busy at the time. For the next 2 days, the Assistant Manager was away and therefore Nick could not find him for help. Nick then tried to approach the other employees in the organization for guidance on how to organize an event but this was not successful because they were all too busy with their own events to provide Nick with any appropriate guidance. Conflicting Perceptions The other notable cause of conflict in the scenario is conflicting or different perceptions between Nick and the Assistant Manager. For example, Nick wanted the Assistant Manager to help him in his task on several occasions when there were many customers but the Assistant Manager declined to assist him apparently because that was not his duty; it was Nicks responsibility to attend to customers. It is worth mentioning that there were a number of occasions in which Nick was on duty with the Assistant Manager and when Nick was attending to an enquiry at the counter or was on the phone attending to an enquiry, the Assistant Manager would not step in to help him if there were other clients at the counter waiting. Even though Nick mentioned this issue to the organizations Senior Manager, the Senior Manager just told him to learn to give and take, which infuriated Nick. This also made Nick dissatisfied with his work. Misunderstandings Conflicts in the place of work could be caused by misunderstandings regarding the objectives, aims and nature of a job; wages and work conditions; differing expectations with regard to how duties should be performed; differences in priorities, needs, beliefs and values; and the different responsibilities of staff members and the managers (Dillon, 2017; Brandt, 2011). Thanks to misunderstandings at the place of work, Nick did not recognize that he had to attend an event on his day off and not getting time-off in lieu because he is given an allowance. It is notable that to Nicks understanding, the allowance that he was given by the organization was for counter duty and shift duty, not for attending an event on his day off. This was a major source of conflict that Nick faced in the organization. Differing Values Differing values are a significant cause of conflict in organizations. Any place of work comprises people who view the world in different ways. Conflicts arise when there is a lack of understanding and acceptance of these differences (McNary, 2012; Papenhausen Parayitam, 2015). Differing values is a notable cause of conflict in the organization. In particular, Nick and the seniors in the agency had different values that resulted in conflict between them. At one particular time, Nick spent a number of hours of his own free time to create a proposal on overcoming some of the challenges that he was facing in the organization. He gave that proposal to the Senior Manager who then asked the Assistant Manager to look at it. However, when Nick approached the Assistant Manager, the Assistant Manager informed him that the proposal was not a priority. He also told Nick that the proposal was not part of the Key Performance Indicators and therefore he would only attend to that proposal if he had time. Put simply, while Nick considered his proposal important, the Assistant Manager did not consider it important and thus had no time for it. Consequently, Nick was not motivated to continue working in the agency and his job performance started to decline. Frustrations Because of Criticism and Lack of Support by the Assistant Manager Whenever people become stressed or frustrated, they become more irritable and have a higher likelihood of creating conflicts than at other times (De Dreu et al., 2010). The main causes of work-related stress that caused Nick to create conflict in the agency were criticism and lack of support from the Assistant Manager, as well as tension between Nick and the Assistant Manager. During one particular incident between the Assistant Manager and Nick, the Assistant Manager was sitting at his desk and not giving a helping hand although there were 5 customers at the counter waiting. One of them criticized Nick for being slow. The Assistant Manager then told Nick that he has to be more efficient in his task and that he would record this on Nicks performance review. The two then argued given that Nick was very frustrated and felt that the Assistant Manager did not have basis for making such as a remark. Nick was also frustrated because he felt that whatever was to be addressed by the Assistan t Manager should have been done in private, not in front of customers. Evaluation of the Conflict Resolution Strategies Compromise There are several conflict resolution strategies that businesses often employ. They include collaboration, compromising, avoidance, accommodating and competing (McAllum, 2013). However, not all these approaches are suitable for the scenario described. For the situations in the case study, the appropriate conflict resolution strategies that can be utilized to resolve the conflict between Nick and the managers are compromise and collaboration. Through compromising, the compromiser would try to find ways of making a deal and meet halfway. It is worth mentioning that in this conflict resolution strategy, the needs of each party are met only partially (Lipsky, 2015). The conflicting parties find the middle ground in which a little is given and a little is gotten by each party. According to Lawless and Trif (2016), a compromiser exhibits skills of negotiation and moderation. An over-utilization of compromise signifies a lack of trust and a loss of the broader picture perspective. In additi on, there might be needless confrontations and frequent power struggles if compromise is under-utilized (Doherty Guyler, 2012). Using the compromise strategy to resolve the conflict in the workplace at the agency, Nick and the Assistant Manager would both give up part of what they needed/wanted in order to resolve the problem and conflict between them. As a result of using this conflict resolution strategy, the Assistant Manager wins some and Nick also wins some since both of them were ready to give a little (Katz Flynn, 2013). In essence, this conflict resolution strategy reduces the probability that one party in the conflict feels slighted by how the conflict was settled. Collaboration This strategy for resolving conflicts is also known as the ideal alternative. The goal of collaboration is essentially to find a creative solution that everyone would accept. Through this strategy, the conflicting parties work together to find a solution that is mutually beneficial (Brubaker et al., 2014). The collaborator using this strategy for conflict resolution exhibits reasonableness as well as a capacity to listen, empathize and understand. When there is no adequate collaboration, low empowerment and a lack of commitment could occur (Runde Flanagan, 2010). Conversely, when collaboration is over-utilized, too much time might be spent on matters that are unimportant and additional work may be created consequently. It generally takes energy and time to execute collaboration in a correct manner (Trudel Reio, 2011). Using collaboration as a strategy to resolve the conflict in the agency as described in the scenario, Nick and the agencys Assistant Manager would work together for the purpose of finding an agreeable solution to the conflict between them. When Nick and the Assistant Manager collaborate to find an agreeable solution, the result would be win-win for the two: Nick wins and the Assistant Manager also wins since the two of them are ready to work together. Conclusion In sum, there are five main causes of conflict in the scenario. The first one is poor communication between Nick and the managers at the agency. For instance, as a result of poor communication between Nick and the Senior Manager, Nick was not given sufficient guidance by the Senior Manager with regard to how he should carry out his duties. The second cause is different perceptions between Nick and the agencys Assistant Manager. Nick, for instance, wanted the Assistant Manager to assist him in his task on many occasions in which there were a lot clients but the Assistant Manager refused to help him because apparently that was Nicks duty, not his. The third cause is misunderstandings in the place of work. The fourth cause is differing values between Nick and the managers. Nick and the seniors in the agency had different values that resulted in conflict between them. For instance, while Nick considered his proposal important, the seniors in the agency did not see it as a priority. The f inal cause of the conflict is frustrations due to criticism and lack of support by the Assistant Manager. Collaboration and compromising are the conflict resolution strategies appropriate for the scenario. Through collaboration, the conflicting parties, who in this case include Nick and the senior managers at the agency, work together to find a solution that is mutually beneficial. On the other hand, through compromising, conflicting parties find the middle ground in which a little is given and a little is gotten by each party. Financial thought on the topic is that in any place of work, conflict is a normal occurrence and it could occur amongst staff members and between managers and staffs. Any conflict in the place of work should be resolved as quickly as possible before it grows into a bigger conflict. A conflict could be very destructive if it is not resolved. References Brandt, M. A. (2011). How to make conflict work for you. Nursing Management, 32(11), 32. Brubaker, D., Noble, C., Fincher, R., Park, S. K., Press, S. (2014). Conflict Resolution in the Workplace: What Will the Future Bring?. Conflict Resolution Quarterly, 31(4), 357-386. doi:10.1002/crq.21104 De Dreu, C. W., Evers, A., Beersma, B., Kluwer, E. S., Nauta, A. (2010). A theory-based measure of conflict management strategies in the workplace. Journal Of Organizational Behavior, 22(6), 645-668. doi:10. 1002/job. 107 Dillon, K. (2017). Managing conflict constructively. Rotman Management, 52-57. Doherty, N., Guyler, M. (2012). The Essential Guide to Workplace Mediation and Conflict Resolution : Rebuilding Working Relationships. London: Kogan Page. Katz, N. H., Flynn, L. T. (2013). Understanding Conflict Management Systems and Strategies in the Workplace: A Pilot Study. Conflict Resolution Quarterly, 30(4), 393-410. doi:10.1002/crq.21070 Lawless, J., Trif, A. (2016). Managing interpersonal conflicts at work by line managers. Irish Journal Of Management, 35(1), 74-87. doi:10.1515/ijm-2016-0005 Lipsky, D. B. (2015). The Future of Conflict Management Systems. Conflict Resolution Quarterly, 33S27-S34. doi:10.1002/crq.21133 McAllum, K. (2013). Workplace Conflict: Three Paths to Peace. IESE Insight, (18), 48-55. McNary, L. D. (2012). The Term "Win-Win" in Conflict Management: A Classic Case of Misuse and Overuse. Journal Of Business Communication, 40(2), 144-159. Papenhausen, C., Parayitam, S. (2015). Conflict Management Strategies as Moderators in the Antecedents to Affective Conflict and its Influence on Team Effectiveness. Journal Of Business Management, 21(1), 101-119. Rahim, M. A. (2016). Reducing job burnout through effective conflict management strategy. Current Topics In Management, 18201-212. Runde, C. E., Flanagan, T. A. (2010). Developing Your Conflict Competence : A Hands-On Guide for Leaders, Managers, Facilitators, and Teams. San Francisco: Jossey-Bass. Singleton, R., Toombs, L. A., Taneja, S., Larkin, C., Pryor, M. G. (2011). Workplace conflict: A strategic leadership imperative. International Journal Of Business Public Administration, 8(1), 149-163. Trudel, J., Reio, T. G. (2011). Managing workplace incivility: The role of conflict management styles-antecedent or antidote?. Human Resource Development Quarterly, 22(4), 395-423. doi:10.1002/hrdq.20081 Whillas, S. (2010). No better time to manage conflict. MHD Supply Chain Solutions, 40(4), 79.

The Relationship between Extraversion and Need for Achievement

A class survey of 170 BBA111 students on their extraversion and ‘need for achievement’ scores, a correlation analysis was conducted to try and establish the relationship of the two variables. It was identified that there was a statistically significant correlation of r = 0.39 between ‘extraversion’ and ‘need for achievement’.Advertising We will write a custom critical writing sample on The Relationship between ‘Extraversion’ and ‘Need for Achievement’ specifically for you for only $16.05 $11/page Learn More The correlation is not only positive but it is moderate. The relationship indicates that an increase in extraversion leads to an increase in ‘need for achievement’. It also implies that the extraversion is an important determinant of ‘need for achievement’. Tosi, Mero and Rizo (2000) describe a trait as a tendency of a person to respond in a given way – b oth in their emotions and their behaviors and this reaction have to be somewhat stable. Extroversion as among the five well acknowledged personality traits is characterized by being sociable, assertive and proactive/energetic. When talking about extraversion as a personality trait, one essentially focuses on certain traits some of which include sociability, positive emotionality as well as assertiveness (Ulu Tezer, 2010). Considering ‘need for achievement’ as an aspect of adaptive perfectionism, Ulu Tezer (2010) report that there exist a positive relationship between extraversion and adaptive perfectionism. Need for achievement is perceived as the tendency to set up high individual standards and goals and it is also regarded as achievement motivation (Sharma Malhotra, 2007). Proactivity as an aspect of ‘need for achievement’ has been cited by Holman (2003) as being affected by the personality trait of extraversion. Persons who demonstrate need for achie vement have a moderate personal initiative and it is reported that extraversion is moderately related to personal initiative. A correlation of r = 0.33 has been identified between extraversion and personal as reported by Holman (2003). This implies that the current findings from the BBA111 students’ survey were in tandem with other findings. In deed, need for achievement is one of the determinants of extraversion. The nature of extroverts to be active and sociable and their energetic lives makes them to be compelled to act or to achieve. It has been for instance identified that extraverts are moderately good in academic performance as indicated by positive and moderate correlations between these two variables.Advertising Looking for critical writing on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Extraversion is particularly found to be positively correlated with academic performance (Chamorro-Premuzic Furnham, 2005) wh ich is a confirmation that there is a positive relationship between extraversion and ‘need for achievement’ since good academic performance is undoubtedly an achievement many would like to have. As much as there exists a positive relationship between extraversion and ‘need for performance, it is important to note that this relationship is not as strong as the relationship between introversion and need for achievement. This helps in explaining why the r = 0.33 in this survey is just a moderate one and cannot be considered as strong as it would be with introversion. It has been reported that extroverts do not perform well on ‘need for achievement compared to introverts (Sharma Malhotra, 2007). Extroverts, who are also referred to as hysterics, show lower level of inspiration compared to introverts and this makes the hysterics set slightly lower goals than introverts. In fact introverts, due to their high motivation, perform well in many areas even in their ac ademics since they tend to have long-term goals. It is therefore concluded that there is a strong positive correlation between introversion and academic attainment. The difference in introverts and extroverts is not in their intelligence level but instead in their speed, persistence as well as accuracy of performing tasks (Sharma Malhotra, 2007). Extroverts therefore present as faster in tasks but have low accuracy and persistence levels. Reference Chamorro-Premuzic, T. and Furnham, A. (2005). Personality and Intellectual competence. Mahwah, NJ: Lawrence Erlbaum Associates, Inc., Publishers. Holman, D. (2003). The new workplace: a guide to the human impact of modern working practices. West Sussex, UK: John Wiley Sons, Ltd. Sharma, A. and Malhotra, D. (2007). Personality and social norms. New Delhi: Concept Publishing Company.Advertising We will write a custom critical writing sample on The Relationship between ‘Extraversion’ and ‘Need for Achievementâ€℠¢ specifically for you for only $16.05 $11/page Learn More Tosi, H. L, Mero, N. P. and Rizzo, J. R. (2000). Managing organizational behavior (4th edition). Cambridge, MA: Blackwell Publishers Ltd. Ulu, I. P. and Tezer, E. (2010). Adaptive and maladaptive perfectionism, adult attachment, and big five personality traits. The Journal of Psychology, 144(4), 327–340 This critical writing on The Relationship between ‘Extraversion’ and ‘Need for Achievement’ was written and submitted by user Lillian Strong 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.

Hannaford Bros. Cyber Security Lessons Learned Essays

Hannaford Bros. Cyber Security Lessons Learned Essays Hannaford Bros. Cyber Security Lessons Learned Paper Hannaford Bros. Cyber Security Lessons Learned Paper Introduction Virtually every business today uses at least one form of computer information technology. Business firms use computers to automate and assist in managing everything from operations, sales, finance, and logistics. Internal databases and intranets are used for internal controls and organizations are connected via the internet to conduct sales, marketing and many other communications and transactions. Electronic business, or e-business, is dominating modern markets and the business world. This new world of technological innovation has exponentially increased efficiency and globalized the world’s economies. Unfortunately criminals still exist and continue to exploit businesses, committing acts of theft, vandalism, and terror. E-business is not immune to criminal mischief and in fact can be quite vulnerable to sophisticated cyber criminals known as hackers. In early 2008 it was reported that the North East Supermarket mogul, Hannaford Bros. Company fell victim to a computer hacking attack that compromised approximately 4. 2 million customer credit cards. This act created a financial nightmare for thousands of consumers and for the Hannaford Bros. grocery company. The incident was a black mark on Hannaford’s public image and a financial burden to their corporation. Cyber Security is a growing priority of today’s business leadership. Boon, Kurtz (2011) Hannaford Bros. Co. Hannaford Bros. is an upscale North American grocery retail chain headquartered in Scarborough, Maine. Hannaford was founded in 1883 and now runs supermarkets throughout New England and upstate New York. Hannaford is owned by the American subsidiary of the Belgian Delhaize Group, Delhaize America, the parent company of Food Lion which operates over 1,500 stores on the East Coast, mostly in the Mid-Atlantic States. : The Hannaford Bro. Website (2011), The Delhaize Group website (2011) Hannaford Bros. administers a comprehensive website for their grocery chain. The Hannaford website found at: hannaford. com/home. jsp offers customers a wide range of shopping and food related planning activities. Hannaford does not offer their grocery products for delivery on their website; rather they make all of their grocery and pharmacy products available for customers to browse and purchase for pick-up. Customers can easily navigate through categorized product lists with eye catching visual cues. Products can be places on a virtual shopping list that the customer can use in the store or purchase on-line to be picked up at their nearest local store. Coupons and sales discount promotions are also readily available and easy to find on the website. Hannaford also gives customer’s options and assistance for planning different types of parties and organizing shopping lists. The primary services provided by the website in addition to on-line browsing and ordering of groceries includes pharmacy prescription refills, ordering gift cards, special orders, and Redbox video rentals. Instead of promoting broad scale on-line shopping and delivery like other supermarkets and on-line retailers, Hannaford uses their website to draw people to their stores and make the shopping experience easier and more appealing. The Hannaford Bro. Website (2011) Hannaford Bros. displays numerous lines of communication on their website. Their contact information is found thorough a â€Å"contact us† tab on the home page. The Hannaford Corporate office address and several 1-800 customer service phone numbers are listed. There are also several online feedback forms for customers to give Hannaford feedback and ask questions about their products and services. Hannaford even offers the advice and expertise of nutritionist for customer questions and concerns. The Hannaford Bro. Website (2011) The Hannaford Bros. website is designed and maintained with meticulous detail. Hannaford Bros. online marketing strategy is simple; to give customers a warm and inviting way to make their shopping experience easier and more pleasant. Hannaford Bros. is easily accessible through simple search engine searches and is then easy to navigate for even the most novice web users. The company is targeting people who shop for groceries the most, families. The visual colors and photographs are geared towards women and create a warm and enticing mood. Hannaford creates a competitive advantage for them by offering the shopper planning services to their customers. They are not just a cold internet retailer where somebody logs in to buy products and leaves. The website creates an environment that endears people to their stores. The Hannaford Bro. Website (2011) The Security Breach and Hannaford Bros. Reaction On March 17, 2008 Hannaford Bros. Co announced that it had been the victim of a computer hacker attack against their computer network. The Hacker, Albert Gonzalez , who was eventually arrested and sentenced to 20 years in prison had accessed Hannaford’s network and stole approximately 4. 2 million credit and debit card numbers between Dec. 7 2007 and March 10 2008. The security breach affected all of Hannafords stores in New England and New York, as well as subsidiary stores under the Sweetbay name in Florida and several independently owned stores selling Hannaford products. The data breach forced banks across the East Coast to block and reissue hundreds of thousands of credit and debit cards. Jaikumar Vijayan (2008) The State of Maine Bureau of Financial Institutions website (2011) Hannaford later posted an advisory on their web site signed by President and CEO Ronald Hodge, stating that the grocer had contained the illegal intrusion after being made aware of suspicious credit card activity on Feb. 27. The advisory stated that credit and debit card numbers as well as expiration dates were taken from Hannafords network while the data was in transit for transaction processing. Ronald Hodge went on to apologize for the compromise and the inconvenience to the consumers, but also urged the consumers that Hannaford had been upholding the highest standards of cyber security. Hodges ended his statement with assuring customers that Hannaford would work with the banks in rectifying the situation and would double their efforts in increasing their security measures. Hannaford immediately shut down all links on their website after the disclosure of the security breach. Hannaford launched an investigation into the matter and worked diligently to rectify all weaknesses in their cyber security system. Jaikumar Vijayan (2008) Analysts claim that Hannaford like many other retailers did not encrypt the credit and debit card data collected from customers during financial transactions. This allowed the hacker to easily steal the data once he discovered a back door into Hannaford’s system. Hannaford was quickly served with a massive class action lawsuit claiming Hannaford was negligent in protecting consumer data. Jaikumar Vijayan (2008) Hannaford’s website now offers a highly in-depth and comprehensive privacy policy page with multiple links to detailed explanations of their privacy and security procedures. Hannaford now goes out of their way to inform the consumer and provide protection against any other possible security breach of financial information. It appears that Hannaford Bros. has been very thorough in controlling the damage to their image and maintain their brand identity and good will with their customer base. The Hannaford Bro. Website (2011), The State of Maine Bureau of Financial Institutions website (2011) Cyber Security Methods and Procedures for Protecting Customers Cyber Security is a growing responsibility for business leaders in today’s market. Not only do corporations and small businesses need to protect their own financial and proprietary information, they need to protect the data of their customers. In fact cyber security is now a strategic decision point not only in business technology but in the business planning cycle as whole. Business firms now have to continually analyze the dangers and work together to combat the growing cyber threat. Business leaders should take strategic steps towards combating the cyber threats. Michael Neumann (2008), Boon, Kurtz (2011) The first step in combating cyber threats is to maintain an accurate and comprehensive data analysis team to continually monitor and track past, current, and emerging cyber threats. The next step in the process should be the establishing and maintaining evolving industry guidelines and procedures to define and combat the cyber threats. Without a united front against cyber threats, business firm security specialists will not be properly equipped to keep up with the threats. Another key step in the process of countering cyber threats is establishing critical infrastructure benchmarks, defining and actively working against cyber threats. Ultimately, fighting cyber threats is much like fighting against global terrorists. Business leaders must protect their greatest assets, their customers against the attacks from cyber criminals. Michael Neumann (2008), Boon, Kurtz (2011) Conclusion Hannaford Bros. like many other corporations learned firsthand the damage one person with a computer could commit against their business. The hard lessons learned were not to take for granted the capabilities of cyber criminals and the negative possibilities of their actions. Cyber security is strategic priority not only for corporations but for small business owners as well. Business leaders must stay vigilant and cognizant of the impending and emerging threats to their livelihood and maintain their responsibility to the consumer. References 1)Boon, Kurtz (2011) Contemporary Business, New Jersey, John Wiley Sons Inc. 2)The Hannaford Bro. Website (2011) Retrieved from: hannaford. com/home. sp 3)The Delhaize Group website (2011) Retrieved From: delhaizegroup. com/en/PublicationsCenter/PicturesandBiographies/Stores. aspx 4)Kim Zetter (2010) Hacker Sentenced to 20 years for Breach of Credit Card Pocessor. Retrieved from: wired. com/threatlevel/2010/03/heartland-sentencing/#more-14740 5)Jaikumar Vijayan (2008) Update: New retail data breach may have affected millions of Hannaford shoppers. Retrieved from: computerworl d. com/s/article/9068999/Update_New_retail_data_breach_may_have_affected_millions_of_ Hannaford_shoppers )Jaikumar Vijayan (2008) Hannaford hit by class-action lawsuits in wake of data-breach disclosure. Retrieved from: computerworld. com/s/article/9070281/Hannaford_hit_by_class_action_lawsuits_in_wake_of_data_breac h_disclosure 7)Michael Neumann (2008) The Rand Corporation: Cybersecurity Economic Approaches and Challenges to Decision Making. Retrieved from: rand. org/pubs/research_briefs/RB9365-1/index1. html 8)The State of Maine Bureau of Financial Institutions website (2011) Retrieved from: http://maine. gov/pfr/financialinstitutions/data_breach

Landforms Assignment ( The himalayas) Example | Topics and Well Written Essays - 1000 words

Landforms ( The himalayas) - Assignment Example Mountain fronts of Himalayas as corollary related to orogen-scale structures. The conspicuous three primary structures of Himalayas ranging from north-south include main boundary thrust (MBT), main central thrust (MCT), and Himalayan frontal thrust (HFT). The major topographic breaks of Himalayas remain in association with the three thrusts. Himalaya’s structure has six primary lithotectonic zones, which occur in parallel belts. The regions include trans-Himalayan batholiths, Tibetan Himalaya, Indus-Tsangpo Suture zone, Lesser Himalaya, Lesser Himalaya, Sub-Himalaya, and Greater Himalaya. The tectonic environments within Himalaya zones also vary. Immense collision of tectonic plates resulted into the formation of island-arc margin in Western Himalayas and Andean-type margin within the central eastern part of Himalayas. Trans-Himalayan zone has a linear plutonic complex structure. Trans Himalaya zone have its surface partly covered by continental molasse sedimentary rocks and forearc rocks. Trans Himalaya assembly of rocks originates from magmatic rocks uplift and their subsequent erosion. Igneous complex of the area consists of granites, gabbros, and diorites. The magmatic rocks originate from partial melting of subducting NeoTethyan slab underneath Asian plate. However, the igneous rocks, on the contrary, represents Andean-type environment. ITZS defines the region of collision between Kohistan-Ladakh arc and Indian plate in Tibetan Lhasa block in the east and Western Himalayas. ITZS also demarcates the area along which subduction process consumed Tethys Ocean. ITZS covers more than 2000 km in length with complete successions of rocks that may consist of diamonds that explain the higher pressures during subduction and rapid extrusion along suture zones. There are also traces of glaucophane schists along the narrow belts along ITSZ in Pakistan. Tethys Ocean also consists of red sandstones and

The Issues Of Medicating Kids Essay Example | Topics and Well Written Essays - 500 words

The Issues Of Medicating Kids - Essay Example Rob Gorski, the father to Gavin, says he cannot do without medicating his son with pills. Clozapine, one of the pills administered to Gavin, help him reduce the hallucinations and imaginary voices he hears. Lithium, on the other hand, is useful in stabilizing Gavin’s moods. Failure to take the drugs results in sleepless nights and uncontrolled impulses. Rob is not comfortable with the pill medication he administers to the son. In fact, he was reluctant at first and wrestled within before he started the medication. According to Rob, it is impossible for them to stay without administering the pills to the son. Rob argues that without the medication, their son’s quality of life of deteriorates. The above is an example of a genuine reason that justifies the use of pill medications because the child, Gavin, has an extreme condition (Park, 2011). Readings reveal an increase in the use of behavioral drugs by children. Most of the children, however, do not suffer from extreme health conditions. Intellectual disability and related behavioral disorders are some of the reasons that necessitate their uptake of pills. The trend is worrying, and experts warn that this is dangerous because there are instances where misdiagnosis appears. Children exposed to multiple drugs are susceptible to drug abuse as well as other side effects. Pavuluri, a doctor and pediatrics at the University of Illinois, cautions that drugs ought to be administered only in extreme cases where injury and hurt may result from such neglect. However, the medication is appropriate for children who have attained five years. Pavuluri further adds that people should visit pharmaceutical after behavioral therapies are done (Park, 2011).

Digital recording equipment Essay Example for Free

Digital recording equipment Essay The use of information and communications technology has permeated almost every fabric of society. The education sector and the teaching of mathematics in particular are no exception. Increasingly, information and communication technologies are being used to administer teaching materials to students. Students also benefit from these tools in their knowledge acquisition (Goodison,2002; Hall and Higgins, 2005; Oldknow, 2002; Wall, Higgins and Smith, 2005) . This development is taking place in the developed as well as the developing world. The usage of information of communications technology has become so endemic that schools and teachers for that matter that fail to participate in this development risk increasing marginalization (Spanos, Prastacos and Poulymenakou, 2002). Information and communication technologies being used in the education sector include computers, the internet, telephone, emails, among others. Other specific tools offered by information and communication technology for teaching and learning have been catalogued by Osborne and Hennessy (2007) as follows: (a) tools for data capture, processing and interpretation such as data logging systems, databases and spreadsheets, graphing tools and modeling environments (b) multimedia software for simulation of processes and carrying out â€Å"virtual experiments†. (c) Publishing and presentation tools (d) Digital recording equipment (e) Computer projection technology These research workers added that these forms of information and communication technology can enhance both the practical and theoretical aspects of teaching. Other advantages of information and communication technology include enhancing the learning experience by offering a more personalized environment to students (Williams, 2005), boundaryless to which teaching materials can be administered and learning received (Osborne and Hennessy, 2007) and its limitless capacity to reach countless pupils and students with the same teaching materials (Van Brakel and Chisenga, 2003. , Johnston-Wilder and Pimm, 2004). It is known that many school pupils and students alike shy away from mathematics, claiming it is a difficult subject. It maybe a worthwhile undertaking to find out how information and communication technology help students overcome the problem of learning the subject and also teachers in effectively teaching it. Also, despite the widespread use of information and communication technology in the teaching of mathematics, few studies have been conducted to assess its effectiveness as a teaching tool and its impact on learning. Consequently, there is paucity of information in this area of education. This study therefore was instituted to help fill the information gap. Specifically, it shall seek to answer the question of whether the use of information and communication technology enhance teaching and learning of mathematics or otherwise. 2. 0 LITERATURE REVIEW 2. 1 Information and Communication Technologies for teaching mathematics Oldknow (2004) has given a vivid description of the information and communication technology hardwares, softwares and gadgets available for teaching and learning of mathematics. According to this author, information and communication technology hardware used to support interactive whole class teaching are conventionally based on a computer (desktop or laptop) or a projector or both. These gadgets can be permanently mounted or are movable. This author also pointed out that the objects projected can be displayed on an interactive white board (IWB) or an ordinary whiteboard or a clear patch of wall or screen. The IWB also come with its own pack of software tools. Two commonly used softwares for teaching mathematics are the Dynamic Geometry Software (DGS) and the Cabri Geometry Software. The former can be used at all levels of education. Other tools in use are the graphical calculators and data-loggers as well as integrated mathematical softwares such as the TI Inter-active. In their book titled â€Å"Teaching secondary mathematics with ICT (Learning and teaching with Information and communication technology), Johnston-Wilder and Pimm (2004) offered useful tools used in teaching and learning of mathematics. For example, they showed how the internet and video conferencing can be used to enhance teaching. They also revealed how interactive boards can be used in the classroom. Softwares that support the teaching and learning of mathematics in primary schools have been categorized by the DfES (2007). These include (a) software for numbering and number patterns (b) spreadsheet software and calculators (c) pixie and roamer programmable toys for stage one pupils (d) shape programs using computer-aided design (CAD), (e) Abacus 1, 2, and 3 teaching software and (f) 123-CD for numeric skill development. 2. 2 The use of information and communication technology in schools In the last decade or two, information and communication technology (ICT) has considerably altered the way and manner teaching of students and pupils, learning and school administration is carried out. According to Gurr (2001) school systems worldwide face increasing pressure to use technology to enhance teaching, learning and administration. This research worker further pointed out that in the school system of Victoria, Australia, school principals had been able to manage the decade of explosive change through an increasing reliance on information communication and technology. Some of the principals he interviewed in this study revealed that they would not have been able to do their work, if they had not been familiar with information and communication technology. A lot of changes have taken place since 2001 in the information and communication technology sector itself and its usage in teaching, learning and administration of schools that lack of knowledge in information and communication technology would have made the work of operatives in this sector virtually possible. Loveless (2003) studied the interaction between primary school teachers’ perceptions of information and communication technology and their pedagogy at Carberry Junior School in England. He found that Information and communication technology was perceived as by the teachers as a social and cultural phenomenon and an ambiguous area constructed as a discrete subject and a ‘new’ field in primary schools. Yuen, Law and Wong (2003), on the other hand, studied the models of change in eighteen schools striving to integrate the use of information and communications technology in teaching and learning across school curriculum in the Hong Kong Special Administrative Region. They found that the strategy adopted by a school instituting such change and the resulting variation of pedagogical practices using information and communication technology was strongly dependent on the school leader’s vision and understanding of the role and impact of information and communication technology in the curriculum, culture and background of the school and its general vision and mission. Hennessy, Ruthven and Brindley (2005) also examined how secondary school teachers of core subjects such as English, Mathematics and Science integrate information and communication technology into mainstream classroom practice in English schools. They found that teachers used Information and communication technology to enhance and extend their existing classroom practice. Teachers also developed and tried new strategies specifically for mediating Information and communication technology supported learning. These research workers also found that teachers were able to overcome potentially obstructive role of some forms of information and communication technology by focusing pupils’ attention to underlying learning objectives. In another study involving a survey of teachers, Ruthven and Hennessy (2003) reported that ICT enabled teachers to facilitate more of their routine components of classroom activity, increasing the productivity of pupils and improving the quality of work they produced. These researchers also added that ICT allowed the teachers’ activities to be carried out more quickly and reliably, with greater ease and higher quality (Ruthven and Hennessy, 2002) Sutherland and co-workers (2004) also studied how teams of teachers and researchers embed information and communication technology into everyday classroom practices to enhance learning. The study focused on the teaching and learning across a range of subjects such as English, History, Geography, Mathematics, Foreign languages, Music and Science. They found that young people out of school uses of information and communication technology influenced their in-school learning. Higgins (2007), on the other hand, has pointed out that there is evidence from research that information and communication technology could help pupils to learn and teachers to teach more effectively. This researcher however, added that there was not a simple message in such evidence that ICT would make a difference simply by being used. In other words, concrete plans and objectives must be set in place and stringently implemented before observable results can be seen. Higgins (2007) further added that findings suggest that although information and communication technology can improve learning, there were a number of issues that must be addressed if technology was to make a difference. These issues are (a) the modest effect of information and communication technology compared with other research interventions and (b) the almost negligible effect of the provision and use of information and communication technology at a general level. Lawson and Comber (1999) have examined the non-technical factors which lead to successful integration of information and communication technology into school curriculum. The factors identified included (a) teachers’ attitudes prior to the innovation (b) the role of the information and communication technology coordinator (c) the attitude of senior management and (d) the existence of adequate support and training. These research workers concluded that the interplay between these four factors provided the necessary conditions for a successful deployment of superhighways technology in the curriculum. According to McCarney (2004) previous studies into teacher attitude and motivation in Scotland, identified staff development as one of the contributing factors to the effective usage of information and communication technology in the classroom. This study further revealed that there was the need to place greater emphasis on the pedagogy of information and communication technology. The study concluded that these findings should be of interest to all involved in teacher education and the continuing professional development of teachers. 2. 3 Problems associated with information and communication technology usage in schools The use of information and communication technology in the educational sector has not been without its peculiar problems. Littlejohn (2002) has pointed out that common shortcomings in educational design in higher education had not been fully addressed in some schools during the rapid shift towards online, resource-based learning. He noted that a contributing factor to this problem has been the adherence of academic staffs towards passive and didactic forms of online teaching and learning. Continuous professional development has been offered as the most valid way of rectifying this problem (Davies and Preston, 2002; Littlejohn, 2002). There are more primary and secondary schools than schools catering for higher educations, so it can be expected that the problem can be more pronounced in the lower end of the educational ladder. Some educators have suggested that information and communication technology use should start at the schools where teachers are trained. Galanouli and McNair (2001) have shown from a study that students’ use of information and communication technology on teaching practice was necessary for effective future use of information and communication technology in the classroom. They therefore recommended that schools should be supported and resourced properly to enable teachers gain effective information and communication technology training for their future careers. Some researchers have highlighted the negative effects information and communication technology can have on pupils or students. Tolmie (2001) has pointed out that whilst information and communication technology has tremendous benefits, it can have unexpected diverse effects on students according to the setting in which they are used. He counseled that if the object was to exercise control over the outcome, then conditions of use need to be planned for within the design and implementation of the technology. In order to do this, Tolmie (2001) recommended that data should be gathered on how outcomes are affected by the interplay between technology and the context within which they are used. Watson (2004) has bemoaned technology’s role in education. According to this research worker despite the ubiquity of technology in the business world, no clear role has emerged for it in education. He further pointed out that this was happening after many years of national policies and investment in information technologies in the UK and elsewhere. He added that technology is still considered by many people as having been imposed and novel â€Å"outsider† in the pedagogy of schools. Kennewell (2001) has conceded that evaluating the nature and extent of the influence of information and communication technology on the quality of learning is highly problematic, owning to the number and complexity of interacting variables involved in the settings of teaching and learning. These difficulties notwithstanding, Kennewell (2001) pointed out that there was the need to identify, characterize, measure and model more precisely the features and processes through which technology impacts upon teaching and learning. According to this research worker, such information is very much needed by those responsible for allocating large sums of money for the development of information and communication technology in education. METHODOLOGY A qualitative study involving in-depth personal interviews with mathematics teachers shall be conducted. Three teachers shall be engaged for this interview. The questionnaire to be used is given in the Appendix. This study shall endeavour to assess the knowledge and understanding of the three chosen mathematics teachers about information and communication technology as well as problems they encountered in using them. REFERENCES 1. Davies, R. and Preston, M. (2002). An evaluation of the impact of continuing professional development on personal and professional lives, Journal of Computer Assisted Learning, 28(2):231-254.